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Archbishop Cranmer CofE Primary Academy Striving for life in all its fullness. John 10: 10

English

 

English Curriculum at Archbishop Cranmer CE Primary Academy

 

English teaching at Archbishop Cranmer follows the ‘Collins Treasure House’ scheme as the foundations for writing planning, however other resources such as ‘The Literacy Shed’, ‘Nelson Grammar’ and ‘HeadStart Reading Comprehensions’  are also used to support planning and teaching. Our aim is to promote high standards of language and literacy by equipping our pupils with a strong command of the spoken and written word and to develop a love of literature through reading for enjoyment.

 

Phonics:

Phonics is taught daily across Key Stage One and Foundation Stage. We use Letters and Sounds, Jolly Phonics and Phonics Play planning to deliver sessions, supplementing this regularly with practical and hands on experiences to deepen the pupils’ learning.

Year 2 Phonics is taught using Spelling Play planning to teach the children spelling patterns and rules through interactive and engaging rhymes and visual prompts to support development of spelling rules as outlined in the National Curriculum.

 

Reading:

At Archbishop Cranmer, we want our children to leave school being able to read easily, fluently and with good, secure understanding, but also to develop a pleasure for reading widely and often. 

In Key Stage One and Foundation, guided reading is supported by our library of books from the Oxford University Press Project X reading materials, combined with other age-appropriate books. During Year 2, the children begin to learn the skills of Reciprocal Reading in preparation for Key Stage 2.

In Key Stage 2, the pupils have weekly Reciprocal Reading sessions which help develop key reading skills through enhancing vocabulary to clarify understanding of the whole text.

We use HeadStart Reading Comprehensions alongside this to develop and refine comprehension techniques through focussing on key objectives each week.

Each class engages in reading for pleasure and enjoy a range of class books, which are read by the class teacher. This promotes an atmosphere of engagement and relaxation for pupil wellbeing. Our Year 6 pupils have roles as ‘Reading Gladiators’ where they listen to the younger children read each week. This enables a deeper learning and role in leadership for the older children whilst offering additional opportunities for the younger children to read aloud.

Reading at home is recognised and celebrated in our values assemblies, where pupils can be awarded Christian Values for their weekly achievements.

 

Writing:

Each unit begins with the teacher sharing an engaging, quality text/film/stimulus with the children. As a class, or in groups children explore the text or stimulus in depth in a range of ways: story mapping using pictures or symbols; actions to accompany oral retelling; role play and drama opportunities. Children immerse themselves in that particular text-type over a number of days in order to internalise the features and then explore the key techniques, grammar and language that make the text work to build a tool kit of important features to use when writing their own versions of the text. Children and teachers then work together closely using the structure of the example text, changing certain aspects to make it different in some way to meet the planned purpose and key learning outcomes. This process enables the children to write their own versions and develops their ability to generate good words and phrases. This is identified as shared writing between teacher and pupils and develops into children peer assessing and editing with support of the class teacher. At the end of the unit, children are able to confidently plan and write their own independent piece using the tools and techniques they have learnt in the sequence of learning leading up to this. Children use editing stations in order to self-edit their writing and/or writing conferences take place in supporting the children to edit their work effectively. Depending on the planned purpose of the finished text, some pieces will then be published.

 

Spelling, Punctuation and Grammar:

We teach spelling through phonics in Foundation and Key Stage One. Children receive weekly spelling homework which comprises of key spelling patterns, common exception words, high frequency words and words from the Non-Negotiable National Curriculum expectations for each year group. Grammar and punctuation are threaded through the English units of work as well as being delivered through the Nelson Grammar scheme as a stand-alone weekly teach.

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