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Goat Lees English Curriculum

Writing

We have 6 terms in the academic year.

Each half term is split into 2 halves. (2-3 weeks in each depending on the length of the term).

Breakdown for each of the six terms:

Part 1 (2-3weeks): Reading for Writing: writing from a text. Talk for writing/read it talk it write it; focusing on quality author's modelling the language and the skills we expect the children to use. This section will focus on modelling and use of author's language and ways in which we can use this in our own writing. Each class has a chosen book and author for this part of the term. There is a heavy emphasis on drama, spoken language and oracy.

Part 2 (2-3 weeks): Topic writing:narrative and non-narrative writing based around our topic work.
This does not have to be based on a specific text. There will be a variety of genres covered in this part of the term.
Please click on the links below to have a look at our progression in writing and punctuation.

Year R
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6

Handwriting/presentation:

We hold the highest standards for presentation from the children. This is the individual child’s best presentation – this will vary from child to child. Every child (where possible) is to use either pre-cursive or cursive letter formation. Children may join up their writing when their letters are all orientated correctly, are of a uniform size and when the ascenders and descenders go above and below the line respectively. When they are confidently joining and their writing is neat, legible and tidy (where appropriate for the child) they may begin using a black handwriting pen. A presentation award is given out  for  most improved/effort which applies to all subjects.

Phonics and Spelling

Phonics - The phonics method of reading and spelling is taught to pupils in Reception and Year 1 in accordance with the Letters and Sounds document which has been integrated with the objectives from the National Curriculum 2014. This is taught on a daily basis. This system provides a synthetic approach to the teaching of phonics. We prepare children to be able to take on the challenge of the KS1 phonics assessment in year 1. Phonics is an interactive experience for children, with kinaesthetic and practical approaches to cater for all learning styles. Pupils are taught within the phase that is appropriate to their level of learning. They are assessed regularly and groupings are sorted accordingly. Have a look at our phonics planning below!

Phase 2
Phase 3
Phase 4
Phase 5

Spelling - In years 2 – 6 each class has a daily spelling session taught by the class teacher. This spelling programme is based entirely on the National Curriculum 2014 objectives. It also integrates elements of grammar. In Key Stage 1 and 2 weekly spellings are set and are tested in school through a dictation on Friday. Spellings are based on the current weeks teaching and contain both spelling patterns and common exception words – tricky words. Additional support for spelling is given in a small group or 1:1 basis according to need. This is in addition to the whole class spelling lesson. On Monday we introduce and teach the rule for the week - the children also take their spellings home. On Tuesday there might be more teaching, or practising, of the words and the rule. On Wednesday and Thursday, we play games to help us to learn our spellings and then on Friday we have a test or a dictation in KS2. We have sent letters home to explain this, please follow the links below to read these leaflets.

KS1     LKS2     UKS2

Please follow this link if you would like to find out the spelling rules that your child will be learning in a particular term as well the grammar objectives that they are focusing on throughout the year. The whole school objectives are on this document and as you can see it is still a work in progress but will be updated when we have the final version.

Reading

At Goat Lees Primary School we encourage a love of books and reading. We provide the children with many daily opportunities to enjoy and share books with others. Our whole school provides the pupils with a language rich environment, enabling pupils to access reading of different types on a daily basis. Each classroom has an inviting reading area with a wide range of reading materials to support all reading abilities. During Guided Reading sessions with a teacher, children read carefully selected fiction and non-fiction books, as well as a wider range of texts for older children, matched to their current reading ability. Every child is heard to read in this manner on a weekly basis and explicitly taught the skills needed to develop their reading further. Pupils are also given the opportunity to explore these books independently to enable them to practise these skills. In these sessions, the children who are not specifically reading with the teacher, work on focused reading based activities to consolidate and extend their skills. Other reading opportunities throughout the day occur through a wide range of activities such as whole class 'shared reading sessions' focusing on a text (fiction or non-fiction), story time when books are shared and enjoyed, opportunity to listen to books in class listening areas, text linked to cross-curricular work and ICT. By ensuring that our children read a wide range of texts we are confident that we are meeting their preferred learning style.

Home Reading Books

Children take home a range of fiction and non-fiction books from a wide range of reading schemes and are levelled to match ability. This allows the children to independently access the books which have been carefully selected to match their current reading ability. Parents are requested to fill in an individual reading record daily in order to give the school feedback on their child's reading progress. The scheme that we have started to use is from Oxford Reading Tree which includes Tree Tops and Project X.