At Chapelford Village Primary school, we believe that literacy and communication are key life skills. Through the English curriculum, we will help children develop the skills and knowledge that will enable them to communicate effectively and creatively through spoken and written language and equip them with the skills to become lifelong learners. We aim to develop these skills through an integrated programme of Speaking & Listening, Reading & Writing.
Literacy is at the heart of all children’s learning. Literacy enables children both to communicate with others effectively for a variety of purposes and to examine their own and others’ experiences, feelings and ideas, giving these order and meaning. Because Literacy is central to children’s intellectual, emotional and social development it has an essential role across the curriculum at Chapelford Village Primary school and helps pupils’ learning to be coherent and progressive.
We place great emphasis on developing the links between reading and writing and our children’s independent writing evolves from quality shared class reading texts over a half term. We specifically select these quality texts to link in with our topic and pupils interests, thus immersing the children in the quality texts over a period of time. As a school we encourage a reading rich environment and staff model the enthusiasm and passion for reading to ensure that our pupils are exposed to rich and stimulating texts that support the development of vocabulary, imagination and key language skills.
At Chapelford Village Primary School we strive for all of our children to be literate.
By the end of Year 6 we aim for all children to be able to:
- be effective, competent communicators and good listeners;
- express opinions, articulate feelings and formulate responses to a range of texts both fiction and non-fiction using appropriate technical vocabulary;
- foster an interest in words and their meanings, and to develop a growing vocabulary in both spoken and written form;
- have an interest in books and to read for enjoyment, engaging with and understanding a range of text types and genres;
- be able to write in a variety of styles and forms showing awareness of audience and purpose;
- develop powers of imagination, inventiveness and critical awareness in all areas of literacy;
- use grammar and punctuation accurately;
- understand spelling conventions;
- produce effective, well-presented written work.
- Overview of objectives EYFS
- Overview of objectives Y1
- Overview of objectives Y2
- Overview of objectives Y3
- Overview of objectives Y4
- Overview of objectives Y5
- Overview of objectives Y6
- EYFS English
- Year 1 English
- Year 2 English
- Year 3 English
- Year 4 English
- Year 5 English
- Year 6 English
At Chapelford Village Primary School, we promote and value reading as an enjoyable activity and a life skill. We know that reading matters not only to our pupils’ language development along with their academic success but reading also giving us pleasure and comfort. We therefore ensure that our pupils will have access to a wide range of reading opportunities both at school and at home.
There are different types of reading opportunities within school matched to the age and ability of all pupils. Reading in the Early Years Foundation Stage at Chapelford Village Primary School will support children in developing an interest and enjoyment of reading. Initially, the children will be encouraged to develop positive reading behaviours, such as handling books carefully, holding books upright, turning pages and showing an interest in illustrations, understanding and joining in with stories, books, poetry and rhymes, recognising that print carries meaning, in both books and the environment. Through this, children should develop a competency to read a range of familiar words and simple sentences.
In shared reading, the teacher models the reading process to the whole class as an expert reader providing a high level of support. Texts are rich and challenging to nurture and develop a love of reading at all levels. Staff use a variety of stimulating books to engage and enhance the child’s wider reading experiences through planned questioning. You may have heard your children come home and talk about their CLIMB session. This is an example of shared reading.
In guided reading, texts are chosen to match the ability of the group whilst also being age appropriate and providing challenge linked to the content domains. Teachers follow the five-part structure when planning guided reading sessions.
Across the school, we endeavour to promote a love of reading of all our children in many ways. One of which is through our displays. We ensure that a range of topic and information books are incorporated into their displays for other areas of the curriculum, such as Geography and History, for example. This encourages children to further broaden their knowledge and reading of a particular topic or subject area. Classroom reading environments are print-rich and stimulating with a wide range of books displayed creatively and imaginatively. Working walls display rich and varied vocabulary. Reading areas display recommended books, author studies, prompts to support children to read and children’s own books that they have written. World Book Days inspire and motivate children to have a love of reading and to share books. All classrooms have a well-stocked book area with a range of fiction and non-fiction. Pupils also have opportunities to read newspapers, information leaflets and ICT texts. The school library is an important resource and pupils are taught how to use it appropriately.
Children have access to a wide range of authors and publishers in school. Curtis Jobling (http://curtisjobling.com/) is our MAT author who regularly visits the school and works with the children. We also ensure that every year group has a different author study each half term to encourage children to broaden their reading horizons and provide opportunities for them to read a variety of titles by an author whose work they enjoy.
Reading at home
Research evidence indicates that promoting the development of reading habits with parents makes a significant impact so we want to continue working with you and offering support and guidance when reading at home with your child. Therefore, we have included some great resources and ideas from the Education Endowment Foundation.
When reading with your child, it can be very easy to focus on the words themselves and ensuring that we turn the pages to get through the book. However, we can sometimes miss the opportunities for conversations that arise naturally as we read. Book talk is really important for successful learning. Now just isn’t the time to be too anxious about what children are reading. Reading instructions, recipes, and even old baby books, are all valuable. We often worry that about the level of perceived challenge of a book but please remember that sustained talk around picture books, especially for younger children, is certainly valuable reading.Children should be encouraged to return to their favourite stories, given the likely emotional benefits during this tricky time. Indeed, in such uncertain times, children may gain comfort from reading a book they enjoyed as a very young child. Please borrow ideas from TRUST framework to open the door to lots of healthy discussion, and of course, a love of reading.
As you share a book, why don’t you use some of these questions to begin the conversation?
Take turns to make plans and predictions before reading: ‘I wonder if… what do you think?’ ‘You think… Oh, I thought…’
Recap to check ideas and understanding as your child is reading: ‘
So, you think that…’ ‘Did you expect…to happen?’ ‘Why do you think that happened?’
Use encouragement and praise to keep children engaged in reading: ‘What brilliant ideas…let’s see what happens.’ ‘You thought so carefully about... What might happen now?’
Share prior knowledge and past experiences that link to what is being read: ‘Have you learnt about…at school?’ ‘Do you remember when we watched…and found out about…’
Tune-in and listen to your child – be curious about their interests: ‘I didn’t know you knew so much about…’ ‘I love reading stories about...with you.’