Independent confident consistent

“Our curriculum unites all the elements of the English language to inspire confident, competent and creative communicators.”

What is the basis for our English curriculum at Rhodes Avenue?

Rhodes Avenue Primary School follows the National Curriculum for English for spoken language, reading (including word-reading and comprehension) and writing (including transcription and composition). We have created personalised knowledge and skills maps (KSM) for reading, writing, spelling and spoken language which form the basis of all class teachers’ planning. These maps ensure coverage of the National Curriculum Programmes of Study as well as broadening and extending our pupils’ learning.

Curriculum Guidance for the Early Years Foundation Stage informs the curriculum for pupils in Nursery and Reception classes.

How do we teach English?

English is generally taught in whole class sessions by class teachers and includes reading, writing, speaking and listening, spelling, grammar and punctuation skills. Reading is also taught discretely through our Big Read sessions (whole class reading lessons) and phonics sessions. Where possible, the teaching of English is delivered in a creative, cross-curricular way and English lessons are based around quality core texts, which expose our pupils to a diverse range of genres, characters and authors.

Here are some of our core texts from across the school:

Reading at Rhodes Avenue

“Books are sometimes windows, offering views of worlds that may be real or imagined, familiar or strange. These windows are also sliding glass doors, and readers have only to walk through in imagination to become part of whatever world has been created or recreated by the author. When lighting conditions are just right, however, a window can also be a mirror. Literature transforms human experience and reflects it back to us, and in that reflection we can see our own lives and experiences as part of a larger human experience. Reading, then, becomes a means of self-affirmation, and readers often seek their mirrors in books.” DR. RUDINE SIMS BISHOP

How do we teach children to read?

We use our ‘reading umbrella’ to represent our approach to reading at Rhodes Avenue. Fostering a love of reading is our overarching goal and then we build up reading ‘skills’ within this.

In our Early Years and Key Stage 1 classes, the focus is on sound and word recognition, fluency and comprehension. We follow the Read Write Inc Phonics scheme (please see below).

In EYFS there is a daily differentiated phonics session and 1:1 reading for each child every week. The EYFS environment is language rich and the provision enables children to explore stories. Year 1 provide daily differentiated phonics sessions and a combination of 1:1 reading and reading groups weekly. Reception and Year 1 use a long term phonics overview to ensure complete and systematic coverage of all sounds.

A big focus of our Reading curriculum is on ensuring pupils have the requisite reading fluency to access texts quickly and confidently, which will in turn enable greater reading comprehension success. Discrete reading comprehension sessions happen once every two weeks. Pupils have the opportunity to complete questions as a class, in groups or partners and independently. Some comprehensions are longer especially in upper key stage 2 to help build stamina for reading.

What is the ‘Big Read’?

The Big Read is a whole class reading session which aims to develop pupils’ reading and comprehension skills as well as promote a love of reading and books by delving deeper into a complete text. Big Read sessions happen at least three times a week. All pupils have opportunity to access the class book and be part of higher order questioning and discussion. The sessions include discussion, written tasks, drawing, vocabulary work and drama. Teachers select a wide range of genres across the year and make choices that challenge and engage their pupils. This year we have introduced an ‘environmental’ text into Big Read sessions to encourage pupils to think about different issues facing our planet.

How to we encourage a love of reading?

• Every classroom has a book corner or area
• All pupils are read to regularly in ‘story time’
• All pupils have regular access to the school library The library has a range of fiction and non-fiction (including magazines and newspapers).
• We celebrate reading through author visits and World Book Day
• Teachers regularly use books as stimuli in assemblies
• Parent readers read with children throughout the school
• Reading buddies connect pupils from different year groups to read together
• Pupils have access to a wide range of books linked to their topic
• Pupils have regular opportunities to ‘free read’
• Teachers share books from a wide range of cultures, written by diverse authors and which celebrate inclusion and difference

What books do we recommend?

Class teachers are always happy to suggest great books appropriate to your child’s reading level. Our librarian is also a fantastic resource and can guide pupils in their book selections. Each year group also has a suggested book list on their webpage.

There are also plenty of great lists online. For example:

https://schoolreadinglist.co.uk/category/reading-lists-for-primary-school-pupils/

Writing at Rhodes Avenue

How do we teach children to write?

At Rhodes Avenue we foster a love of language through writing as well as reading. Our writing curriculum helps children to learn the main rules and conventions of writing English, to explore how the English language can be used to express meaning in different ways and to compose a variety of fiction and non-fiction writing, choosing the appropriate form and contents to suit a particular purpose and audience. We also support children to use the planning, drafting and editing process to improve their work and, mostly importantly, to enjoy the creative process of crafting imaginative, fluent pieces of writing.

Early writing and handwriting

Children learn to write so that they can communicate and express themselves. Children draw on their experiences of reading and this shapes their own writing. We expose our children to a wide range of rich texts across different genres, so that they form an understanding of how language functions and how it can be used in their writing. We focus on story-telling to work on increasing children’s language and our EYFS environment is set up to capture their imagination and creativity.

Research shows that children need opportunities to build their physical strength, have control of their core, in their upper body, hands and fingers. Our environments encourage movement and exploration in both gross and fine motor activities. We also teach pre–writing interventions to help support children to develop these skills.

Formal writing involves transcription (handwriting and spelling) and composition (articulating ideas and structuring them in speech, before writing). We provide meaningful opportunities for children to learn about the written word and to support them to understand that symbols carry meaning. Children practise their letter formation/writing in discrete phonics sessions and during adult focus activities. We prioritise teaching them the correct posture and pencil grip. Children learn to ‘Hold a sentence’ and this means that they are taught to remember and write a sentence, focusing on spelling, punctuation, and grammar. Learn more: ‘Reading’

In Reception we also teach children to love writing by using ‘Drawing Club.’ This is an exciting way to open up the magic world of tales and stories whilst enriching the children’s language, developing their fine motor skills and giving them lots to time to talk to each other in small groups. ‘Drawing club’ is used to, develop the children’s imagination and inspire them to draw and write.

We believe we have the correct balance of using a systematic approach to teach writing and also igniting children’s creativity and joy of writing!

How do we teach spelling?

All year groups have key word lists and spelling rules that are taught over the course the year. Spelling rules are revisited to help embed them. Our aim is for pupils to confidently spell most of the words they are likely to use in their own writing but not be limited by spelling expectations. Pupils are encouraged to ‘have a go’ at spelling ambitious words and also taught how to use a dictionary.

Spelling list are sent home weekly. Teachers support children to learn the key words and spelling rules by initially focusing on definitions and patterns, then building familiarity by quick reinforcement activities before finally encouraging children to make connections between words and rules.

As children get older, they are encouraged to think about which strategies they find most helpful and come up with their own ‘spelling tricks’.

How do we teach grammar and punctuation?

Each year group has clearly defined, sequenced grammar and punctuation skills which are taught both discreetly and within general English lessons. Pupils are introduced to the correct grammar terminology and encouraged to use it appropriately. We have created a ‘grammar glossary’ to help explain some of the technical terms which is available here:

link

How do we teach handwriting?

In KS1 handwriting is taught through the RML phonics letter formation and pencil control scheme before moving onto daily ‘Nelson scheme’ handwriting sessions. In KS2, handwriting is taught both discretely and through practice of spelling rules and patterns. For those children whose fine motor skills take longer to develop, there are motor skills intervention groups to support them with developing their pencil control. Children are taught joined formation from the moment they have adequate pencil control. Joined writing is encouraged as soon as children are secure in the movement of each letter.

From Summer 2 in year 4, all pupils use a handwriting pen. Pupils can ‘earn’ a pen license before this point if they show consistent, correctly-formed joined handwriting.

How to we encourage writing for pleasure?

• Pupils’ success and improvement is celebrated through a variety of different ways: pupils can earn a ‘Superstar Writer’ pencil for excellent effort or be awarded a ‘Writer of the Week’ certificate.
• Pupils have the opportunity to ‘free write’ regularly.
• Pupils are given the chance to give feedback and suggestions about their writing lessons through pupil voice questionnaires.
• We run a creative writing club each week for Year 5 and 6 pupils.
• Year 1 and Year 6 pupils work together as ‘writing buddies’ to allow Year 1 pupils to share their storytelling skills!
• We run regular whole school poetry competitions as well as entering a range of national writing competitions.

How do we teach children to be effective oral communicators?

At Rhodes Avenue Primary School, we recognise the importance of empowering our pupils to be confident and competent oral communicators. As children develop their oral communication skills, they build the foundations for reading and writing, can access and engage with the wider curriculum and mature into proficient and versatile members of society.

Our curriculum empowers our pupils to:

• Speak with confidence in a range of contexts, adapting their speech for a range of purposes and audiences
• Listen, understand and respond appropriately to others
• Know the grammatical constructions that are characteristic of spoken Standard English and to apply this knowledge appropriately
• Understand variations in language.
• Empower children to articulate their thoughts and opinions confidently.
• Always show consideration for others when communicating, particularly when views differ.

Every year group has Spoken Language objectives in the KSM that build on the previous year’s learning to ensure both coverage and progression. The KSM also have greater depth objectives for Spoken Language which reflect and encourage our pupils’ eloquence and vocabulary. Vocabulary is explicitly taught, vocabulary-rich texts are explored and children are given the time to practise using new vocabulary. Many opportunities and activities are planned throughout the curriculum and school life in order to develop children’s oral communication skills. We give our pupils the chance to watch, reflect on and be inspired by both professional and peer performances. Pupils are also encouraged to participate in a wide range of drama and oral communication activities, both formal (such as class assemblies, performance poetry competitions and school plays) and informal (such as debates, improvisation, hot-seating and role play). Children are given opportunities to learn poems and prose off by heart and are taught to be adaptive to different contexts, by adjusting their approaches, vocabulary, tone and register.

Why do we value oracy so highly?

When pupils are proficient and confident oral communicators they become well-rounded individuals who can realise their full potential. Having a deep understanding of effective oral communication enhances their experience of the wider curriculum, and allows them to embrace creativity and critical thinking.