The overarching aim for English in the National Curriculum is to promote high standards of literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment.
The National Curriculum for English reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. Spoken language underpins the development of reading and writing. At St. Wilfrid’s teachers ensure the continual development of pupils’ confidence and competence in spoken language and listening skills. Throughout the school, children are encouraged to develop their language and communication skills through drama, poetry, debate and participation in whole school assemblies.
The programme of study for reading at Key Stages 1 and 2 consist of two dimensions:
- Word reading
- Comprehension (both listening and reading).
Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Underpinning both is the understanding that the letters on the page represent the sounds in spoken words. This is why phonics should be emphasised in the early teaching of reading to beginners. At St Wilfrid’s phonics is introduced to children through the use of the Jolly Phonics scheme and DFE Letters and Sounds. It is expected that children will have completed the phonic stages by the end of Year 2, with an understanding that phonics underpins all spelling, reading and writing.
Good comprehension draws from linguistic knowledge, particularly vocabulary and grammar, and on knowledge of the world. Comprehension skills develop through pupils’ experience of high quality discussion with the teacher as well as from reading and discussing a range of stories, poems and non-fiction. We are currently using Cracking Comprehension as a focused approach to improving children’s skills in this area.
Our core reading scheme at St Wilfrid’s is the Oxford Reading Tree and Project X Books, both by Oxford University Press. Other books are used to supplement these schemes and book bands are used in the earlier years to aid with appropriate selection of books. As children become more proficient at their reading they are encouraged to read from a wide selection of ‘real books’.
All children engage in at least weekly group reading sessions, sometimes more and from Year 4 upwards participate in Literacy Circle activities. Children use the well- stocked library to help encourage a wide variety of reading.
Writing across the school is linked to a focused text and/or topic. Modelling good examples of specific text types by teachers is used to support children’s development in vocabulary, sentence structure and structure of that particular piece of work. Children are then taught how to plan and write their own texts using the specific skills taught
Marking of writing is to help develop a child’s writing. Opportunities are given for children to reread and edit work for improvement, encouraging children to understand that editing is very much a part of the writing process. Self, peer and teacher assessment is used throughout the writing process to help improve a child’s work.
Grammar, punctuation and spelling (GPS) is embedded throughout writing lessons and in other areas of the curriculum. Children are provided with opportunities to consolidate and apply their GPS knowledge in all their written work. Generally, sentence and grammar work is taught explicitly to develop understanding in an enriched topic context, rather than standalone activities.
Additional information for Download
Jolly Phonics Actions http://www.communication4all.co.uk/Phonics/JP%20action%20Sheets.pdf
Year Group Expectations
Year 1 expectations here
Year 2 expectations here
Year 3 expectations here
Year 4 expectations here
Year 5 expectations here
Year 6 expectations here
Learning Websites to develop Literacy
Common Exception Words
These are words that do not follow regular spelling patterns and have something unusual about them. The expectation is that children can read and spell these words by the end of the year.
Year 2 Common Exception Words
Year 3/4 spelling
Year 5/6 spelling
From Year 1 upwards, children will use the following letter formation. Each class has discrete handwriting sessions to enable pupils to develop and refine their skills. As children become more confident, they are encouraged to join.