Writing

At Seascape Primary School, we believe that a quality Literacy (English) curriculum should develop children’s love of reading, writing and discussion. We have a rigorous and well organised English curriculum that provides many purposeful opportunities for reading, writing and discussion. Our curriculum closely follows the aims of the National Curriculum for English to enable all children to:

  • promote high standards in reading through high quality teaching with particular emphasis on the importance of books and literature in enabling children to become fluent, confident, happy and enthusiastic readers.
  • read easily, fluently and with good understanding
  • develop the habit of reading widely and often, for both pleasure and information
  • acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
  • appreciate our rich and varied literary heritage
  • write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
  • use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
  • are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

These aims are embedded across our literacy lessons and the wider curriculum. We will provide the means for children to develop a secure knowledgebase in Literacy, which follows a clear pathway of progression as they advance through the primary curriculum. Rigorous assessment and review will ensure that we are able to provide targeted support so that all children experience success in literacy; we believe that a secure basis in literacy skills is crucial to a high-quality education and will give our children the tools they need to participate fully as a member of society.

The English curriculum ensures that all children are given the best possible start, focusing – as a priority – on early reading and the effectiveness of the wider reading curriculum through understanding:

  • the simple view of reading,
  • the importance of phonics for reading, writing and spelling
  • how children with SEND can access learning and language comprehension through a wide and varied vocabulary gained from a broad curriculum

An effective reading curriculum:

  • Provides pupils with the knowledge they need for comprehension
  • Ensures that pupils read a lot
  • Is supported by the careful choice of increasingly challenging texts

There is a clear focus on the effectiveness of how well children are taught to read fluently, with an urgent focus and attention being given to those pupils who are reading below age-related expectations (lowest 20%/ those pupils who most need to improve their reading) so that all children develop into confident, fluent readers.

Reading is at the centre of the school curriculum and is prioritised by senior leaders and all staff.

The phonics programme in school matches and exceeds the requirements of the national curriculum and Early Learning Goals, with clear term-by-term progression from Reception to Y2 and into Key Stage 2 for those children requiring catch-up support. Phonics is delivered by highly skilled and knowledgeable staff, with ALL teaching and support staff trained in the school’s phonics programme to ensure fidelity in provision.

Sufficient time is given for teaching phonics, reading and writing every day, with pupils being provided time to apply what they have learned. Reading books match the sounds the children know, and the sequencing of reading books shows a cumulative progression in phonic knowledge that is matched closely to the school phonics programme. This enables children to read with accuracy, improve their confidence with reading and to develop meaning.

Phonics teaching is not delivered within continuous provision. This time is used to develop children’s talk, vocabulary, play and wider curriculum experiences. Teaching time is used to provide children opportunities as a whole-class, or in small groups, to use and apply phonics which has been taught previously.

Early Writing development is supported through the application of dictation activities which allows all children to practise writing words and sentences which use those phoneme-grapheme correspondences they have learned and the letter formation which they have been taught.

PSC is not used as an ‘end point’ and an indicator that pupils ‘can read’. Instead, PSC results and analysis are used to provide staff with an accurate and evaluative understanding of reading capabilities so that progress in reading can be continued post-PSC, and provision appropriately mapped for all children. It is an aim of school that all children are confident, accurate and automatic readers by Year 2.

All staff foster a love of reading through stories, poems, rhyme and non-fiction. Teachers read aloud daily in every Team and express a genuine joy in reading, which is shared by pupils, and these sessions provide valuable opportunity to develop children’s language and vocabulary.

Non-fiction books are used to support learning across the curriculum, with children utilising their strong reading skills to access material to accelerate their development of key knowledge and skills. This develops a deep knowledge, which then guides children’s independent reading and raises an enthusiasm for reading.

Reading is not limited by book bands, with the value of independent reading choices being recognised as a means to broaden reading experiences and knowledge of different authors.

 ‘Children learn to read, so they can read to learn.’

CLPE

CLPE is utilised as the core mechanism by which to plan and deliver a reading-rich, book-led curriculum, with text-types carefully sequenced into a whole-school progression plan covering a range of reading genres. This ensures that children experience a wide range of text-types through enriching high-quality book choices, aimed at also promoting pupil’s knowledge and understanding of diversity, inclusion, social responsibility, the causes of social disadvantage and British Values. Text-type progression and sequencing planning also provides children with a wide range of opportunities to enhance their writing skills.

In school, all staff recognise that children learn to read so that they can read to learn.

Writing Intent

At Seascape Primary School, we strive for excellence in English achievement throughout the school. We hope to develop children’s abilities within a cross curricular programme of Reading, Writing and Speaking & Listening. Across all classes, pupils are
given opportunities to develop their knowledge, understanding and use of spoken and written English, within a balanced and exciting curriculum. There are lots of opportunities for children to consolidate and reinforce taught English skills and to apply them in a range
of contexts.

We encourage children to develop skills to communicate effectively in speech and writing, to listen with understanding and to be responsive, enthusiastic and knowledgeable readers.

We will enable children to achieve this passion for English through providing stimulating and exciting experiences based around high quality materials and opportunities for learning which will lead to every child reaching and fulfilling their full potential.

Curriculum

English Guidance

Writing Implementation

• Set high expectations so our children will achieve their full potential.
• Respond to our pupils’ diverse learning needs in accordance with guidelines in the National Curriculum by providing a broad and balanced language curriculum.
• Develop pupil’s abilities and enthusiasm with an integrated programme of speaking, listening, reading and writing.
• Provide pupils with opportunities to consolidate practise and develop new English skills across the curriculum.
• Encourage confidence and enjoyment in writing, reading, speaking and listening.

Writing Impact

• Learn how to read and write with fluency, understanding and confidence, developing a range of independent strategies to take responsibility for their own learning
• Be encouraged to develop a love of reading and to read for enjoyment • Develop their ever-growing vocabulary, through an interest in words and their meanings
• Experience a range of text/media types and genres, across a range of contexts, to develop their understanding
• Learn to write in a variety of styles and be able to apply characteristic features of texts to their own writing
• Develop a technical vocabulary with understanding of grammatical terminology
• Learn how to apply grammatical terminology in their own writing
• Have the opportunity to write for pleasure; to explore and develop their own ideas

Most importantly, children will have the opportunity to develop their creativity and imagination. 

Writing skills progression EY, Y1, Y2

Writing skills progression Y1 – Y6

Reading Intent

Curriculum Intent – Be more literate (reading)

Reading Implementation

Topic Guided Reading English Long Term Plan

 

English Curriculum Maps and Long Term Plans

The English Curriculum Maps have been established for each Team to support in developing a progressive text-based English Curriculum.

These Curriculum Maps demonstrate how school aims to develop children’s understanding of literary forms, wider knowledge of the world, empathy for the human experience and language competency by working with quality texts through carefully crafted planning sequences. They show how language, grammar, phonics and spelling are contextualised in meaningful ways and how to plan for progression; enabling children to work at greater depth in both reading and writing.

They provide an overview of English teaching and learning in each Team, based on text choices and breadth of literary form as well as writing opportunities; across each year group and throughout the Primary School experience.

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