English

At Richard Alibon, we teach a broad and balanced literacy curriculum to ensure that every child has the opportunity to develop effective literacy skills. These skills will not only enable the child to be secondary ready but to develop a thirst for knowledge empowering him or her to become a lifelong learner – able to be responsible for their good learning throughout life.

The Richard Alibon way of teaching Literacy

In foundation stage, key stage 1 and key stage 2, our focus is to equip the child to take responsibility. Therefore literacy is taught with an emphasis on acquiring key skills to become confident learners. The curriculum is structure in five separate sections. The aim is to cover each section discretely as well as giving the children the opportunity to see how they work together as a whole. This approach we believe will enable our children to be successful.

The components are as follows:

  • Reading
  • Oracy (speaking and listening
  • Writing
  • Grammar
  • Spellings
  • Phonics

Reading

Throughout the school reading is taught on a daily basis.

In Year 1, the daily supported reading approach is used where children practice reading skill in groups of six. Each group is supported daily by an adult.

In Years 2 to 6, the reciprocal reading approach is used on a daily basis to equip the children with the skills to explore events, characters, setting in a variety of genres and demonstrates their understanding. Children learn how to appreciate, understand and evaluate text, through predicting, clarifying unfamiliar words and phrases, questioning and summarising events in the text. Teachers acts as facilitators asking children questions to stimulate discussions. Through this approach the children are encouraged to investigate the texts to find answers.

Oracy

Oracy is a key part of our curriculum. Good speaking and listening is embedded throughout our school. We have a resident story teller who work alongside staff and pupils to develop oracy skills. These skills are introduced at the beginning of a unit of literacy lesson, with a stimulating and exciting hooks to grab the children’s attention and later develop through the unit. These skills are taught and practice alongside other literacy skills. The skills covered are as follows:

  1. Physical (voice and body language)
  2. Linguistic (vocabulary, language variety, organisation of speech and figurative language used in
    speech)
  3. Cognitive (content of conversation, self regulation, reasoning and summarising)
  4. Social and emotional (considering the audience, active listening and responding, confidence
    when speaking and working with others.

Writing

The children are taught writing skills over a unit of work. Teachers highlight and model how to apply writing techniques to create a text by focusing on the composition and structure of the text. Throughout the school the talk for writing approach is use to support the children to develop the writing skills. The children are encouraged to imitate, innovate and invent their own text. Through this approach the class examine the genre, identify the techniques used by the author, create a plan and invent their own version of the text applying the author’s techniques. The teacher and the pupils assess and improve the new version of the text.

Grammar

One discrete session of grammar is taught on a weekly basis. Teachers use this session to focus on key grammatical skills that are appropriate for the year group as set out by the national curriculum. Grammatical skill are also taught through reading, writing and oracy sessions.

Spellings and phonics

Spelling strategies are taught on a weekly basis following the national curriculum. From year 3 to year 6 there is one discrete whole class teaching session each week. The teachers and children use early morning activities on a daily basis to practice and reinforce the strategy that has been taught.

From nursery to Year 2 phonics sessions are taught on a daily basis following letters and sound approach. Children in year 3 and year 4 who are still struggling with phonics skills are given extra phonics sessions.

10 ways parents and cares help!

  1. Read to your child every day (especially nursery -key stage one)
  2. Read with your child daily (read for pleasure, read signs, labels, recipes and newspaper etc)
  3. Question your child about what he or she has read to help develop understanding and clarify misconceptions
  4. Ask your child to give you evidence from the text that helps to develop their understanding.
  5. Talk to your child about what they are learning in school, what’s in the news and their own questions or concerns
  6. Give your child the opportunity to explain and point out evidence that help them.
  7. Help your child to develop and sustain a conversation about different topics.
  8. Encourage your child to make marks at home.
  9. Encourage your child to record their thoughts, write notes, letters or keep a diary.
  10. Encourage your child to complete homework set by the class teacher.

Our whole school literacy overviews can be found below:

Whole-school-English-texts-overview

English curriculum overview and expected outcomes

If you would like to find out more about the curriculum our school is following please ask to speak to the English Lead at the school. A link to the National Curriculum English Programme Of Study which also contains useful information can be found here