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Welcome to St Richard's Catholic Primary School &
Out of School Club

We learn to love and grow in Jesus

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English

“Be yourself. Above all, let who you are, what you are, what you believe, shine through every sentence you write.” – John Jakes

 

 

At St. Richard’s we see Literacy as more than a core subject as good levels of literacy unlock learning across the whole curriculum. We look to empower our children with skills and love of literacy that creates resilient children who are intrinsically motivated to read and write.  

 

Teachers plan units of work that move children through a journey of reading, gathering content and writing phases. Lessons consistently demonstrate effective teaching and learning, allowing children to become equipped with valuable communication skills, which will be facilitated and supported by staff who strive for high standards. Phonics is an integral part of our early English teaching, taking a systematic, synthetic approach to ensure children establish strong foundations, which will be developed and built on as they progress.  

Children have a secure understanding of tier 1, tier 2 and tier 3 vocabulary which enables them to comprehend texts as well as embed this rich and meaningful vocabulary in their own writing.  Opportunities to develop higher tier vocabulary are made across all curriculum subjects and teachers revisit new words to secure understanding. 

Knowledge of linguistic terminology, having a reasonable degree of accuracy whilst writing legibly and creatively at an age appropriate level, will develop children as writers and readers to move forward as they ‘learn to live’ at our school.  

 

Intent 

To ensure that all learners in our school are offered a broad range of learning experiences in language, literature and media text so that they can, as speakers, listeners, readers and writers: 

• Take pleasure in all aspects of English; 

• Evaluate critically the power language exercises in our lives; 

• Appreciate the impact of language in creating and recreating emotion and the ways in which it can be used to get things done. 

It also seeks to ensure that teachers plan for continuity and progression so that learners can progress appropriately at the highest possible level for them. 

This policy should also be read in conjunction with The National Curriculum and EYFS curriculum, which sets out clearly in detail what pupils in different classes/year groups will be taught.   

 

Implementation 

Role of the class teacher. 

• To plan for and deliver the requirements of the Primary National Curriculum and Letters and Sounds following a validated SSP ( Pearson ).  For children in the Early Years and Keys Stage 1, phonics should be a daily part of classroom life, with carefully planned and focused sessions matched to the ability and development of the children. Early readers or those who have not met the requirements of the phonics screening test will continue to follow the SSP. 

• Children across the key stages should be given specific teaching in grammar and spelling and in KS2 these will take place in specific focused grammar and spelling workshop sessions. 

• To plan for the appropriate age and stage of the children, including differentiation and support for children with an IEP or with EAL needs. 

• To plan units of work which allow opportunities for reading, analysis and writing of the appropriate text types for the age of the children. 

• To include rich opportunities for speaking & listening, drama and role play. 

• To consider learning styles and, in particular, the learning styles of boys (in line with School development plan to improve boys writing throughout the school) 

• To build into their plans assessment opportunities including self –assessment.  All children will be tracked against age expectant targets for each year group.  

• To set realistic and challenging targets (including the whole school layered targets). 

• To include any support staff in the assessment and recording process. 

• To gather and use appropriate resources. 

• To assess and record children’s progress. 

• To look for appropriate opportunities to incorporate ICT into the lessons. 

• To provide rich, meaningful opportunities to develop skills in English, making links where possible to other subjects. 

• Other subjects should allow for opportunities for all children to assess and use challenging texts to further develop and stretch their reading and comprehension skills. 

 

Impact 

All children across school will be confident and resilient learners.  They will possess the age appropriate writing and reading skills which will provide them access all areas of the curriculum.  Their achievements in literacy will allow them to become excellent communicators able to convey their thoughts, ideas and opinions confidently whilst listening and reading material in the world around them. 

 

Our Vision for Phonics 

Children will all have the phonetic knowledge, which gives them the confidence to attempt unfamiliar and more complex words; ensuring their vocabulary is not limited. Staff are expert in teaching systematic, synthetic phonics and this is taught using a consistent approach to ensure fidelity. Children love their phonics lessons, which are rigorous, robust and consistent.  Teachers work to embed the skills learnt in lessons across individual, group and whole class reading. Children learn the purpose of phonics, and how it applies to real life.   

Phonics is at the heart of all curriculum areas – not just a discrete subject. 

Children recognise phonics as a tool for any reading and writing by embedding and applying phonics in every aspect of the curriculum.  All reading book used will always match a child’s current phonetic ability/ phase of learning. 

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