Aims

At Lea Forest Primary Academy we aim to develop in all the children:

·         High Aspirations - create high quality work, with the knowledge that literacy can open a world of opportunities for all children

·         Independence -  To use literacy skills to further their own education, through the ability to communicate and respond effectively

·         Resilience - through showing persistence and stamina

·         Innovative - opportunities to create, problem solve, invent and enjoy

·         Respectful - To respect their own and others right to develop high level literacy skills through positive attitudes.

Objectives

  • To provide a language rich environment that promotes a culture of reading and writing;
  • To develop in children an interest in and a love of books and literature that will not only support their learning across the curriculum but also enrich their lives;
  • To value and use books as a basis for learning, pleasure, talk and play;
  • To teach children the craft of writing in order to develop in children the confidence and skills to write well for a range of purposes and audience;
  • Teach the basics - spelling handwriting and punctuation - to liberate creativity;
  • To foster in children the confidence, desire and ability to express their views and opinions both orally and in writing;
  • To value and celebrate diversity in culture and language.

Learning and Teaching

At Lea Forest Primary Academy we follow the principles set out in the National Curriculum.

Language and Literacy skills are taught on a daily basis from EYFS – Year 6.  

These skills are then applied in cross curricular learning opportunities. Language and literacy specific teaching 4 and learning takes place within a whole class setting (shared/modelled reading and writing) and within ability-led guided reading and writing groups. Within guided groups good practice is shared and modelled as in whole class setting and the children also work independently or with a partner on set tasks. Teachers use a variety of interactive teaching methods to deliver the curriculum and achieve set learning objectives.  In the Foundation Stage, Literacy forms the basis of one of the 6 areas of learning –

Communication, language and literacy. Emphasis is on teaching Literacy through role play, stories, storytelling and big books.

Planning and Organisation 

Power of reading:

In Reception there is a shared daily literacy session and each group has an adult-led session at least once a week. Each child is expected to complete at least three adult-led writing activities per week, in addition to reading individually and in groups.

Each year group, from Y1-6, plan units of work using the National Curriculum statutory guidance. These units cover the phases of the ‘Writing Sequence’. All the units will be based on a carefully chosen high quality book with supporting texts for each topic. Each Literacy Plan (lasting between 2-4 weeks) will cover outcomes for Speaking and Listening, Reading and Writing. Each plan will have a writing outcome with a particular purpose and audience in mind.

Over the year each Year group will cover a balance of Narrative, Non-Fiction and Poetry text types. A clear set of end of year expectations are followed by each year group and incorporated into planning and assessment. In each year group Literacy is taught by the class teacher. Lessons are structured following the primary framework guidelines ensuring independent learning along with a group guided session by the teacher and a teaching assistant. The independent learning sessions are differentiated to meet the needs of the children. Literacy is taught daily for approximately 1 hour and through other curriculum areas.

Speaking and Listening-Talk for Writing If children can’t speak a sentence, they can’t write a sentence. Speaking and Listening forms a key element of the Teaching Sequence for Writing and is incorporated throughout the teaching phases.

Talk for Writing

Talk for Writing involves making explicit the processes and thinking involved in the writing process so that ultimately they can be internalised and applied by children in their own writing. Talk for Writing will be embedded in every phase of the ‘Writing Sequence’. The main principles of talk for writing are;

1. Book-talk

‘Book-talk’ is the extended opportunity to use talk to explore children’s personal and collective responses to a text as readers.

2. Writer-talk

‘Writer-talk’ is the articulation of the thinking and creative processes involved in all stages of the act of writing; talk that helps children to think and behave like a writer (and consider themselves to be one).

3. Storytelling and story making

This involves the learning and repeating of oral stories, building children’s confidence to develop them through telling and then extending that development into writing; later creating ‘new’ stories orally as a preparation and rehearsal for writing. The sequence being imitation, innovation and invention.

4. Non-fiction 

Children will learn to write a variety of non-fiction texts through the creative curriculum. These are: Explanation Writing, Journalistic Writing, Biography Writing, Discussion Writing, Report Writing, Instruction Writing and Persuasive Writing; to name a few.

The four key components of teaching non-fiction through Talk for Writing across the Curriculum are: SECURING SUBJECT MATTER – ensuring children become experts and enthusiasts in the topic; IMITATION – using a strong shared text as a model from which children internalize the key language features; INNOVATION – using the structure and language patterns of the model text for shared planning and writing in a new, but closely related context; INDEPENDENT APPLICATION – children independently writing that text type in literacy lessons and across the curriculum.

5. Word and Language games

Talk games and activities are used to:

• stimulate and develop vocabulary (VCOP-Vocabulary Connectives Openers Punctuation)

• ‘warm up’ the imagination, stimulate creative thinking

• Orally develop a character

• Orally develop a setting

6. Role-play and drama

Techniques from the Primary Framework are used- ‘hot seating’ ‘conscience alley’ etc...

Talk for writing strategies will be used both within literacy lessons and across the curriculum

Reading

Shared Reading

Shared reading takes place within the Literacy lesson; the teacher models the reading process to the whole class as an expert reader, providing a high level of support. Teaching objectives are pre-planned and sessions are characterised by explicit teaching of specific reading strategies, oral response and high levels of collaboration. The children join in, where appropriate with the reading of the text. The texts selected are quality texts that reflect the teaching objectives.

Guided Reading

Guided reading takes place in differentiated groups once a week. During guided reading the responsibility for reading shifts to the learner. Guided reading takes place with a group of children, of similar ability. During a guided reading session the children read and respond to a challenging text with the teacher supporting. Texts of graded difficulty are carefully chosen and matched to the reading ability of the group. It is intended that guided reading provides a forum for children to demonstrate what they have learned about reading and to further develop and extend their reading and comprehension skills.

Individual Reading

Children have access to a range of picture books, transition chapter books and longer reads to support the development of their individual reading skills. Children start the reading scheme in reception and continue on this scheme until they become competent, independent readers achieving level 3C in reading. They can then choose from a wide variety of books in KS2.

Teachers are responsible for ensuring that children are taking home books appropriate to their reading level regularly and to communicate effectively with parents the children’s progress through the use of the reading record books. Responding at least once per week. Teachers also read a class novel or short story every day as part of a ‘story time’ session.

Writing

Shared writing

Shared writing takes place within the Literacy lesson; the teacher models the writing process to the whole class as an expert writer, articulating the process. Teaching objectives are pre-planned and sessions are characterised by explicit teaching of specific writing strategies, oral response and high levels of collaboration. The children join in individually or through partner work, with the writing, where appropriate.

Guided writing

Guided writing takes place as part of a guided session within a unit of work. During guided writing the responsibility for writing shifts to the learner. Guided writing takes place with a group of children with similar writing targets/needs. During a guided writing session the children will write with a teacher supporting. It is intended that guided writing provides a forum for children to demonstrate what they have learned about writing and to further develop and extend their writing skills.

Grammar

The expectation of which grammar aspects should be taught are set out in the T4W progression document.  Grammar is taught as part of talk for write.  There is a high expectation that correct vocabulary is used when teaching grammar through talk for write. In year 6 daily  grammar  sessions are also taught.

Handwriting

The cursive handwriting style is taught from EYFS. The aim is to ensure all children are joining their letters by the end of year 2. This is then consolidated throughout Key Stage 2. (See our handwriting policy for further guidance)

Phonics and Spelling

Letters and Sounds

Letters and Sounds is a focused teaching strategy that teaches children how the alphabet works for reading and spelling. Letters and Sounds is taught through 6 phases.

Phase 1 supports the development of speaking and listening.

Phase 2-5 is a systematic approach to phonics teaching and word recognition skills

Phase 6- focuses on word- specific spellings and the rules for spelling alternatives.

Letters and Sounds are taught as a discrete 20 minute sessions. Each lesson follows the structure of review, teach, practise and apply.

Foundation Stage focus on the teaching of Phases 1-4

Year 1 - Phases 4-5

Year 2 - Phases 5-6

Nursery and Reception teach Letters and Sounds everyday.

KS1 teach Letters and Sounds at least 3 times per week.

In Y2/Y3, phase 6 of letters and Sounds focuses on the introduction of the spelling rules.  At key Stage 2 those children not achieved the Phonics screening test will follow the Rapid Phonics intervention. Following on from this, spellings will be taught in KS2 through Support for Spelling, using the objectives for each year group. The focus for these sessions is to review, teach, practise and apply taught spelling patterns in a fun and creative way to apply these in their writing.

Children with Special Educational Needs and the More Able children

Literacy lessons, tasks and materials are differentiated by the class teacher to meet the needs of individual children. Children identified as having Special Educational Needs may need greater differentiation of materials and tasks consistent with that child’s I.E.P. (Individual Education Plan).

 More able children will be challenged and motivated by greater differentiation of materials and tasks. The class teacher will also aim to identify those children who may be gifted in English and  provide them with appropriate learning opportunities.

Inclusion

All children will be given opportunities to participate on equal terms in all Literacy activities and due consideration will be given to the principles of Inclusion.

Assessment, Records and Reports

Progress in Literacy will be monitored through ongoing teacher assessments, 'hot' and 'cold' writing tasks and guided reading records and journals for reading.

Foundation Stage -children are assessed against the Early Learning Goals for Communication, language and literacy that forms part of the Foundation Stage Profile.

Progress in phonics is assessed on an ongoing basis.

At the end of Year 2 and Year 6, SATs tests are used as basis for assessing formally. Teacher assessment are used to assess children’s levels half termly for Years 3-5. Children’s levels are entered onto the Tracker (a whole school child tracker that is used to monitor children’s progress term by term across the school from Reception to Year 6) whereby children’s progress can be shared and monitored. Data can be analysed for various groups FSM (free school meals) children, Gender, Gifted and Talented, Special Needs and Ethnicity to ensure the progress is continually monitored and reported to the SLT.

Parent meetings are held three times a year to inform parents of their child’s progress. Next steps for reading, writing, speaking and listening are indicated on children’s end of year reports.  Regular review and discussions are held with children to discuss their targets to enable them to move to the next stage in their reading and writing.

Parents

Parents are actively encouraged to participate in their child’s education by supporting them in a positive way – both generally and specifically. Reading with them at home regularly, supporting them with home learning tasks and completion of their reading journal. Children will be provided with book bags with high quality books and high quality records that are modelled for parents/carers.

Updated July 2014