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The context of English in our schools - Coggle Diagram
The context of English in our schools
Brentnall Community Primary
School
Writing
Power of Reading (POR)
POR is am English programme that ensures that the teaching of writing is delivered in a creative, stimulating and cross-curricular way, linked to high quality texts.
Structure: Understand - Internalise - Retell - Reimagine - Create
POR sequence builds up to creating a large and purposeful piece of writing.
Children develop the skills to proof-read and edit
Grammar, Punctuation and Spelling (GPS)
Enables children to become fluent with terminology.
Teach, Practise, Apply model helps children apply knowledge in writing.
Clear success criteria (steps to success), analysing outcomes for quality, reviewing success and determining next steps for improvement.
Think, discuss and question.
Reading
'Betie' the double decker reading bus acts as a library.
Children are sent home with a book each week and encouraged to read to their parents.
Phonics: Read, Write, Inc.
Daily sessions.
Differentiation of ability groups.
Phonics intervention groups for any target children.
Early readers also use schemes such as the Oxford Reading Tree.
Structured approach, incorporating spelling strategies and rules.
Segmenting supports writing and blending, which supports reading.
'Tricky words' do not follow convention and need to be learnt.
The Deans Primary
School
Topic based curriculum
Similar to Talk for Writing
Read Write Inc Phonics
St
Philip's
Talk for Writing- Pie Corbett
Promotes talking out loud, discussion and sentence construction development. Pupils are actively involved in the curriculum and their learning, in the manner in which the Pie Corbett style is taught.
Read Write Inc: Phonics
Improving phonetic knowledge through revisiting, teacher modelling, 'my turn, your turn', 'talk to your partner' , 'tricky words (red words)', putting the phonemes/graphemes into words and using the words in a sentence.
D.I.A.L- Guided Reading- Deductive, Inferential, Authorial, Literal questioning.
Allows for Dialogic teaching, lots of Why did you pick that answer? How do you know?
Medium Term English planning created by class teacher, using NC guidelines.
St
Andrew's
Phonics: Read, Write, Inc.
Reading:Guided reading, reciprocal reading, and shared reading. At home - Oxford Reading Tree, Accelerated Reader.
Moorside Community Primary
School
Read Write Inc is implemented to teach phonics daily in Y1 with the aim that all have completed the programme by end of summer term (enabling the teaching of spelling rules, punctuation and grammar in Y2) & ensuring Y1 children are prepared for Phonics Screening check in June.
Teaching is framed around ability grouping; reading books are matched with phonic ability, including purely de-codable books available for all children to practise their decoding skills using phonics when reading.;
Assessment
Visual clues used in marking & peer/pupil assessment remind children of things they need to include in their work
Online Assessment Tool Tapestry is used to track objectives met, allowing parents/carers to visualise child’s progress.
Children can record their own work (with teacher moderation) on online learning tool Seesaw (for example, reading and writing tasks within continuous provision)
LOTC, Cross Curricular Learning Opportunities & Managing the Transition from EYFS
Continuous provision in Year 1 is carefully resourced to meet the needs of the children in line with the Moorside curriculum, allowing for seamless cross-curricular learning. Children independently access the provision and do what is called 'Learning Jobs', this might be using the Green Screen to create a video or writing about a story or sorting animals into groups, completing a world map jigsaw, or playing a phonics game.
LOTC: Children are taken outside as much as possible, whether that be Forest School, or fieldwork/visits. In Year 1, there is a strong emphasis on innovative opportunities to write and to expose children to texts, whether that be fiction or non-fiction in outdoor settings or that can be role-played outside
Moorside approaches the challenges of transition from EYFS to KS1 by following a hybrid teaching route in Y1. There are a number of adult directed teaching inputs throughout the day; children are taught in small groups, completing adult directed activities in synergy with continuous provision opportunities.
Knowledge Based Curriculum underpins the bespoke Moorside curriculum construct, (sometimes described as an 'Isolated Curriculum') supported in English by a text-rich culture throughout KS1 and KS2
Children in Y1 at Moorside have 3 reading books: a RWI book bag book (decodable at their specific Phonics level), an Oxford Reading Tree banded book and a bedtime story/picture book.
Reading focuses heavily on word reading and decoding in Year 1 which is primarily done in Reading/Phonics lessons but there are opportunities for children to read a variety of texts throughout provision as well as exposure to texts that are beyond their level..
Intervention and Additional Support
Daily Interventions take place for Phonics for the bottom 20% of children.
Precision Teaching Intervention for the teaching of tricky words.
BRP intervention for reading takes place for those who are just below where they need to be.
