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At Valley Invicta Primary School at Holborough Lakes, children from Foundation Stage to Year 6 are provided with many opportunities to develop and apply their speaking, listening, reading and writing skills across the curriculum.
We intend for pupils to be able to speak, read and write to a high standard to enable them to reach their full potential in the world of work and as Global Citizens. We consider reading to be the key to success and place huge importance and emphasis on the teaching of reading and on nurturing a life-long, love of reading.
Children at Holborough Lakes are exposed to a diverse, exciting and stimulating array of literature that encourages children to question, consider, wonder and learn about other people, issues and places, as well as themselves. They are taught how to use this knowledge and their growing vocabulary and informed opinions to write in a range of genres and for different purposes and audiences. They plan, revise and evaluate their writing. To be able to do this effectively, we focus on developing effective transcription and effective composition. We intend for pupils to leave school being able to use fluent and legible handwriting.
Teachers show pupils how to understand and remember spelling rules, the relationships between words and how to understand nuances in meaning. Children learn to develop their understanding of, and ability to use, figurative language. Pupils are also taught how to work out and clarify the meanings of unknown words and words with more than one meaning. Children at Holborough Lakes learn to control their speaking and writing consciously and to use Standard English.
- To design an exciting and engaging curriculum that provides regular opportunities for pupils to use and apply the writing and spoken language skills they have acquired from the English Curriculum.
- To create an interest in words and their meanings in order to broaden vocabulary and ability to use it in the correct context.
- For children to write for a purpose and to have clear intentions of the impact of their writing on the reader, through careful planning and consideration.
- To develop a broad range of writing skills that can be applied to a wide range of text types and genres across the whole curriculum.
- For children to be able to articulate their thoughts orally and to be able to use a strong grasp of grammar and spelling to write with confidence and clarity in all subjects.
- Children are taught letters with entry and exit lines from EYFS. They begin to join these letters to form a neat, cursive script in year 2 and all teaching staff model this consistently. It is expected that writing is beautifully presented in all books and for all display work.
You can also visit the Book Trust website for some great tips around reading with your child.
Curriculum Intent, Implementation and Impact 1
To build an English curriculum which develops learning and results in the acquisition of knowledge and skills so that all pupils know more, remember more and understand more. To design a curriculum with appropriate subject knowledge, skills and understanding in Speech and Language, Reading and Writing as set out in the National Curriculum so that children can know more, remember more and understand more to help them reach and exceed their potential at Holborough Lakes Primary School and beyond.
National Curriculum Programmes of Study and Scheme of Work
- English is planned for, following the EYFS Framework and KS1 and KS2 school curriculum.
- English is planned for using high quality texts to engage and stimulate
- Whilst the National Curriculum forms the foundation of our curriculum, we make sure that children learn additional skills, knowledge and understanding and enhance our curriculum as and when necessary.
Children will make at least good progress in Reading, Writing and Speaking and Listening from their last point of statutory assessment or from their starting point in EYFS. Children will use their English knowledge and skills, in all curriculum areas, to enable them to know more, remember more and understand more.
Curriculum Intent, Implementation and Impact 2
To build a curriculum which develops a love of reading to help pupils know more, remember more and understand more. To design a curriculum which has reading at its core across all curriculum areas. Through choosing quality texts, we intend to develop a love of reading and allow children to recognise the pleasure they can get from books. Our children develop 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.
- The systematic teaching of phonics has a high priority throughout Foundation Stage and Key Stage 1 using Read Write Inc. Phonics is taught daily to all children in Foundation Stage, Year 1 and those in Year 2 who have not passed phonics screening in Year 1. Phonics interventions are arranged to support children in KS2 that are not yet fluent.
- Staff systematically teach learners the relationship between sounds and the written spelling patterns, or graphemes, which represent them. Phonics is delivered in ability groups to enable precision teaching at an appropriate pace. These groups are regularly assessed and changed according to progress.
- Children not making expected progress are quickly identified and given additional phonics input in the form of repeated lessons and additional home support.
- In EYFS and KS1, pupils are given reading books which closely match the phase of phonics that they are currently working within.
- Reading forms the core of our curriculum. All children read and are read to so that they develop a love of reading. A variety of schemes are available for children to choose from. When reading is considered fluent, children access our Accelerated Reader program (AR). Regular assessments are used to determine a Zone of Proximal Development (ZPD) to ensure that children choose from a selection of texts with appropriate challenge. Online quizzes are completed by children to assess their understanding of, and engagement with, the text.
- Reading Scheme – our school uses a range of different reading schemes to provide a wide variety of appropriate quality texts for children to read, covering all genres.
- Thirty-minute reading `lessons are taught every day using a range of cross-curricular fiction, non-fiction and poetry. Teachers use high quality texts to enrich and develop vocabulary, model reading and improve fluency, comprehension and to promote a love of reading.
- Home Reading – all children are expected to read at home at least 5 times a week. This is carefully monitored by teachers to ensure that children are getting the practice they need to enable progress towards fluency.
- Reading Areas - All classrooms have inviting class reading areas with subject specific books and other age-appropriate reading for pleasure books.
- Library – Children visit our well-stocked library to choose books from our AR collection.
Children will have a love of Reading and make at least good progress in Reading. 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.
Curriculum Intent, Implementation and Impact 3
To provide opportunities across all curricular areas for the development and application of Speaking, Listening and Writing skills to help all pupils know more, remember more and understand more. To design a wider curriculum that provides regular opportunities for pupils to use and apply the reading, writing and spoken language skills they have acquired from the English Curriculum.
- We promote a language rich curriculum that is essential to the successful acquisition of the written and spoken word across the curriculum.
- The development of speech and language is identified as one of the most important parts of our school’s early years curriculum.
- The promotion and use of an accurate and rich cross-curricular vocabulary throughout school is planned in all subjects. This is evident in all learning areas and is a key part of Knowledge Organisers.
- The promotion and implementation of tiered language across the curriculum provides the tools for children to 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 to aid them with the writing process across all areas of the curriculum.
- Teachers plan writing linked to high quality reading texts and ensure the coverage of key objectives in grammar which build competency. Opportunities to write for a real purpose/for a real audience are planned and links to the wider curriculum are made when doing this.
- At Holborough Lakes, we use the Teaching Backwards approach to teaching writing using modelled texts.
- Writing is marked against clear steps to success and assessed and next steps identified by the teacher and also through self and peer assessment. We assess writing using exemplars identified by VIAT.
- Each year group refers to our Skills and Progression document to ensure coverage.
- School has a presentation agreement that all children and staff adhere to. Excellent presentation is expected and celebrated.
- Phonics/spelling is taught daily using PiXL resources and rules. Children are also expected to learn spelling rules and patterns at home for weekly spelling tests.
Children will be able to produce effective written work of a similar standard in all areas of the curriculum which evidences good progress.
Phonics and Reading
Read Write Inc. Phonics (R.W.I.)
At Valley Invicta Primary School at Holborough Lakes we use Read, Write, Inc. an inclusive synthetic phonic programme to teach our children to read, to write and to spell. We have adopted this as our whole school approach as the programme facilitates a graduated and tailored approach to learning basic sounds and letter formation before advancing to more complex sounds and reading for comprehension. The programme moves with integrity from learning to read to reading to learn.
R.W.I. sessions occur each day as the continuity and pace of the programme is key to accelerating the progress of children’s reading development. This method of phonics teaching is both systematic and repetitive in order to embed learning; the programme also offers plenty of opportunities for fun based, interactive learning using drama, role play and props to engage with and to enjoy texts and stories. The children work in small groups according to their confidence and competence. These groups are reconfigured on a regular basis in order to match the pace and the progress of each child; this reconfiguration also allows Class Teachers to identify where 1:1 interventions may be required in order to meet the expectations of both the Phonics Check and the end of Key Stage 1.
Aims and Objectives
The overarching objectives of the RWI programme are to teach pupils to:
- apply the skill of blending phonemes in order to read words.
- segment words into their constituent phonemes in order to spell words.
- learn that blending and segmenting words are reversible processes.
- read high frequency words that do not conform to regular phonic patterns.
- read texts and words that are within their phonic capabilities as early as possible.
- decode texts effortlessly so that their focus can be used on reading to learn (comprehension)
- spell effortlessly so that their focus can be directed towards the composition of their writing
Teaching and Learning Style
The core principles of the programme are;
- Praise – Pupils learn quickly in a positive climate.
- Pace – Good pace is essential to the lesson.
- Purpose – Every part of the lesson has a specific purpose.
- Passion –It is the energy, enthusiasm and passion that teachers invest into lessons that bring the teaching and learning to life!
- Participation - A strong feature of R.W.I. lessons is partner work; partners ‘teaching’ each other (based on research which states that we learn 70% of what we talk about with our partner and 90% of what we teach).
Nonsense words (Alien words)
As well as learning to read and to blend real words, the children meet “Nonsense words.” These words present an opportunity to assess a child’s ability to decode using phonics. Children who can read non-words should have the skills to decode almost any unfamiliar word. Nonsense words will also feature in the Year One Phonics Screening check in the summer term.
What is the Phonics Screening Check?
The national Phonics Screening Check was introduced in 2012 to all Year 1 pupils. It is a short, statutory assessment to ensure that children are making sufficient progress in the phonics skills to read words and are on track to become fluent readers who can enjoy reading for pleasure and for learning.
Useful websites for Parents
Please find a list of websites that you may find useful in helping you and your child to learn about phonics. Games and fun activity websites are also included.
http://jollylearning.co.uk/ - Games and information for parents
https://www.youtube.com/watch?v=dEzfpod5w_Q (how to blend)
For further information please visit the Read Write Inc website:
How to further support your child at home with reading
100 best books
Ideas for themed book activities
You can also visit the Book Trust website for some great tips around reading with your child.
It is our intent to build an English curriculum which develops learning and results in the acquisition of knowledge and skills so that all pupils know more, remember more and understand more.
We wanted to design a curriculum with appropriate subject knowledge, skills and understanding in Speech and Language, Reading and Writing as set out in the National Curriculum so that children can know more, remember more and understand more to help them reach and exceed their potential at Valley Invicta Primary School at Holborough Lakes and beyond.
Writing is a crucial part of our curriculum. All children from Foundation Stage to Year 6 are provided with many opportunities to develop and apply their writing skills across the curriculum. Please click on the link to review our Writing and grammar scheme.
With regards to writing, we intend for pupils to be able to plan, revise and evaluate their writing. To be able to do this effectively, pupils will focus on developing effective transcription and effective composition. They will also develop an awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar. We also intend for pupils to leave school being able to use fluent, legible and speedy handwriting.
Please click the link below for information about how we teach progression in writing, year by year.
Information for parents
Accelerated reader is a system used by the school to encourage the development of reading skills. Elements for reading success using Accelerated Reader
1. Determine reading level - Children take a short reading test, the result if which determines the current reading ability and suggests a range of book levels. This will provide children with books that will keep them challenged without causing frustration.
2. Book selection - Once the children know their reading range, they are able to choose books within the range that interest them from the books available in our library.
3. Taking the AR quiz - Once children have read their book and are fully comfortable with the content, they are able to take online comprehension quiz or vocabulary test. Once the quiz has been completed the children receive instant feedback on how they have done, including the opportunity to review inaccurate answers. To pass a test children need to achieve 60% accuracy?
4. Target setting - Each child is set a target to aim for. As these are achieved they receive online awards as well as physical certificates to show their progress.
Children's reading achievements are celebrated within the school in many ways, including classroom displays to track and show progress, to the issuing of Ready Reader certificates during weekly celebration assemblies.
For more information, please follow the link below:
What is Oracy?
Oracy is the ability to express yourself clearly and communicate with others effectively through spoken language.A key part of oracy is for children to think carefully about the language they’re using, and tailor it to their subject, purpose and audience. For example, a Year 6 pupil should understand that they need to use simpler words and sentence structures when explaining the rules of a game to a Reception child than they would if they were with their peers.
Oracy involves embracing different speaking skills, such as:
- Discussion: exchanging ideas with others
- Instruction: telling someone what to do, or explaining facts
- Dialogue: having a conversation with someone, listening and showing an interest in what they say
Oracy isn’t, however, just about being a good talker – or talking lots. It also includes listening to others, and responding appropriately. So much in life depends on being a good communicator, so it’s vital that children learn the importance of oracy from a young age.
‘Good communication and language skills support children’s ability to learn, think about and understand the world, and interact with others,’
Indeed, children who start school with limited communication skills are six times less likely than their peers to reach the expected standards in English at the end of Year 6. Good oracy also leads to improved performance in other curriculum areas, including maths and science.
Developing early oracy skills isn’t just important for children’s education, though. Children who communicate well are more likely to form good relationships with other children and adults, and may be less prone to behaviour sanctions as they can express their frustrations verbally rather than lashing out or losing their temper. Focusing on oracy in primary schools has a big impact on children well into the future.
Children who are good communicators are less likely to have mental health problems as adults, possibly because they’re more able to express their feelings.
Good oracy skills also help them secure employment later in life, with over two thirds of employers rating literacy as one of their three most important considerations when recruiting school leavers. At Holborough Lakes we believe that embedding oracy into the curriculum is key to improving children’s life chances.’
7 ways to promote oracy at home
Try these techniques to help your child become a more confident communicator, in school and at home.
1. Read aloud to your child
‘Reading aloud to your child, well beyond the age they can read for themselves, combines the benefits of talking, listening and storytelling within one activity that helps children build their vocabulary, learn to express their thoughts, and understand the structure of language,’
2. Record a video diary
Many kids aspire to being vloggers or YouTube stars, so encourage them to start a video diary, either to chart their everyday life or to record special occasions like birthdays and holidays. For safety’s sake, keep these within the family rather than broadcasting them online.
3. Play word games
Games like 20 Questions, Guess Who? and I Spy are great for helping children use descriptive language and think critically about what they’re saying.
4. Talk about their day
Ask your child, ‘What did you do today?’ and they’ll often claim they can’t remember, so find different ways to talk about what they’ve been up to. Eating your evening meal as a family is a good way to encourage conversation, while older kids are often more chatty in the car, where they feel less like they’re being interrogated. You could also try our tips for asking the right questions to elicit information.
5. Phone a friend (or relative)
Persuade your child to take a break from text and WhatsApp and develop their speaking skills by making an actual phone call. Encouraging them to speak to different family members on the phone or on a video call will build confidence.
6. Go on a nature walk
This is a great pre-phonics activity for young children, who can be encouraged to listen carefully to the sounds they hear – from traffic to birdsong – and describe them. They can also describe the natural sights they see, such as trees, animals and birds and the sky.
7. Sign them up for a club
Joining extracurricular clubs is a good opportunity for your child to converse with different people outside the home or school environment. Many of them also involve taking instructions (such as being coached in sporting techniques or to complete science or art projects), and introduce them to different vocabulary relating to their new hobby.
The National Literacy Trust’s Words for Life programme has lots of great tips and activity ideas to encourage speaking, reading and writing skills in children from birth to 11 years.