English

“Books are a uniquely portable magic.” – Stephen King

 

Our curriculum is based on children exploring the world through a love of reading.  This cross-curricular approach means that each term (or half term in the younger classes)  learning is based around a high quality book.  Our children love this approach and often talk about books they have studied in the past. Teachers plan from the focus book to identify learning opportunities in reading; speaking and listening; writing and punctuation and grammar, using the context of the story to engage and as a vehicle for learning.   The structure for progression is taken from the 2014 National Curriculum, which sets out year-on-year programmes of study for Key Stage One and a year three/four and year five/six programme for Key Stage Two.  A high quality education in English is an essential building block to support our children in their future lives and is central to our focus on learning at Summerbank.  

The Teaching of Writing

Writing encompasses composition, spelling and handwriting.  We use a series of writing 'ladders' to develop children's knowledge, understanding and skills as writers to ensure teaching is pitched towards developing children's next steps.  Writing down ideas fluently depends on effective transcription skills; that is, on spelling quickly and accurately through knowing the relationship between phonics, morphology and spelling structure.

The Teaching of Reading

At Summerbank we believe that every child can learn to read and will ultimately choose to read for pleasure, enjoyment and information.  Phonics is the primary method used to teach children early reading skills. We also recognise the importance of children understanding what they have read.  Therefore as they develop as readers, there is a greater focus on finding information, looking for clues, sharing opinions, developing inference and comprehension skills and discussing authors

Phonics is knowledge of the sounds of the alphabet and it is also being able to blend sounds together to read new words and separate words into individual sounds.

We make sure that every child receives a structured programme of phonics, linked to the EYFS and National Curriculum expectations.  Children have daily, structured  lessons, revisit sounds they have learned previously, learning new sounds, practising the skills of blending and segmenting and then applying what they have learned.  In FS we use the Letters and Sounds document as this basis for bespoke planning to meet our children's needs.  In Phase 1 - 3 we use the 'Phonics Play' interactive programme and 'LCP Phonics' as the key programme, supplemented by further tailoered practical activities and phonic games to make learning fun.

All children at the early stage of reading, read individually regularly with an adult comensurate to need and in addition they also participate in guided group sessions. If you wish to know more about the teaching of phonics or how to help your child, speak to your child's class teacher or the SENCo.  We also invite parents in to watch phonics sessions being taught, speak to your child's class teacher for more information.

 For early readers, we have purchased a large number of phonic based reading books linked to the phonics programme.  This enables children to practise and apply their phonic skills in supported and independent situations.  To support children in identifying characters and developing comprehension, Oxford Reading Tree books are used as part of this in Foundation Stage and KS1,  the children enjoy reading the adventures that they have.  We supplement this scheme with books from other publishers (including Collins Big Cat, Bug Club and Rigby Star) to make sure children have access to a broad range of modern fiction, traditional tales and non-fiction books.  Early readers also self-select a book from the class collection or the school library which matches their own interests and to help foster a longterm love of reading for enjoyment.

For developing readers, children choose an age/ability appropriate reading book from a wide selection of fiction and non-fiction texts, these books are drawn from a variety of reading schemes and 'real books'.

Children in the upper phase of our school (year 4-6), develop their reading using ability-appropriate texts as part of the Accelerated Reading programme.  Through this approach they read independently and with adults, then develop and demonstrate their comprehension through engaging with online questions to develop and demonstrate their understanding of vocabulary and the overall book.

 

 

English

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“Books are a uniquely portable magic.” – Stephen King

 

Our curriculum is based on children exploring the world through a love of reading.  This cross-curricular approach means that each term (or half term in the younger classes)  learning is based around a high quality book.  Our children love this approach and often talk about books they have studied in the past. Teachers plan from the focus book to identify learning opportunities in reading; speaking and listening; writing and punctuation and grammar, using the context of the story to engage and as a vehicle for learning.   The structure for progression is taken from the 2014 National Curriculum, which sets out year-on-year programmes of study for Key Stage One and a year three/four and year five/six programme for Key Stage Two.  A high quality education in English is an essential building block to support our children in their future lives and is central to our focus on learning at Summerbank.  

The Teaching of Writing

Writing encompasses composition, spelling and handwriting.  We use a series of writing 'ladders' to develop children's knowledge, understanding and skills as writers to ensure teaching is pitched towards developing children's next steps.  Writing down ideas fluently depends on effective transcription skills; that is, on spelling quickly and accurately through knowing the relationship between phonics, morphology and spelling structure.

The Teaching of Reading

At Summerbank we believe that every child can learn to read and will ultimately choose to read for pleasure, enjoyment and information.  Phonics is the primary method used to teach children early reading skills. We also recognise the importance of children understanding what they have read.  Therefore as they develop as readers, there is a greater focus on finding information, looking for clues, sharing opinions, developing inference and comprehension skills and discussing authors

Phonics is knowledge of the sounds of the alphabet and it is also being able to blend sounds together to read new words and separate words into individual sounds.

We make sure that every child receives a structured programme of phonics, linked to the EYFS and National Curriculum expectations.  Children have daily, structured  lessons, revisit sounds they have learned previously, learning new sounds, practising the skills of blending and segmenting and then applying what they have learned.  In FS we use the Letters and Sounds document as this basis for bespoke planning to meet our children's needs.  In Phase 1 - 3 we use the 'Phonics Play' interactive programme and 'LCP Phonics' as the key programme, supplemented by further tailoered practical activities and phonic games to make learning fun.

All children at the early stage of reading, read individually regularly with an adult comensurate to need and in addition they also participate in guided group sessions. If you wish to know more about the teaching of phonics or how to help your child, speak to your child's class teacher or the SENCo.  We also invite parents in to watch phonics sessions being taught, speak to your child's class teacher for more information.

 For early readers, we have purchased a large number of phonic based reading books linked to the phonics programme.  This enables children to practise and apply their phonic skills in supported and independent situations.  To support children in identifying characters and developing comprehension, Oxford Reading Tree books are used as part of this in Foundation Stage and KS1,  the children enjoy reading the adventures that they have.  We supplement this scheme with books from other publishers (including Collins Big Cat, Bug Club and Rigby Star) to make sure children have access to a broad range of modern fiction, traditional tales and non-fiction books.  Early readers also self-select a book from the class collection or the school library which matches their own interests and to help foster a longterm love of reading for enjoyment.

For developing readers, children choose an age/ability appropriate reading book from a wide selection of fiction and non-fiction texts, these books are drawn from a variety of reading schemes and 'real books'.

Children in the upper phase of our school (year 4-6), develop their reading using ability-appropriate texts as part of the Accelerated Reading programme.  Through this approach they read independently and with adults, then develop and demonstrate their comprehension through engaging with online questions to develop and demonstrate their understanding of vocabulary and the overall book.

 

 

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