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Alwoodley Primary School

Learning Together, Growing Stronger.

English

Our English vision is to foster a love of language and literature through the use of quality texts and books; this inspires, excites and engages our children.

Reading at Alwoodley Primary School

 

Intent

 

At Alwoodley Primary School, we aim to foster a love of language and reading and, therefore, attach great importance to enabling our children to become fluent readers whilst promoting reading for enjoyment. We are determined to develop independence and fluency in all readers to ensure a life-long love of reading and ensuring that they can all achieve their full potential across all areas of the curriculum.

We approach reading in three different ways; reading for pleasure, reading across the curriculum and teaching reading skills explicitly.

Implementation

 

  • We follow the Bug Club Phonics scheme (Pearson) from Nursery to Year 1, which teaches the children the 44 different sounds in the English language and 175+ different ways of writing those sounds (graphemes). The correct enunciation of phonemes and modelling of blending by all adults at Alwoodley Primary School is of paramount importance in the accurate and effective teaching of phonics.
  • Each child in Reception and Year 1 will have access to a fully phonetically decodable book. Bug Club books are finely matched to the Phases in our Bug Club Phonics programme and support the progression of all reading skills through regular comprehension questions and assessments.
  • Children who are falling behind the Bug Club programme's pace, are given individualised intervention through Rapid Phonics (Pearson). 
  • From Y2-6 we use Spelling Shed to plan and teach spelling patterns. The children can access this resource at home, to apply and embed the skills they have learnt.
  • From Reception to Y6, children have whole class reading sessions using the VIPERS (vocabulary, infer, predict, explain, retrieve, sequence or summarise) format. We use a variety of text types and genres to ensure full coverage of different curriculum areas. 
  • Reading for pleasure is promoted through a range of different strategies; all children visit the school library each week to choose a book, reading ambassadors, library club, Little Libraries, class novels, World Book Day celebrations, author visits etc.

VIPERS question stems

Impact

 

We ensure a progression of skills in Phonics throughout Early Years and expect that by the end of EYFS children can;

Comprehension

  • demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary
  • anticipate - where appropriate - key events in stories
  • use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play

Word reading

  • say a sound for each letter in the alphabet and at least 10 digraphs
  • read words consistent with their phonic knowledge by sound-blending
  • read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words (irregular words)

 

KS1 and expect that by the end of KS1 children can;

  • Independently use their phonic knowledge to read fluently, sounding out and blending unfamiliar words without support,
  • Read age appropriate books with increasing fluency and expression.
  • Read accurately words containing two or more syllables.
  • Read words containing common suffixes.
  • Make predictions and inferences based on what they have read themselves and what has been read to them by others.

 

By the end of KS2 children can;

  • Confidently read aloud with intonation and expression, drawing on subtle clues from the text.
  • Express individual interests, thoughts and opinions on texts.
  • Compare and contrast different texts on the same subject.
  • Explain and comment on structural devices used in a variety of texts.
  • Evaluate, comment and compare the different styles of writers – providing evidence and explanations (PEE – point, evidence, explain).
  • Perform familiar poems using tone, pitch and other devices to engage the audiences.

Writing at Alwoodley Primary School

 

Intent

 

We aim to prepare and equip children with the writing skills they need to become confident, independent writers and bring enjoyment into writing to inspire them. Through a balanced and broad curriculum, we intend to provide regular opportunities for children to write from different perspectives, e.g. to write as a historian. We want to ensure that all children, regardless of background and experiences, are provided with the scaffolding support and tools that they need to succeed.

Implementation

 

  • Grammar and punctuation is taught both explicitly and implicitly within English lessons. Our grammar and punctuation policy ensures that grammar skills are effectively embedded into the children’s everyday work.
  • Talk for Writing is used from Nursery – Year 1 to support and engage children in stories.
  • Children are encouraged to use their knowledge of texts to write for a variety of purposes such as: explanations, instructions, reports, balanced arguments, stories and poems. They learn to plan, draft, revise, edit and present their work, before evaluating the success of their writing.
  • From Nursery, our children are introduced to print letter formation. From Year 2, children are then formally taught using the Irlens handwriting scheme. As they progress through school, the children are encouraged to write in a neat, legible style using a cursive script.
  • Drama and speaking and listening are an integral part of our curriculum in order to encourage self-confidence, imagination and empathy. It is used collaboratively alongside other subjects to engage pupils actively in a topic and develop a deeper understanding.

Writing long term plan 2022-23

Impact

 

By the end of KS1 children can;

  • Apply their phonics knowledge by using strategies taught in Bug Club Phonics lessons.
  • Write independently, using Talk for Writing as a tool to guide and sequence sentences.
  • Write simple coherent narratives.

 

By the end of KS2 children can;

  • Write effectively for a range of audiences and purposes, selecting appropriate language and form.
  • Use a range of punctuation, tenses and dialogue in their writing effectively.
  • Use grammar and vocabulary efficiently to suit the needs of the writing.
  • Develop speed and fluency when writing in cursive script.