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The National Curriculum for English divides the work into these areas;

 

  • Oracy
  • Reading
  • Writing

 

Through our integrated creative curriculum, Literacy will also be taught within other subject areas.

We have a variety of reading schemes which are colour level banded to ensure progression. A Guided Reading scheme, also level banded is implemented throughout the Academy.  We use Power of Reading texts to ensure that quality texts are used.

We use the Phonics Fairy phonic scheme showing progression through phases 1 to 5. Flashcards are sent home to learn. Concise recording is closely monitored to ensure progression.  Throughout the school children continue to work towards mastering all the flashcards.

Children will bring home 'readers' for daily practice. Please use the Home-Academy diary to record when you hear your child read at home.  Using the 2Eskimos reading assessment, children are recorded reading texts, accuracy and comprehension are measured.

 

To encourage children to see links between English and Life - we use our creative curriculum to stimulate and anchor many of our reading and writing opportunities in line with the termly topic.

Reading and Phonics Statement of Intent

 

Reading

 

At Murrow Primary Academy, we highly value reading as a key life skill, therefore teaching a child to read with confidence is vital and we are dedicated to enabling our pupils to become lifelong readers. We believe reading is essential for academic success and therefore implement the following strategies. We also aim to promote reading for pleasure, and hope to instill this love of reading in all children through the culture of our school. Teachers read a variety of high-quality texts to the children on a regular basis.

  • Children take part in guided reading sessions – EYFS and KS1 twice a week and KS2 once a week.
  • One to one daily reading takes place in Reception and Year 1, and in other year groups for vulnerable readers.
  • Each classroom has a range of high quality texts, both fiction and non-fiction, linked to our topics. All classrooms have an inviting reading area that allows children to read comfortable throughout the day.
  • A newly-built library, where each class is timetabled to visit, promotes reading for pleasure.
  • The school dog visits to provide additional impetus to some children to read.  They read to her.
  • There are reading/library monitors in the KS2 classrooms, who are responsible for encouraging reading as well as monitoring the use of the library.  They will produce a termly reading newsletter.
  • Texts for English are carefully chosen to ensure children are engaged and that there is progression and challenge across the school.
  • Children are read to every day by their class teacher. This is a book recommended by the teacher or chosen by the children.
  • Children work through our reading scheme until they become ‘free readers’. Children in Year 5 and 6 still working on the reading scheme are allowed to choose a book independently alongside this. We expect families to read at home every day with their children and make comments in their child’s reading record.

 

Through the systematic teaching of phonics in Reception and Year 1, we aim for children to become fluent readers by the end of Key Stage 1. Children can then focus on developing fluency and comprehension throughout the school. All children complete their phonics flashcard learning journey.

 

Phonics

 

We use the Storytime Phonics scheme (Learning through reading a specific book for each different sound), supported by Letters and Sounds, to deliver systematic phonics lesson through Reception and Year 1. All children in Reception and Year 1 have a daily 30-minute phonics session following the teaching sequence of revisit/review – teach – practice – apply. In Year 2, children access a balance of phonics and spelling, punctuation and grammar lessons based on their individual needs. Children are taught either as a whole class or in groups, based on regular assessments, so that learning and provision can be correctly matched to the children’s needs. Small phonics intervention groups and individual phonics teaching is delivered by teaching assistants, overseen by the class teachers, to provide additional teaching.

 

Sessions aim to be lively, fast-paced, fun and interactive.  Children are taught phonemes/digraphs/trigraphs, high frequency words and/or tricky words and these are consolidated through reading and writing.

 

At the end of Year 1, children will take the national Phonic Screening Test which tests children’s phonic knowledge. They are required to read real and alien words, applying the skills they have learnt.

Writing Statement of Intent

 

Writing

 

At Murrow Primary Academy, we incorporate the Talk for Writing model into the teaching of writing from Reception through to Year 6. Children are taught writing skills through studying a range of fiction and non-fiction texts, including the use of teacher-produced models for writing. In EYFS and Key Stage 1, children are encouraged to learn texts by heart, before innovating and then applying more independent changes to the model until they can write freely with confidence. This helps them to understand the key language and layout features of different text types.

 

Increasingly children are being exposed to Sentence star interventions where they are supported in a gaining a deep understanding of what a sentence is.  From that whole class “Slow Writing” lessons will also be delivered as part of the writing journey, https://www.literacyshedblog.com/blog/on-slow-writing#

 

In Key Stage 1 and 2, picture books are also used as a visual stimulus to develop vocabulary choices and composition. By Upper Key Stage 2, children move away from the Talk for Writing model and engage in novel studies, as well as writing independently and freely at length.  Writing is completed under the banner of the topic where possible.  Children write at length during their topic times as well which ensures that skills taught during the specific writing and grammar sessions are rehearsed and refined independently.

 

Our writing is enhanced through using resources from The Literacy Shed, Pie Corbett’s Talk for Writing, Mrs Wordsmith, Alan Peat, The Spelling Shed and Vocabulary Ninja.

Oracy Statement of Intent

 

Throughout the school children are given the opportunity to increase their spoken vocabulary through many activities embedded within classroom practice.

 

Talk for writing, Mrs Wordsmith, 1:1 activities with adults, small group work, Class assemblies and performances, conferencing etc.


Teachers and support staff are tasked with improving the confidence and competence of their children with spoken word - as well as their listening skills.  Through small group work and focused group work in all areas of the curriculum children are exposed to language and grammar which is challenging and specific to their learning.

 

Conscience alleys and other dramatic practice will expose children to opportunities to be in role and to also select appropriate language for the situation.  A whole school poetry performance day is another way children can increase their confidence and competence.

 

We value the importance of drama. Drama is a valuable tool for raising self expression, confidence and self-esteem. Drama is also taught as a stimulus for other subject areas. The children also gain experiences through watching visiting theatre groups and by participating in workshops.

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