Mickleton Primary School
Curriculum Statement of Intent for Literacy
To deliver an innovative, inclusive and challenging literacy curriculum, whilst exploring a range of skills themes and genres. The children will be taught the competence they need for oracy, reading and writing to access the wider curriculum now, whilst also giving firm foundations for their future needs.
English is taught daily at Mickleton Primary School.
The ability to read and write in sentences which have correct grammar, punctuation and spelling underpins teaching in every subject of the curriculum. It is critical that children master these skills, to allow access to the curriculum.
Differentiation will focus on the assessment descriptors for each year group, alongside the needs of each child. In this way, children will be given an appropriate level of challenge. This can be achieved by: modifying resources to match a child’s needs; altering the task so that it matches where a child is in their learning; giving additional resources, clues or adult support to access and promote positive outcomes. Sometimes, it will be appropriate for differentiation to be by outcome.
Phonics and handwriting match the requirements of the curriculum. Teachers will judge the pace and focus of these schemes and match them to their class
Observations, marking of outcomes in lessons and formal assessment will inform staff of the progress. Most children will be assessed against their year group’s descriptors, unless they are working significantly above or below the expected standards.
There are many enrichment activities in this curriculum area. In September, Roald Dalh Day and in March, ‘World Book Week’ is celebrated with visiting speakers, workshops and a visit from “Scholastic Book Fair.”
In the spring term, a “Poetry Competition” will be run. Each class learns a poem ‘by heart’ and then presents it to governors and the rest of the school. Children are also able to present individual poems.
Some children are selected to attend a range of literacy workshops across the cluster.
Some year groups will be able to visit the library in Chipping Campden, showing the children how to use the facilities and borrow books. The school library is resourced with a wide range of fiction and non-fiction books and magazines.
Reception ‘Marvin Monkey’ is to work on fine motor skills enabling them to perfect letter shape and formation. From year two, cursive handwriting is taught so that neat, joined handwriting is perfected by the end of year six.
Spelling and Phonics
Reception begin to learn letter sounds, blending and segmenting through jolly phonics and letters and sounds. KS1 children are taught spellings through Letters and Sounds to prepare the children for the phonics test.
Mickleton places reading and books at the centre of the curriculum. We believe that being able to read well is a life skill for all children, whatever the background. We involve parents to ensure the culture of reading that the school has developed extends into the home. Reading books go out from Reception to year six. Children begin with reading books matched to their phonetic ability in Reception and Y1, before moving onto the AR reading scheme. The school asks parents to hear their children read each day. Initially, children read books with few or no words, using the pictures to discuss the text. Gradually, an increasing range of decodable and non-decodable words are taught. Reading books are taken home by the children so that they can be shared with family members. As the children progress, they read increasingly complex books, which depart from phonics. The reading scheme comprises books from a range of text types and genres, including children’s classics and children’s versions of adolescent and adult classics.
Good teaching of phonics, reading and handwriting go ‘hand in hand’ with lessons on writing to produce confident writers. The schools uses ‘Big Writing’ as a basis for teaching writing skills throughout the week. On Friday, the children take part in an extended writing activity on a text type. The aspects of spelling, grammar, punctuation and vocabulary taught during the week should be evident in the children’s extended writing. These strands are taught to match the curriculum for each year group, becoming increasingly complex as the children become more highly skilled. The Big Writing descriptors have been reviewed so that they match the requirements for each year group. New ambitious vocabulary is taught each week as the ‘Word of the Week’. Poetry is taught in weeks that have been ‘set aside’ from Big Writing.
The subject area of English has been developed in the following ways:-