Reading

Communication, Language and Literacy 

City Living 

Aspirations 

Celebrating Diversity 

Mrs Losada Mrs Harrison

KS2 Federation Reading

AHT 

Early Federation Reading 

AHT

 

Reading Curriculum Intent 

At SJC federation, Reading and the teaching of Reading is the foundation of our creative curriculum. Our main aim is to ensure that all children become primary literate and progress in the areas of Reading, Writing, Speaking and Listening so that they can access the full curriculum offer. Teaching children to read confidently, for information and for pleasure is the most important thing that we do. We have high aspirations for all our children and it is essential that, by the end of their primary education, all pupils are able to read fluently, and with confidence, in any subject in their forthcoming secondary education. We have ensured that our inclusive curriculum meets the needs of all learners, including those with SEND.

Leaders prioritise reading and have invested in the leadership of this subject by employing experienced federation AHTs to work collaboratively across the organisation in a coaching capacity. They have utilised the range of experience and expertise to design an exciting, sequential, Reading curriculum that is driven by high quality diverse texts and progressively builds knowledge, understanding and skills. Strong links are made across all curriculum areas to ensure knowledge does not sit in isolation. Meaningful links with other subjects are made to strengthen connections, enable a deeper understanding of vocabulary and allow opportunities for our pupils to transfer knowledge and language across curriculum areas, thus enhancing communication, language and literacy across the curriculum.

Our bespoke Reading curriculum is just as ambitious as the National Curriculum and focuses and consists of three dimensions:

· word reading

· comprehension (both listening and reading).

· Reading for Pleasure

The carefully chosen literature spine from Nursery to Year 6 includes a range of fiction, non-fiction and poetry. These culturally diverse texts and authors have been chosen to reflect the unique cultures and experiences that our children bring to the federation. Alongside this, we recognise our children live in the city and may have limited experiences within and beyond this. Our pledges and trips, such as residential trips to Wales and trips to museums and theatres, are carefully planned across all curriculum subjects to support the background knowledge and vocabulary our children need to support their reading comprehension and vocabulary. Vocabulary and knowledge are both taught explicitly within our reading lessons.

By the end of Key Stage One, our children will already be successful, fluent decoders through the delivery of consistent high quality, systematic synthetic phonics teaching from EYFS until the end of KS1 (following the RWI programme). They understand that they use their phonics knowledge as the first tool when tackling new words in reading and writing. They will also have a growing understanding of text meaning which will be further developed during Key Stage 2. From Year 2 upwards we teach whole class reading daily. Within these sessions, there is a clear focus on the skills and strategies our children need to become competent readers such as:A wide ‘diet’ of reading is provided for our children in our federation, including whole class, guided reading, shared reading and individual reading. We consider storytelling and the sharing of stories to be the keystone to develop the enjoyment of reading as well as modelling fluent reading and comprehension skills. We therefore plan in a shared reading experience each day from Nursery to Year 6.

We want our children to have a love of literature and understand how authors can inspire them in the future. To do this, each term we invite an author to our federation, and we pledge that every child will visit the theatre within their time with us.

Reading National Curriculum Programme of Study 

The programmes of study for reading at key stages 1 and 2 consist of 2 dimensions:

  • word reading
  • comprehension (both listening and reading)

It is essential that teaching focuses on developing pupils’ competence in both dimensions; different kinds of teaching are needed for each.

Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Underpinning both is the understanding that the letters on the page represent the sounds in spoken words. This is why phonics should be emphasised in the early teaching of reading to beginners (ie unskilled readers) when they start school.

Good comprehension draws from linguistic knowledge (in particular of vocabulary and grammar) and on knowledge of the world. Comprehension skills develop through pupils’ experience of high-quality discussion with the teacher, as well as from reading and discussing a range of stories, poems and non-fiction. All pupils must be encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world they live in, to establish an appreciation and love of reading, and to gain knowledge across the curriculum. Reading widely and often increases pupils’ vocabulary because they encounter words they would rarely hear or use in everyday speech. Reading also feeds pupils’ imagination and opens up a treasure house of wonder and joy for curious young minds.

It is essential that, by the end of their primary education, all pupils are able to read fluently, and with confidence, in any subject in their forthcoming secondary education.

Assessment 

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

Home Reading 

At school, we encourage your child to read a range of books and talk about the books they read. Both our reading scheme and class libraries provide children with a wealth of texts  in different forms, E.g newspapers, magazines, non-fiction books, modern fiction, poetry and key classics. We encourage our children read their home reading books every day and these are discussed and changed regularly by the class teacher and Teaching Assistant. In class children love to read a book and then recommend that book to their friends, which is all part of our relentless drive to building a strong reading culture. 

Because reading is a priority in our school, we dedicate every afternoon to hearing/'teaching' children read on a 1 to 1 basis or in a guided reading group with one of our Thighly- skilled Teaching Assistants. Children will be moved up through the stages when their teacher feels that they are fluent with the words within that stage and they are confident that the child is making meaning from the text. 

Celebrating Reading Events 

As a Federation, we want our children to leave us with a thirst for knowledge and a love of literature and reading.  We place a large focus on reading for enjoyment, and children throughout the school regularly participate in a variety of engaging and inspiring reading activities both in and outside of school. 

What better way to encourage reading for pleasure in our school than by having a top-quality author to motivate our students about the joy of reading? Every term we have an author visit, or take our children to the theatre to see the book come to life. 

This year alone we have had a visit from the most famous and talented children's author, Frank Cotrell- Boyce and the comic creator Kev Sutherland.  As well as this, the whole of our KS2 children had the opportunity to visit the Lowry Theatre to watch the performance 'Billionaire Boy' by David Walliams and Michael Rosen even paid us a visit!

Celebrating National events like world poetry day and World book day are always on our events calendar. We just love books!

 

 

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