As far as possible, English work is integrated to the theme of an exploratory project so that there is real purpose for writing. We ensure that genre coverage is broad and balanced and each half term, children will have the opportunity to write to entertain, write to discuss, write to persuade and write to inform.
Our curriculum provides significant ongoing opportunity for children to engage with a whole range of texts. Wherever possible, the cross curriculum topics work alongside text ensuring learning is both full and rich.
In Early Years/KS1 phonetically decodable books are available to children which match their reading level.
As soon as children are able to decode fluently, we quickly move children on to fuller, richer texts so that they continue to read for pleasure. We use the Accelerated Reader scheme to ensure we meet each child’s individual reading need.
At Palmarsh we use guided reading sessions to ‘teach’ children how to comprehend what they are learning. We use the literacy shed’s V.I.P.E.R.S approach in each classroom.
As a school we have defined the big ideas within reading and each week has one of the big ideas as a focus. Children across the school will know the focus of that week eg interpretation, retrieval etc.
Shared reading sessions led by adults will have questions that focus on the ‘big idea’ of the week.
Reading for pleasure also features in every classroom every week. Children can read what they want to and adults may question them in line with the big idea of the week.
From year 2 onwards, all children take part in grammar, punctuation and spelling lessons. Lessons that focus on spellings take place twice a week. Spellings lessons focus on specific spelling patterns and are based in phonic knowledge wherever possible.