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 them with the skills to become lifelong learners.
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 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: