It is our intent at Aveton Gifford Primary School to provide pupils with a high-quality education in English that will teach pupils to speak, read and write fluently. It is our intention when teaching the English curriculum that our pupils acquire the necessary knowledge, skills and understanding to become lifelong learners and linguists. We strive to ensure that all our pupils receive a well-rounded learning experience when reading, writing, speaking and listening which will equip them with the fundamental tools to achieve in the academy and beyond. It is our intention to immerse pupils in the wonders of quality texts to instil a love for reading, a passion for discovery and a confidence to explore their imagination. We encourage all pupils to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading and to gain knowledge across the curriculum. It is our intention to ensure that, by the end of their primary education, all pupils are able to read fluently, and with confidence.
Our aim is to ensure that every child becomes a reader, a writer and confident speaker by the time they leave Aveton Gifford Primary School.
To promote and instill a love for reading, writing and high-quality literature into pupils at all ages.
To derive an English curriculum which is sequential to developing the acquisition of knowledge and skills.
Our English curriculum is derived around a sequence of high quality age-appropriate texts, we use 'The 5 Plagues of the Developing Reader' as a guide to ensure coverage of a variety of texts; Archaic, Non-Linear time sequences, Narratively complex, Figurative Symbolic Text, Resistant Texts. We use each book to create opportunities to develop reading fluency and comprehension with a focus on key reading strategies and skills; develop grammar and punctuation knowledge and understanding to use and apply across the wider curriculum; explore the writing structure and features of different genres, identify the purpose and audience; plan and write an initial piece of writing with a clear context and purpose before evaluating the effectiveness of writing by editing and redrafting.
Reading for Pleasure
Reading is not only celebrated in classrooms here at Aveton Gifford Primary, around school, you will find displays which celebrate reading, inspiring reading corners and spaces, children’s favourite book, authors, genres and recommended a classroom reading display. In addition, throughout the school year the importance of reading is enhanced through World Book Day, author and poet visits, shared reading experiences across classrooms, book Fairs and sponsored reading events to further enrich our English curriculum. Every Friday afternoon all classes meet as a House group and share a reading book led by the House captains or teachers.
Reading Experiences at Aveton Gifford
Each week, we spend time enjoying reading for pleasure in our classrooms during a dedicated reading for pleasure time. When we read for pleasure, pupils are able to choose the books they wish to read and enjoy, can choose to share a book with a peer, read the ‘BBC Newsround’ to read about the world around them, choose to read topic books related to our wider curriculum or listen to an adult in the classroom reading aloud to the children.
Reading takes place in a Guided Reading group with a teacher or teaching assistant. If children are working below their chronological reading age, targeted intervention and support is put in place. Children in all classes still have access to story time and have a class book for a sustained period: this ensures that reading is correctly modelled to children as well as giving them the opportunity to enjoy being read to!
We believe the importance of daily personalised reading practice cannot be overstated and children also have opportunities to read aloud to an adult and share books with their peers. Our Accelerated Reader programme is a powerful tool for monitoring children’s progress. Research shows that children develop reading skills most effectively when they read appropriately challenging books – difficult enough to keep them engaged but not so difficult that they become frustrated. This is their ‘Zone of Proximal Development’ (ZPD). Since the children are reading books at their reading and interest levels, they are able to learn and grow at their own pace, developing their comprehension skills from Year 1 upwards.
Oracy - Autumn 2019 we are beginning to embed Oracy as a focus across the school.
In order to improve the diversity of our pupils vocabulary choices in written and spoken word, we plan opportunities for speaking and listening tasks from foundation to year 6. Each year every pupil performs in a school play which helps develop confidence, articulation and intonation when speaking to an audience. From Year 2 all pupils have vocabulary books in order to gather their own personal word list of vocabulary they can use to improve the quality of their writing in all curriculum areas.
At Aveton Gifford Primary, we aim to share our vision of high aspirations for all of our pupils through our high expectations across the wider curriculum; by setting these high expectations, our pupils are aware of the standards we expect in all lessons and learning opportunities.
We endeavour to ensure we provide our pupils with a 'language rich' environment; we do this with our encouragement to read both fiction and non-fiction texts either available in the school library or at home. We promote experiences through opportunities such as community reading coffee mornings and community volunteers reading with and sharing their books. Within our classrooms, we explore ambitious vocabulary across the wider curriculum to ensure we acquire an understanding of tricky language across the wider curriculum through the use of our knowledge organisers and writing windows.
Review and revisit, teach
Pupils are taught phonics every morning, where they explore varied phonemes (Letter and Sounds). This synthetic phonics work begins simply with oral blending: this is the process by which the children listen to sounds and then blend them. Pupils also learn to say sounds, in order, that are represented by individual letters and pronounce these together to say a word.
Synthetic phonics also teaches children to break down (segment) a word they hear into its individual sounds, starting from the first sound and working systematically through the word. For each sound they hear, they choose the letter or combination of letter, to represent that sound in order to spell the word. Here at Aveton Gifford, because we have small cohorts we use a flexible grouping approach to the organisation of phonics teaching, we ensure the provision of phonics is tailored to suit individual needs
At Aveton Gifford, writing is a crucial part of our curriculum. All children from Foundation Stage to Year 6 are provided with many opportunities to develop and apply their writing skills across the curriculum. Writing is planned through the use of the text as a driver; for example during the study of Kensuke's Kingdom pupils will learn about genres such as letter writing, diary, discussion texts and narrative. Pupils are taught to use and understand grammar in context through the chosen text, discreet grammar lessons are taught where necessary.
Each month pupils complete an assessed piece of writing, an unmarked example is displayed in the classroom on the class 'Writing Windows'. These celebrate and demonstrate the individual progress of each child.
With regards to Writing, we intend for pupils to be able to plan, revise and evaluate their writing. To be able to do this effectively, pupils will focus on developing effective transcription and effective composition. They will also develop an awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar. We also intend for pupils to leave school being able to use fluent, legible and speedy handwriting.
With regards to Spelling, teachers will show pupils how to understand the relationships between words, how to understand nuances in meaning, and how to develop their understanding of, and ability to use, figurative language. They will also teach pupils how to work out and clarify the meanings of unknown words and words with more than one meaning. Pupils will be taught to control their speaking and writing consciously and to use Standard English.