At Great Coates Primary School, we believe that literacy and communication are key life skills, which are fundamental to the overall development of the child and enables their access to the curriculum in all its aspects. Through the English curriculum, we will help children develop the skills and knowledge that will enable them to communicate effectively and creatively through spoken and written language and equip them with the skills to become lifelong learners. Literacy enables children both to communicate with others effectively for a variety of purposes and to examine their own and others’ experiences, feelings and ideas, giving these order and meaning.
Because literacy is central to children’s intellectual, emotional and social development it has an essential role across the curriculum and helps pupils’ learning to be coherent and progressive. Good literacy skills, especially reading, enable children to enjoy and appreciate literature, the English language and its rich variety.
How is English taught at Great Coates?
The National Curriculum 2014 forms the basis of teaching and learning. All children in KS1 and KS2 receive a daily English lesson and daily reading lesson.
Reading is taught throughout the whole curriculum and we aim to instill a love of reading in all pupils. In foundation stage and key stage 1, the daily phonics lesson forms the basis of teaching pupils to read. In year 2 and KS2, reading lessons teach pupils how to read and understand texts.
Teachers plan their literacy teaching around a range of high quality texts for children using the National Curriculum 2014 as a starting point. Teachers plan and teach following the five key aspects of Literacy teaching: familiarisation with the genre and text type; capturing ideas; teacher demonstration; teacher scribing through supported and guided writing and finally, independent writing, to create a teaching sequence.
The literacy long term plan can be found here.
Teachers plan closely with key phase group colleagues to ensure consistency of opportunity for all children. Clear objectives based on the National Curriculum are set for each session and are shared with pupils. Teachers differentiate according to the needs of the pupils and use interventions for targeted support.
Literacy is encouraged and developed across our curriculum. The quality texts, around which we teach literacy, are linked to the themes in our Non-Core Subject Curriculum. ICT is used where it enhances, extends and complements literacy teaching and learning.
Additional adults are used to support the teaching of Literacy. They work under the guidance of the teacher with small groups of children or individuals.
Developing a Love for Reading
At Great Coates Primary School we develop a love of reading through a number of activities. Children get rewards for reading at home and story time happens every day. The school has a good variety of books for children to take home and to read in the classroom. Teachers are model readers and share their reading experiences with children. Throughout the whole curriculum we encourage and wish to nurture in each child a love of reading.
The English Curriculum is taught based on the areas of skills involved in being a fluent user of the English language. These are:
- Speaking and Listening
- Word Reading, including phonetic understanding
- Reading comprehension
- Writing – including the understanding of grammar and punctuation and handwriting skills.
All elements are planned and taught within each unit of work based on quality children’s texts. Also we have stand alone handwriting, spelling, reading comprehension and phonics lessons to further develop these skills.
For more detailed information about phonics follow the link.
To view the full English Policy click the link below.
All children receive quality first literacy teaching on a daily basis and activities are differentiated accordingly. This will include differentiation for more able students. In addition, intervention programmes are used for a number of reasons. This may be for; pupils who have made insufficient progress, pupils who are not working at an age-expected level, pupils who have missed school, pupils who have struggled to grasp a new concept, children with SENs or other identified pupils who need additional support in Literacy. Identified pupils are considered to require targeted support to enable them to work towards age appropriate objectives. Teachers and teaching assistants plan programmes together and monitor progress of these pupils. This can include: Speaking and Listening Support, Listening and Thinking Skills, additional grammar sessions, additional reading comprehension sessions, phonics interventions, handwriting support, additional guided reading or writing sessions, Support for Spelling and Grammar for Writing. Intervention programmes may be taught by a teaching assistant, an external provider or the class teacher. Some interventions may be taught within Literacy lessons and others may be taught during other parts of the school day. Other intervention programmes are used when the need arises as accessed by the class teacher, following pupil progress meetings. These include Beat Dyslexia and Rapid Reading.