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Bayards Hill Reading Curriculum Handbook



The English national curriculum (2014) states that: ‘The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written language, and to develop their love of literature through widespread reading for enjoyment.’

At Bayards Hill Primary School, we believe the exposure of children’s literature within the primary school setting is vital as a rich context for learning; not only within English as a subject but to support building a reading culture throughout the school.

Key Stage Two:

We follow a primary programme called ‘The Literary Curriculum’ to support teaching and learning of Writing in Key Stage Two. Through this programme, we aim to use high quality books that offer opportunities for empathy and can aid philosophical enquiry, as a means of developing the spoken language requirements through debate, drama and discussion using the issues raised through, and within, the text.

What is The Literary Curriculum?

The Literary Curriculum from the Literacy Tree is a complete, thematic approach to the teaching of primary English that places children’s literature at its core.It provides complete coverage of all National Curriculum expectations for writing composition, grammar, punctuation and vocabulary, as well as coverage of spelling. All plans lead to purposeful application within a wide variety of written outcomes.

Key Stage One:

To support with the progression of early writing and the transition from the Early Years setting to Key Stage One, we use a selection of high quality picture books to encourage a willingness to write at a young age. After passing their Year One Phonics Assessment, children are able to begin and confidently access formal literacy lessons, focusing on engaging literature. During these lessons, children are exposed to high level vocabulary, in order to support their development of spoken language and oracy skills.

Nursery and Early Years:

Children in Early Years are provided with opportunities to develop their fine and gross motor skills using the newly developed outdoor setting. Within lessons, they are encouraged to practise letter formation linked to their daily phonics sessions, as well as handwriting. Children are also encouraged to practise their ‘mark making’ for a purpose, through continuous provision opportunities and a focus on learning through play.

Components of Writing

Shared Writing:

This provides an opportunity for teachers to demonstrate writing, including the thought processes that are required. Teachers should make explicit references to genre features, as well as word and sentence level work within the context of writing. Pupils contribute to the class composition by sharing their ideas with partners, in small groups or using individual white boards. This is also the time when children are given the opportunity to discuss, verbalise and refine ideas before committing to print. With knowledge of text type from shared reading sessions, children should be able to generate a list of features that they would expect to use in any writing genre about which they have learned. This can be used by teachers and children alike as one way of assessing children’s writing and their understanding of the purpose and organisation.

Guided Writing:

Children are ability grouped and given the opportunity to write an independent text with the support and guidance of their teacher and group. The group work together to begin a piece of writing and then continue independently while the teacher moves around the group and supports with individual needs as they arise. It is important that guided writing sessions are used with the range of abilities represented across the classroom and planned carefully according to children’s targets to promote progression in writing skills for all children.

Independent Writing:

Children are given the opportunity for a range of independent writing activities which clearly link to whole class writing objectives. These tasks will need an identified audience, clear purpose and to cover all aspects of the writing process. Children will be given a range of opportunities to assess both their own and each other’s writing in order to further their own learning.

How is your Child assessed?

Three times a year, teachers assess children against curriculum statements. Children receive a wealth of feedback during lessons and teaching sequences.

Spelling Punctuation and Grammar

We also teach spelling, punctuation and grammar separately to ensure our pupils make rapid progress.

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