THE PRINCIPLES OF TEACHING AND LEARNING IN ENGLISH
English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others, and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.
AIMS AND OBJECTIVES
At Chaddesley Corbett Primary School, we aim to develop pupils’ abilities within an integrated programme of speaking & listening, reading and writing. Pupils will be given opportunities to interrelate the requirements of English within a broad and balanced approach to the teaching of English, with opportunities to consolidate and reinforce taught literacy skills across the curriculum.
Thus, by the end of Year 6 we aim for children to be able to:
THE TEACHING OF PHONICS
Phonics are the sounds that letters make and learning them helps children to decode words and begin to read and write.
At Chaddesley, we have chosen to follow the Song of Sounds synthetic phonics scheme. We feel that teaching our children phonics skills with the help of a song and actions makes their learning more engaging and stimulating, while also giving the children a positive early reading experience. This approach has been chosen in order to be fully inclusive for the wide range of needs of our children. Our Song of Sounds scheme forms the basis of our phonics provision. This scheme uses a spiral approach, revisiting and deepening understanding as children progress from EYFS to Year 2. In addition to the scheme sequence, teachers regularly assess the needs of each pupil and where necessary implement additional support including interventions across key stages.
In Reception and KS1, phonics is taught every day. This session consists of the children singing a song with actions and then learning the individual sounds that make up words. Children are also exposed to 'tricky words' where they learn to read, spell and use words that cannot be sounded out phonetically. The scheme only teaches one GPC (Grapheme Phoneme Correspondence) per day to allow children to engage fully with that sound and avoid cognitive overload.
When children are taught to read through phonics they are taught that each word is made up of sounds. These sounds are called:
Phonemes- one letter that makes one sound eg. ‘a’ ‘b’ ‘c’
Digraphs- two letters that make one sound eg. ‘sh’ ‘th’ ‘ch’
Trigraphs- three or more letters that make one sound eg. ‘ear’ ‘air’ ‘igh’
This vocabulary is introduced progressively and by the end of key stage 1, children can confidently use and apply this language. Once children have learnt the initial sounds of words, we then encourage them to ‘blend’ the sounds together to make a word e.g. c - a - t. Children therefore 'decode' words by breaking them down into their sounds rather than having to memorise thousands of words individually.
Based on the Song of Sounds scheme, the sounds children need to learn are structured into progressive groups of sounds used to scaffold the teaching of reading. These groups of sounds link directly to our chosen decodable reading books published by Big Cat Collins which include the specific sounds taught.
Children are regularly assessed using the Song of Sounds end of unit assessment sheets which provide teachers with the knowledge of which sounds the children can confidently recognise and which need to be revisited. This analysis gives teachers the information needed to identify to correct fully decodable book.
Phases are constantly revisited to build on previous knowledge. In Key Stage 2, phonics knowledge and fluency is developed further for specific pupils.
If you missed our Phonics workshop, you can find the slides from the presentation below.
English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others, and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.
AIMS AND OBJECTIVES
At Chaddesley Corbett Primary School, we aim to develop pupils’ abilities within an integrated programme of speaking & listening, reading and writing. Pupils will be given opportunities to interrelate the requirements of English within a broad and balanced approach to the teaching of English, with opportunities to consolidate and reinforce taught literacy skills across the curriculum.
Thus, by the end of Year 6 we aim for children to be able to:
- Be fluent readers and writers
- Have a positive attitude towards books and reading, reading widely for pleasure and information
- Enjoy writing in different contexts and for different purposes and audiences
- Write clearly, accurately and coherently, adapting language and style accordingly
- Be curious and creative when it comes to reading and writing – for example, by being interested in learning the meaning of new words
- Have a wide vocabulary and understanding of grammar
- Feel confident speaking in class and be able to clearly explain their understanding and ideas
- Listen carefully and sensitively to adults and their peers
THE TEACHING OF PHONICS
Phonics are the sounds that letters make and learning them helps children to decode words and begin to read and write.
At Chaddesley, we have chosen to follow the Song of Sounds synthetic phonics scheme. We feel that teaching our children phonics skills with the help of a song and actions makes their learning more engaging and stimulating, while also giving the children a positive early reading experience. This approach has been chosen in order to be fully inclusive for the wide range of needs of our children. Our Song of Sounds scheme forms the basis of our phonics provision. This scheme uses a spiral approach, revisiting and deepening understanding as children progress from EYFS to Year 2. In addition to the scheme sequence, teachers regularly assess the needs of each pupil and where necessary implement additional support including interventions across key stages.
In Reception and KS1, phonics is taught every day. This session consists of the children singing a song with actions and then learning the individual sounds that make up words. Children are also exposed to 'tricky words' where they learn to read, spell and use words that cannot be sounded out phonetically. The scheme only teaches one GPC (Grapheme Phoneme Correspondence) per day to allow children to engage fully with that sound and avoid cognitive overload.
When children are taught to read through phonics they are taught that each word is made up of sounds. These sounds are called:
Phonemes- one letter that makes one sound eg. ‘a’ ‘b’ ‘c’
Digraphs- two letters that make one sound eg. ‘sh’ ‘th’ ‘ch’
Trigraphs- three or more letters that make one sound eg. ‘ear’ ‘air’ ‘igh’
This vocabulary is introduced progressively and by the end of key stage 1, children can confidently use and apply this language. Once children have learnt the initial sounds of words, we then encourage them to ‘blend’ the sounds together to make a word e.g. c - a - t. Children therefore 'decode' words by breaking them down into their sounds rather than having to memorise thousands of words individually.
Based on the Song of Sounds scheme, the sounds children need to learn are structured into progressive groups of sounds used to scaffold the teaching of reading. These groups of sounds link directly to our chosen decodable reading books published by Big Cat Collins which include the specific sounds taught.
Children are regularly assessed using the Song of Sounds end of unit assessment sheets which provide teachers with the knowledge of which sounds the children can confidently recognise and which need to be revisited. This analysis gives teachers the information needed to identify to correct fully decodable book.
Phases are constantly revisited to build on previous knowledge. In Key Stage 2, phonics knowledge and fluency is developed further for specific pupils.
If you missed our Phonics workshop, you can find the slides from the presentation below.
THE TEACHING OF READING IN KS2
From Year 2 onwards, children also take part in daily reading lessons where they are taught the wider skills of reading once they have secured their phonetic understanding. They are given the opportunity to look at texts in more depth and practise a range of reading skills to support their comprehension development. Children have access to a range of texts including non-fiction, fiction, poetry, magazines, newspapers etc to widen their reading experiences. We also ensure that reading is given high priority in other curriculum areas as we understand how important reading is in order to access learning in other subject disciplines.
At Chaddesley Corbett Endowed Primary School, children participate in a variety of reading sessions, including fluency, close reading, and comprehension. Each type of session has specific goals and is structured to support pupils’ development as they advance through the year groups. The frequency of these sessions varies based on the child’s age to ensure a clear and consistent progression.
Intent for Fluency: To develop automaticity, accuracy, and prosody in reading.
Intent for Close Reading: To delve into deeper meanings and critically engage with the nuances of the text.
Intent for Comprehension: To build reading stamina, enhance comprehension skills, and foster a greater enjoyment of reading.
READING FOR PLEASURE
We promote reading for pleasure through regular library visits and reading time. This time may include teachers sharing stories, students reading together, or participating in reading activities. Our reading corners are designed to foster a love of reading.
HOME READING
The best way to help your child achieve well in reading, and indeed across the curriculum is to hear them read, share and discuss a variety of reading materials as often as you can. Children at Chaddesley Corbett are expected to read at least 3 times per week at home, but we urge them to read more than this. The children are provided with a book banded reading book, matched closely to their reading ability, but are also encouraged to read widely.
From Year 2 onwards, children also take part in daily reading lessons where they are taught the wider skills of reading once they have secured their phonetic understanding. They are given the opportunity to look at texts in more depth and practise a range of reading skills to support their comprehension development. Children have access to a range of texts including non-fiction, fiction, poetry, magazines, newspapers etc to widen their reading experiences. We also ensure that reading is given high priority in other curriculum areas as we understand how important reading is in order to access learning in other subject disciplines.
At Chaddesley Corbett Endowed Primary School, children participate in a variety of reading sessions, including fluency, close reading, and comprehension. Each type of session has specific goals and is structured to support pupils’ development as they advance through the year groups. The frequency of these sessions varies based on the child’s age to ensure a clear and consistent progression.
Intent for Fluency: To develop automaticity, accuracy, and prosody in reading.
Intent for Close Reading: To delve into deeper meanings and critically engage with the nuances of the text.
Intent for Comprehension: To build reading stamina, enhance comprehension skills, and foster a greater enjoyment of reading.
READING FOR PLEASURE
We promote reading for pleasure through regular library visits and reading time. This time may include teachers sharing stories, students reading together, or participating in reading activities. Our reading corners are designed to foster a love of reading.
HOME READING
The best way to help your child achieve well in reading, and indeed across the curriculum is to hear them read, share and discuss a variety of reading materials as often as you can. Children at Chaddesley Corbett are expected to read at least 3 times per week at home, but we urge them to read more than this. The children are provided with a book banded reading book, matched closely to their reading ability, but are also encouraged to read widely.
THE TEACHING OF WRITING
Our intent for the writing curriculum is to develop proficient, confident, and creative writers who can effectively communicate their ideas across various contexts and audiences. We aim to provide students with a comprehensive and engaging writing experience that fosters their ability to express themselves clearly, think critically, and innovate. Our goals are to:
In KS1 and KS2 there are 3 stages to the writing journey:
Stage 1 intent: To know what a good one looks and sounds like.
Stage 2 intent: To have practised writing the text type.
Stage 3 intent: To have planned, drafted and refined a piece of independent writing.
Our writing toolkits and hooks are strategically mapped out to ensure clear progression across the school. This approach guides students from initial exposure to high-quality writing through to developing their own work with increasing independence. Our writing journey is designed to excite and engage students through a structured approach.
EYFS use a similar approach to KS1 and KS2. They start with a book as a hook. They then plan activities to immerse the children in the text (acting, hot seating, discussions, sequencing etc.). Finally, they give the children an opportunity to write. Continuous provision is also set up to link to the theme and the hook. Children use continuous provision to help with writing and fine motor skills.
Our intent for the writing curriculum is to develop proficient, confident, and creative writers who can effectively communicate their ideas across various contexts and audiences. We aim to provide students with a comprehensive and engaging writing experience that fosters their ability to express themselves clearly, think critically, and innovate. Our goals are to:
- Cultivate Writing Skills and Techniques
- Encourage Creative Expression
- Promote Purposeful and Effective Communication
- Develop Critical Thinking and Analysis
- Integrate Writing Across the Curriculum
- Encourage Collaboration and Feedback
- Celebrate Achievement and Progress
In KS1 and KS2 there are 3 stages to the writing journey:
Stage 1 intent: To know what a good one looks and sounds like.
Stage 2 intent: To have practised writing the text type.
Stage 3 intent: To have planned, drafted and refined a piece of independent writing.
Our writing toolkits and hooks are strategically mapped out to ensure clear progression across the school. This approach guides students from initial exposure to high-quality writing through to developing their own work with increasing independence. Our writing journey is designed to excite and engage students through a structured approach.
EYFS use a similar approach to KS1 and KS2. They start with a book as a hook. They then plan activities to immerse the children in the text (acting, hot seating, discussions, sequencing etc.). Finally, they give the children an opportunity to write. Continuous provision is also set up to link to the theme and the hook. Children use continuous provision to help with writing and fine motor skills.
SPELLING
In EYFS and KS1, spelling is taught through the Song of Sounds phonics scheme. From Y2, spelling is taught through the HeadStart Spelling Scheme. This programme is designed to give children time to practise and opportunities to revisit spelling patterns in order to embed the learning; this is then reinforced with purposeful and meaningful activities.
HANDWRITING
From EYFS, letter formation is taught using the Song of Sounds letter formation patter. From Year 2, children use the the Letter Join scheme to learn cursive handwriting.
In EYFS and KS1, spelling is taught through the Song of Sounds phonics scheme. From Y2, spelling is taught through the HeadStart Spelling Scheme. This programme is designed to give children time to practise and opportunities to revisit spelling patterns in order to embed the learning; this is then reinforced with purposeful and meaningful activities.
HANDWRITING
From EYFS, letter formation is taught using the Song of Sounds letter formation patter. From Year 2, children use the the Letter Join scheme to learn cursive handwriting.
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