At Tipton Green Junior School, our Literacy curriculum is the vehicle that drives teaching and learning across all subjects. In all lessons, and through a wide range of learning opportunities, children are given the chance to embed and extend their fluency and application of the strands that make up the Literacy curriculum. Literacy contributes to the social, emotional and educational development of each child. Children need to be able to communicate effectively through speaking and writing and to be able to read confidently, fluently and accurately, with understanding and enjoyment. Communication through written and spoken language should show understanding of audience and purpose and demonstrate both imagination and technical accuracy in the use of spelling, punctuation, grammar and choice of vocabulary. We encourage:
Our curriculum is designed to enable each pupil to:
· Achieve the best possible qualifications and standards, whatever their starting point or ability
· Develop communication skills for life
· Access a broad and balanced Literacy curriculum that develops oracy, writing and reading skills in all lessons and learning opportunities across the curriculum
· Make rapid and sustained progress in diminishing the vocabulary gap
At Tipton Green Junior School we are committed to the delivery of excellence in the teaching of Literacy. We aim for each child to be able to read with fluency, understanding and enjoyment and to be able to communicate effectively both orally and in written form to any given audience. These skills are essential foundations for literacy development and the effective teaching of the subject will offer opportunities to promote these skills across the curriculum. Statutory requirements for the teaching and learning of English are laid out in The National Curriculum in England Framework Document for Teaching, September 2014. In line with the school’s policy and commitment to excellence in Literacy, each class will spend 7.5 hours each week on direct Literacy teaching, via a dedicated literacy lesson of 1 hour each day and a separate reading lesson of half an hour. The structure of each lesson and the journey of Literacy across the week enables all aspects of the National Curriculum for English to be taught; lessons are uniquely planned and tailored to meet the needs of all our learners. In addition, literacy and the teaching of English permeate the whole curriculum. There is a clear emphasis on the teaching of Standard English across the curriculum to ensure that children have opportunities to confidently read, write and talk in a range of contexts to at least national age-related expectations. Teachers aim to provide stimulating experiences and opportunities to motivate children, using a range of resources to engage individuals and groups of children and by providing real-life and open-ended learning opportunities.
To encourage every child to listen attentively and communicate clearly in response. To be able to communicate confidently in ways which are appropriate to a range of audiences and purposes, using Standard English, body language and a wide range of vocabulary.
This aim will be achieved by:
· Modelling the use of Standard English, articulation and clarity
· Encouraging children to become active listeners in response to both adults and their peers
· Providing opportunities for children to formulate, clarify and express their ideas in a range of contexts and to speculate, hypothesise and explore ideas
· Developing an awareness of a widening range of purposes and audiences by adapting speech and language appropriately
To enable each child to become an accurate, fluent reader and to encourage a lifelong love of reading for pleasure.
This aim will be achieved by:
· Providing children with access to a wide range of high-quality engaging texts
· Providing a variety of learning opportunities in a learning environment that promotes high standards in reading
· Reading regularly to children and role-modelling good reading habits and a love of reading
· Equipping children with the necessary skills needed to become independent, accurate and fluent readers
· High-quality phonics teaching (where needed) to promote the recognition of letters and their phoneme/grapheme correspondence, the acquisition of decoding skills and the teaching of a variety of strategies to tackle non-decodable words
· Enabling children to develop strategies to be able to acquire information e.g., scanning, skimming, information retrieval and inference.
· Giving opportunities for children to develop an appreciation of literature and to engage in depth with a wide range of highly-quality model texts during shared/guided/independent reading opportunities
· Providing opportunities to read for a range of purposes e.g., to gain information, for their own pleasure and to support their learning across the curriculum
To ensure each child can use writing as a means of communication to express thoughts, opinions and information. To develop the stamina and skills to write at length, with accurate grammar, punctuation and spelling. To use a wide range of vocabulary for interest and effect.
This will be achieved by:
· Providing opportunities for children to identify, deconstruct and analyse the style and construction of different types of writing
· Providing writing opportunities for different purposes and audiences
· Encouraging the correct use of grammar, punctuation and spelling
· Enabling children to write with increasing independence using talk for writing, rehearsal, drafting, editing and improving
· Modelling and practising correct letter formation in line with the school’s handwriting policy
· Giving children opportunities to reflect upon their written work through the use of verbal and written self and peer-assessment
ENGLISH ACROSS THE CURRICULUM
Whilst English (and its strands of reading and writing) are taught as discrete subjects, the skills permeate and are embedded across the curriculum as a whole. Reading enables children to access learning; writing enables children to communicate their learning. As the driver of all learning, every opportunity is maximised to develop reading and writing skills in every foundation subject. Children are given opportunities to read high-quality age-appropriate texts to support their learning in all subjects and to further develop their skimming, scanning, retrieval and inference skills. In response to sources of information, children communicate their ideas and opinions verbally and in writing using the structures and features of text types studied in English lessons.
PROGRESSION, BALANCE, BREADTH
Careful planning assures balance, coverage and progression throughout each academic year and year on year. It is important that pupils have opportunities to learn and revise the skills necessary for new progress. Real-life contexts must be created for learning and once learnt, skills need to be applied and integrated in other areas of the curriculum so that they do not become isolated. English is paramount in the teaching of other subjects in the primary curriculum.
The agreed programme of work will ensure continuity, progression and differentiation. The whole school approach to long, medium and short-term planning for English reflects the recommendations and statutory requirements of the National Curriculum. Assessment is ongoing and informs future planning; it is in line with the guidelines set out in the school’s assessment policy.
ASSESSMENT AND RECORDING
Teachers assess children’s work in Literacy in three phases. The short-term assessments that teachers make as part of every lesson help teachers to adjust their daily plans. Teachers match these short-term assessments closely to the teaching objectives. They use medium-term assessments to measure progress against the key objectives, and to help them plan for the next unit of work. Teachers make long-term assessments towards the end of the school year, and they use these to assess progress against school and national age-related expectations. With the help of these long-term assessments, teachers are able to set targets for the next school year and summarise the progress of each child before discussing it with the child’s parents. The next teacher also uses these long-term assessments as the basis for planning work for the new school year. These long-term assessments are made using a range of test materials and teacher assessments. Children undertake the national tests at the end of Year 6. Teachers also make annual assessments of children’s progress using age-related expectations that are set out in the National Curriculum. Teachers meet regularly to moderate samples of work using age-related expectations and national exemplification materials.
MONITORING AND REVIEW
Monitoring of the standards of the children’s work and of the quality of teaching in Literacy is the responsibility of the Literacy subject leader and Senior Leadership Team. The work of the subject leader also involves supporting colleagues in the teaching of Literacy, being informed about current developments in the subject, and providing a strategic lead and direction for the subject in the school.
Literacy is taught to all our children, irrespective of their backgrounds or ability. Through our Literacy teaching we provide learning opportunities that enable all pupils to make progress, including SEND pupils, EAL learners and Pupil Premium children. We do this by matching teaching and learning to the relative starting point of the child and by tailoring teaching strategies to meet different learning behaviours and styles, setting suitable learning challenges and responding to each child’s different needs. When progress falls significantly below the expected range, the child may have special educational needs. Our assessment process looks at a range of factors – classroom organisation, teaching materials, teaching style and differentiation – so that we can take some additional or different action to enable the child to learn more effectively. This ensures that our teaching is matched to the child’s needs. Children with SEND will have a bespoke Individual Education Plan (IEP) which identifies their areas of need, and the strategies and interventions that will be provided to address them. This will be written in consultation with the school’s SENCO and, where applicable, any outside support agencies. The IEP may include, as appropriate, specific targets relating to Literacy. Provision is made for EAL learners and Pupil Premium children. We enable all pupils to have access to the full range of learning opportunities offered through the teaching of English. Where children are to participate in activities outside the classroom, for example, a theatre trip, we carry out a risk assessment prior to the activity, to ensure that the activity is safe and appropriate for all pupils and their social, emotional and physical needs.
Unfortunately not the ones with chocolate chips.
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