English

Reading at St. Joseph’s

Intent

Through our English curriculum, we strive to teach the children how important their reading, writing, speaking and listening skills will be in the real world. By providing an enriched and engaging English curriculum, we develop confident and enthusiastic learners who are equipped with the tools they need to participate fully as a member of society both now and in their future. Reading is at the heart of all our English lessons. By reading widely and often and through choosing quality texts, we want children to develop a lifelong love of reading and allow children to recognise the pleasure they can get from their reading, as well as an understanding that reading allows them to discover new knowledge, revisit prior knowledge and understand more about what they learn, fuelling their imagination for ideas to use in their own work.

Implementation

Phonics:

The systematic teaching of phonics has a high priority throughout Foundation Stage and Key Stage 1. Phonics is taught daily to all children in Foundation Stage, and Key Stage One.  Staff systematically teach learners the relationship between sounds and the written spelling patterns, or graphemes, which represent them. Phonics are displayed in classrooms and this further enhances the rich literacy environment for early readers. Intervention is planned for those children who are working below expected levels and children who do meet the threshold in Y1 in the phonics screening check receive extra daily phonics. We use a whole class approach to phonics and have started to use the Floppy’s Phonics scheme, from September 2020 for delivery in Early Years and Year One. Floppy’s Phonics is visual, audial and progressive and has an array of reading books available which closely match the phase of phonics that children are currently working within. Children in Year 2 recap phase 5 phonics in the autumn term in order to secure their understanding.

Reading Scheme:

School uses a variety of different reading schemes to provide a wide variety of appropriate quality texts for children to read, covering all genres. The schemes incorporated into our reading provision include: Oxford Reading Tree, Collins Big Cat, Jelly and Bean and Bug Club. All books are levelled (initially by phonic stage) in order to ensure progression and challenge for all children.

Reading across school:

Reading forms the core of our English curriculum. In order to expose children to a variety of genres, books are purposefully selected by teachers in order to promote a love of reading, engagement and high quality writing from each child. Where possible, books are chosen with cross-curricular links to give learning more purpose and to make it more memorable. Our chosen books are then used within a learning journey, exposing our pupils to inference, high-level vocabulary, a range of punctuation and grammatical concepts and characterisation. In Foundation Stage the curriculum is planned around novels and continuous provision is enhanced using the chosen books.

From Year 1 children take part in whole class reading sessions. From September 2020, these sessions will be  planned by teachers using ‘Vipers’ for comprehension. We plan to embed this throughout the coming school year. This approach teaches the skills of Vocabulary, Inference, Prediction, Explanation, Retrieval, Sequencing (KS1)and Summarising (KS2).

Reading for Pleasure:

At St. Joseph’s, we strive to foster a love of reading both in school and at home. To ensure that all children have access to a range of books, all classrooms have a reading area where children can choose books that interest them and they are regularly given opportunities to read these books within the school day. Children also have access to the library which they are given the chance to visit fortnightly to choose a book to read for pleasure. * Children also are also able to listen to the class teacher reading a shared class book. This provides a quality model for reading and time for children to enjoy being read to.

Wider experiences:

Reading is not only celebrated during lessons at St. Joseph’s. Throughout the school year, the importance of reading is enhanced through World Book Day, author visits, parent reading workshops and Leeds Book Awards* for our reading ambassadors. We also aim to regularly utilise the local library through visits to borrow books throughout the year.

All of these opportunities assist in enriching and complimenting the children’s learning.

Impact

Children will have a love of reading.

  • Pupils enjoy reading regularly for information and for pleasure.
  • Pupils discuss books with excitement and interest.
  • Pupils have a good understanding of a range of genres.
  • All pupils learn to read, regardless of their background, needs or abilities and make progress.
  • The percentage of pupils working at ARE by the end of each Key stage will be at least in line with national averages.
  • The will be no significant gaps in the progress of different groups of pupils (e.g. disadvantaged vs non-disadvantaged).
  • Children will use their Reading skills as a key tool in helping them to learn, and as a result, know more, remember more and understand more.
  • Pupils will have a wide vocabulary that they use within their writing.
  • Children are confident in taking risks within their reading, challenging themselves to try something different.
  • Children are equipped with the tools they need to participate fully as a member of society both now and in their future.

*We are reviewing these opportunities in light of the current Covid situation.

Writing at St. Joseph’s

Intent

Through our English curriculum, we strive to teach the children how important their reading, writing, speaking and listening skills will be in the real world. By providing an enriched and engaging English curriculum, we develop confident and enthusiastic learners who are equipped with the tools they need to participate fully as a member of society both now and in their future. Through rich and varied writing opportunities, we nurture a culture where children take pride in their writing, can write clearly and accurately and can adapt their language and style for a rage of contexts, utilising the wealth of ideas taken from the books we read. We want our children to be inspired by the rich and varied learning opportunities in English and aspire to be the Roald Dahl, Malorie Blackman or JK Rowling of their generation.

Implementation Phonics:

The systematic teaching of phonics has a high priority throughout Foundation Stage and Key Stage 1. Phonics is taught daily to all children in Foundation Stage and Key Stage One. Staff systematically teach learners the relationship between sounds and the written spelling patterns, or graphemes, which represent them. Phonics is delivered in a whole class format because it enables staff to ensure application across subjects embedding the process in a rich literacy environment for early readers. Intervention is planned for those children who are working below expected levels. From September 2020 we will use Floppy’s Phonics as the spine for delivery of the phonics sessions. In these lessons children are encouraged to write regularly, concentrating on letter formation, and words linked to the letters and sounds taught that day. In line with the new phonics scheme children will now start their writing using the pre-cursive script and cursive writing will begin for these children in the summer term in Y1. All other year groups will continue with cursive writing, including those children currently in Y1.

English Teaching Sequence:

Each year group teacher has carefully crafted a long term plan which identifies the range of genres, both fiction and non-fiction that they will teach, along with an array of stimulus’s (ranging from fiction texts, nonfiction texts, poems, film clips, audio clips, picture books and more), with links being made across the curriculum where appropriate. Each cycle of work is based around a carefully chosen resource that acts as a stimulus for a learning journey, taking the children through a sequence from prediction to publication.  From September 2020 we will use the ‘Write Stuff’ approach to teach writing. During these lessons the teacher initiates ideas, models them carefully and this then enables our children to write confidently.

Language:

The promotion of a language rich curriculum is essential to success within writing. The use of accurate and rich cross-curricular vocabulary throughout school is planned within all subjects and is evident in all learning areas and is a key part of our planning. We do this in an attempt to help children make links across the subjects so that they know more, remember more and understand more. Pupils are given a wide range of opportunities to use and develop their speaking and listening skills within school life through techniques such as drama, debating and opportunities to speak publicly within assemblies and worships. All of these opportunities are key in helping them to become confident and articulate which in turn will assist them in becoming experts within the writing process.

Cross-Curricular Opportunities:

Throughout the academic year, children are given the opportunity to practise using their writing skills within cross-curricular contexts. Opportunities are provided within Religious Education, Geography, History, Science and many other subjects, all of which are planned for within our English long term plans. This gives the children more purpose to their writing, encourages consistency in expectations and quality across the curriculum and provides opportunities for deeper learning that will prepare the pupils for their future.

Impact

  • Children will enjoy writing and use features of different genres and styles.
  • Pupils can write for different purposes and audiences.
  • Our children are proud of their writing.
  • Pupils know that others value their writing; they see it on display as a ‘published’ piece
  • Skills progress throughout school is evident in children’s books.
  • Pupils are being adventurous with vocabulary choices.
  • All pupils, regardless of their background, needs or abilities and will make progress.
  • Pupils will have a good knowledge of how to adapt their writing based on the context and audience.
  • The percentage of pupils working at ARE within each year group will be at least in line with national averages.
  • The will be no significant gaps in the progress of different groups of pupils (e.g. disadvantaged vs non-disadvantaged).
  • Writing across the curriculum is the same standard as in English books.
  • Pupils develop the skills and are inspired to become the authors of their generation.
  • Pupils are equipped with the tools they need to participate fully as a member of society both now and in their future.

English Long Term Plan