At Sandringham, we believe that literacy and communication are key life skills. Through the English curriculum, children will be helped to develop skills and knowledge that will enable them to communicate effectively and creatively through spoken and written language.
We provide a wide range of rich and meaningful opportunities to become fluent and critical readers, develop empathy and an understanding of society beyond the home and school setting, improve wellbeing and equip children with the skills to become lifelong learners.
Through our reading curriculum, we offer broad and rich reading experiences and have a balance of phonics, whole word and meaning based approaches to teach children to read. We strive to introduce all children to a wide range of children’s literature and explore ways in which reading can broaden the experience of life and give a sense of what is possible.
At Sandringham we believe that reading is a fundamental skill and the experience of reading for pleasure is invaluable. We strive to develop an ethos and environment that excites, enthuses, inspires and values reading. We believe that reading is key to developing the ability to understand the experiences of others thus, developing children’s language, social acceptance and cultural awareness.
To encourage children to :
Our English Curriculum is secured firmly across the school with the use of high quality texts. This has developed with guidance and training from CLPE (The Centre of Literacy in Primary Education) through the approach in Power of Reading.
At Sandringham we believe that the use of high quality books within the reading curriculum is at the heart of our approach to engage and support children. The Core English texts are mapped out from Nursery to Year 6 providing the opportunity for cross curricular links and a breadth of texts. Conscious effort is made to reflect the realities of experience of our children and positive representation of gender, age, culture and religion in book choices. Home languages particularly in Early Years are valued. Rich experiences are planned for, providing pupils access to theatre, workshops, author visits and creative projects. This supports our belief that classroom activities involving real tasks, purposes and audiences will engage pupils.
Reading is a fundamental skill and the experience of reading for pleasure is invaluable.
We strive to develop an ethos and environment that excites, enthuses, inspires and values reading.
To enable children to:
Pupils have access to the following reading opportunities to develop the skills of reading
During Reading Workshop sessions in KS1 And KS2, comprehension skills will be developed through a reciprocal reading approach.This uses high quality dialogue around selected texts.Reciprocal teaching was developed first by Ann brown and Annemarie Palincsar, researchers in educational and cognitive psychology. Underpinning this approach is an understanding that dialogic interactions between the teacher and learner can support the comprehension of text by exposing it,explaining it and expanding upon it.
Teachers will be working with a small group of six pupils on rotation over the week to develop the following skills.
Independent follow-up activities planned by the year group will involve pupils in the following and be appropriate for each phase:
High order reading skills are taught and embedded through carefully planned sequences of focussed activities in reading Workshop and the main literacy session based on core texts.
Grammar and Punctuation
We acknowledge that children learn the grammar that they use from the constant language interactions around them. Much of this is influenced by reading and being read to. This learning occurs naturally and implicitly. However the explicit, active teaching of grammar in relation to being a speaker, writer and interested reader can be a powerful part of developing an increasing control over language. It is this control over language that will lead to deeper learning.
Grammatical teaching makes most sense is it taught as an active process.
For pupils in speaking,reading and writing to :
For pupils to develop;
In addition to learning set words from the curriculum pupils will be encouraged to take increasing ownership of the selection of words to investigate and learn (based on the refining and editing process in English) as they move through the key stages.
To provide children with the experience of writing for a wide range of purposes in order that they can:-
We understand the role reading plays in developing writers and the value of being immersed in high quality literature therefore:
The Learning Power Approach (LPA) is an emerging school of thought about the kind of teaching that prepares young people for life in the mid to late 21st century. The premise of The Learning Power Approach is based on giving pupils and young people the opportunity to take responsibility and ownership of their own learning and become capable and confident in their ability to learn. LPA is not a stand-alone subject to be “taught” discretely within our curriculum, rather it is a mindset which needs embedding within an already existing curriculum.
At Sandringham, we aim to develop a LPA ethos in our children and teachers enabling children to develop in confidence, to trust their own judgements, to make informed decisions based on research, to troubleshoot and to assess and evaluate their own learning.
At Sandringham, we have been developing the LPA mindset in our children and teachers alike for several years in order to create a rich learning culture for our school community. Introducing this way of thinking to all stakeholders, embedding it within our curriculum and seeing the impact it can have, has taken time. The approach has, over time, given our children the understanding and confidence to develop and improve their own learning. The children at Sandringham understand that they are responsible for their learning and achievements. Our children are independent learners.
Embedding an LPA culture within our school impacts the whole school community. Our children are motivated and determined learners. They seek ways to improve their understanding and challenge themselves.
This is a geography based unit that will explore the countries of the UK. They will be looking at maps and locating countries and the oceans.
This is a geography based unit of learning where children will be comparing England to a non EU country (Kenya). They will be exploring the text Handa’s Surprise and will be looking at the weather in Kenya, the clothing, population, coastal/inland - Savannah, village life and the city life of Nairobi compared to London.
How dark were the Dark Ages?
This is a history based unit following the requirements of the NC. Children will have an opportunity to gain a deeper understanding into why, where and when the Scots and Anglo Saxons invaded Britain.
In this unit, children will be learning about different seasons and exploring the outdoors. Children will have the opportunity to explore different sensory experiences (play snow, leaf printing etc).
Children will have the opportunity to explore small world play with dinosaurs, moving in different ways and will have the opportunity for dancing sessions in afternoon sensory circuit.