Here at St. Anne's, we have nurtured a broad and balanced curriculum based around the Cornerstones Curriculum which provides and inspires a wide range of outstanding learning opportunities for all children to learn and excel. We aspire for our children to leave their primary phase of education with a deep knowledge of the world in which they live - they will understand how past events have shaped the world today and how they can contribute to it in the future as effective, caring, considerate young children and adults.
At St Anne’s, English is at the heart of our curriculum. Our principal aim is to develop children’s knowledge, skills, and understanding and in order to do this we have adapted the way we teach English. We recognise that the teaching of the writing process is inextricably linked to the teaching of Reading and Speaking and Listening. Consequently, teachers use a variety of teaching methods and emphasis in the teaching of writing which reflects this. Furthermore, we recognise children as individualised learners, and as such, plan lessons to include visual, auditory and kinaesthetic approaches where appropriate which best suit the needs of the children.
Every child within the school takes part in daily English lessons which develops the key skills of reading and the technical aspects of writing. In Year One and the Foundation stage, this is based around the Read Write Inc programme which is the teaching of reading and writing through phonics. This takes place four times per week. The following day is set aside for high quality, text based work.
In year 2 and above, once the children are working securely within age-related expectations and have completed Read Write Inc successfully (resources and staff are available to support small groups above year 1 if necessary) then children take part in daily English lessons. The children do much of their writing through immersion of their Creative topics, which we follow from the Cornerstones curriculum. The skills are taught through daily grammar lessons and are then applied through writing across the curriculum that is always complemented with a high quality text. Click here to see a list of the high quality texts linked to our exciting topics. The children write for different purposes: to imagine and explore feelings and ideas; to inform and explain; to persuade and to review and comment. They also see how writing is concerned with process as well as product, being an aid to thinking, organisation and learning. They are taught to plan, draft, revise, proof read and present their writing on paper and on screen, and to discuss and evaluate their own writing and that of others. There is an emphasis on using real models for writing newspaper reports, advertisements and websites.
The links between reading and writing in fiction and non-fiction continue to be made explicit. Pupils use their knowledge of texts they have studied to construct their own writing and have greater control over organisation, language features, vocabulary and spelling.
Children are given opportunities to develop knowledge of different authors and styles of writing in order to foster a love of reading. We recognise reading as being the cornerstone to unlock so much learning in other areas. As such, our children in the younger years are heard to read every day once they start reading books. As they progress into years 1 and 2, we focus on those children who we need benefit from additional support in school as they are not getting the same opportunities to read at home as some of the other children. For children who continue to struggle, there are RWInc interventions in years 1 and 2 and Better Reading Progress (BRP) in KS2. To aid fluency, we track the children's ability to read high frequency words from YR to whenever they can speedily and accurately read them all. We have found this to have a really positive impact on fluency.
Reading in School
In the Foundation Stage and through Key Stage One, children are taught to read through the ReadWrite Inc Programme. We follow the love the read programme which
Other opportunities for Reading enrichment include taking part in events such as ‘World Book Day’, ‘National Poetry Day’, ‘National Storytelling Week’ or the ‘Summer Reading Challenge’. Our school library is open for children to choose a book for pleasure every other week. KS1 and KS2 take it in turns to visit, browse, choose and enjoy. Parents are invited in to support the younger children with this. We have a wonderful reading dog, Banjo, who comes in to
Reading at Home
Children are encouraged to read a range of fiction and non-fiction books to support reading at home and these are organised using the Book Bands System. Home Reading books are chosen from a range of different schemes, offering a range of genres, and the children get to choose their own book as soon as they are able to do so. Our children in years R, 1 and 2 also take home the RWInc book bag books, which are perfectly linked to the phonics they ahve been learning in school. This ensures they can apply that phonics learning at home.
All Book Bag Books include notes for parents and carers on how to help their child at home with phonics.
- Sound blending books for extra practice of blending the Set 1 Speed Sounds
- Black and White Storybooks (Red Ditty to Grey) – a take home copy of the Storybook read in class
- Full-colour Fiction Book Bag Books (Red Ditty to Grey) – carefully matched to the Storybooks to reinforce classroom learning
Speaking and Listening
We give children a range of purposes for speaking and listening. Speaking and listening will sometimes be taught discretely, but more often it will be taught within other areas of the curriculum. Examples of where speaking and listening might occur within the classroom: Hot seating, freeze frames, reading aloud, presentations, role play and explaining ideas.
Spiritual, Moral, Social and Cultural Development
The teaching of English develops skills through which our children can give critical responses to the moral questions they meet in their environment and also in the wider world. Their understanding and appreciation of a range of texts brings them into contact with their own literary heritage and texts from other cultures.