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Curriculum Statement: Literacy - New Brighton Primary School

Curriculum Statement: Literacy

New Brighton Primary

Literacy Intent, Implementation and Impact.

 

Our Reading Intent:

At New Brighton Primary we are dedicated to ensuring that all of our pupils develop a life-long love of reading as well as gaining the key skills to become competent readers. We know that reading is the foundation to academic success and so to ensure that our children reach their fullest potential, we implement the following:

  • Children take part in regular whole class and guided reading sessions, focussing on key comprehension skills, engaging in activities which allow them to demonstrate their knowledge while being exposed to a wide range of fiction and non-fiction texts.
  • Class teachers read to their children at the end of the day from a class novel or storybook to foster a love of reading and give them the opportunity to hear and understand a range of vocabulary.
  • We have a school library and a dedicated librarian. The children have timetabled slots to visit the library and choose an appropriate reading book to enjoy either at home or in class. Pupils use a home reading record to track their own progress and those who return it to school and demonstrate that they have read a minimum of three times per week receive a reward.
  • Each classroom has an interactive reading display which pupils can access in a variety of ways; to show how many books they have read, to recommend a book/author to a class mate, to display book reviews and favourite quotes from texts
  • Pupils in year five and year six have the chance to become reading buddies and partner up with children in Key Stage One and Foundation Stage to listen to them read and share their own love of reading with younger children
  • Children who do not pass the phonics test in Year One receive interventions to support them with re-sits in Year Two
  • Children who are not yet free readers or who are reluctant to engage with reading receive intervention support from a dedicated team of TA’s who focus on helping the children to close any specific gaps in their learning quickly.

By the time children leave New Brighton Primary they are competent readers who can recommend books to their peers, have a thirst for reading a range of genres and can participate in discussions about books, including evaluating an author’s use of language and the impact this can have on the reader.

Our Phonics Intent:

From when our youngest children join us in Foundation 1 they are taught to tune into sounds which they hear in both the classroom and outdoor environment. They learn how to listen through story, games, rhymes and talk and begin to distinguish between the letter sounds they can hear at the beginning of words. Once the children have secured the Phase 1 listening skills, they move on to Phase 2 and at this point we continue to follow Letters and Sounds to help to aid the children’s recall and understanding of letter sounds. The children are taught to segment and blend words moving onto letter recognition and formation when ready.  As the children develop at different rates some children receive additional phonics sessions during the day if this is required.

The teaching of phonics at New Brighton Primary is a curriculum priority. This is because good phonic skills ensure that the children make good progress with reading, writing and spelling.

 

Implementation:

In Foundation 2, our pupils take part in daily literacy sessions that are centred around the books identified in the Pathways to Write program. Sessions linked to these quality texts enable the children to develop their wider reading skills, such as inference and the pattern and structure of stories. They learn the mechanics of reading in their daily phonics lessons, as described above.

In KS1 and KS2 our pupils take part in daily reading sessions where the focus is on the teaching of key reading and comprehension skills. The children are exposed to a wide range of fiction, non-fiction and poetry texts where they have the opportunity to respond to a text using a taught skill or to explore new vocabulary. Response activities use a variety of question stems and allow children to demonstrate their learning  in a variety of ways based on the chosen text at hand.. Opportunities to read and demonstrate reading skills are woven throughout the rest of the curriculum for example the use of non-fiction texts in history, geography and science.

In addition to this, each pupil in KS1 and KS2 will have a daily opportunity to access the Accelerated Reader program. Once children have completed reading an AR book, they must take an online quiz. When children have completed 3 quizzes and scored 80% or higher, they then move on to the next level.

All children in KS1 and KS2 have a reading target card linked to the key reading skills. Staff assess pupils through termly reading assessments, the use of Star reading tests and ongoing formative assessment based on planned activities.

All pupils across the three phases have weekly 25 min slots in the school library. Children choose a book with guidance from the school librarian and read them at home and in class. Children are expected to read for at least 10mins per day at home and return their home reading record each week where class teachers monitor pupil engagement.

Teachers share quality texts with their class from the year group novel overview to ensure all pupils are exposed to a variety of authors and genres.

 

Impact:

Through the teaching of systematic phonics via Letters and Sounds, our aim is for children to become fluent readers by the end of Key Stage One. This way, children can focus on developing their fluency and comprehension as they move through the school. Attainment in reading is measured using the statutory assessments at the end of Key Stage One and Two. These results are measured against the reading attainment of children nationally. Attainment in phonics is measured by the Phonics Screening Test at the end of Year 1.

However, we firmly believe that reading is the key to all learning and so the impact of our reading curriculum goes beyond the results of the statutory assessments. We give all children the opportunity to enter the magical worlds that books open up to them. We promote reading for pleasure as part of our curriculum. Children are encouraged to develop their own love of genres and authors and to review their books objectively. This enhances a deep love of literature across a range of genres, cultures and styles.

 

Our Writing Intent:

At New Brighton Primary we endeavour to create a love for literacy. We want every child to leave New Brighton Primary with the skills of an excellent writer who:

  • Has the ability to write with fluency and has an author’s voice;
  • Can think about the impact they want their writing to have on the reader and know how they will achieve this;
  • Can use a wide range of ambitious vocabulary and has an excellent knowledge of writing techniques to extend details or description;
  • Can structure and organise their writing to suit the genre they are writing in and include a variety of sentence structures;
  • Displays excellent transcription skills that ensures their handwriting is well presented, joined and legible, correctly punctuated and spelled correctly;
  • Re-reads, edits and improves their writing so every piece they produce is to the best of their ability and better than the last.

 

Throughout their time at New Brighton Primary, children develop their skills by exploring a whole range of different genres, with a focus on exploring a range of models of excellence and using these to guide the drafting and editing process. It is important to note that we not only develop a real enjoyment of writing in English lessons but in all subjects across the curriculum. We expect the highest standards of writing every time a child writes in any subject.

 

Implementation

Pathways to Write has been chosen as a cross-phase planning scheme. Teachers adapt the long and medium term planning provided to ensure:

  • A medium term literacy overview of the three phases (phase one – immersion in the text; phase two – generate ideas, plan and write; phrase three – proof reading and editing) to allow all children to produce a quality end of unit ‘hot write’;
  • A short-term weekly plan that includes the vocabulary to be taught, along with differentiated activities to allow all pupils to access the learning at hand including SEND/EAL children
  • Engaging texts which expose pupils to a range of high quality models to support their independent writing
  • Pupils build on their prior learning by being given writing opportunities which have specific learning intentions planned in

Writing is key for success across the curriculum, opportunities for quality writing tasks are planned in to other subjects to give pupils the chance to demonstrate their learning.

Writing is assessed through the use of Assessment Counts criteria and staff regularly moderate independent pieces and use these to inform next steps.

The No More Marking comparative judgement scheme is used in KS1 and KS2 to further help monitor pupil progress and identify groups who need additional support.

 

Impact

Our Writing curriculum has been chosen because it is well thought out and is planned to demonstrate clear progression. If children are keeping up with the curriculum and demonstrating age appropriate writing skills, they are deemed to be making good or better progress. In addition, we measure the impact of our curriculum through the following methods:

  • A reflection on standards achieved against the planned outcomes;
  • Children can understand and apply the fundamental principles of spelling, grammar and punctuation in their writing;
  • Children can evaluate, improve and edit their writing;
  • Children are responsible, competent, confident and creative writers;
  • Children develop an author’s voice;
  • Moderated end of unit ‘hot writes’ judges against age appropriate writing skills
  • Children communicate clearly using accurate grammar, punctuation, handwriting and spelling.
  • Children will develop competence in transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech and writing) at national expectation and at greater depth.

 

See our documents on 101 things a New Brighton Child will do in Foundation StageKey Stage OneLower Key Stage Two and Upper Key Stage Two.

You can also access our long-term Literacy planning here.

Get a glimpse of how our curriculum is taught over on our Twitter page 


Useful links and blogs

https://www.literacyshed.com/

https://www.gov.uk/government/publications/2018-teacher-assessment-exemplification-ks2-english-writing

https://clpe.org.uk/blog

http://www.mrspteach.com/

https://literacywithmissp.com/

 

Page last updated AWoosey 02/12/19

 

 

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