To ensure that our pupils can maximise their academic, social and physical development our curriculum will:-
- be relevant, meaningful, engaging and enjoyable, providing pupils with an appropriate ownership and responsibility for their learning and behaviour
- be linked to life beyond the classroom and designed to enable pupils to make a positive contribution to society
- develop the “whole” child and be referenced to the ‘Every Child Matters’ principles
- promote aspiration in pupils, parents and carers
- positively create an ethos and environment to develop pupils as independent, creative and analytical “thinkers”
- be flexible, enabling all pupils’ needs to be acknowledged, responded to appropriately and met
- use first hand practical experiences whenever possible and high quality resources
- be developmentally appropriate, without putting restrictions on a pupil’s ability to achieve at the highest levels, to develop depth of understanding and a secure knowledge base
- promote the acquisition of basic skills in literacy, numeracy, computing and “thinking”
- ensure that pupils can apply and use skills and ideas developed in one area of learning to another
- instil respect for religious and moral values, tolerance of other races, religions and ways of life and help pupils to understand the independence and interdependence of individuals, group and nations in order to create equality of opportunity.
- To read independently, fluently and expressively, with understanding and enjoyment
- To read a wide range of texts, including text on screen both for pleasure and forinformation
- To engage with and respond to what they read
- To develop a love of reading
We encourage a love of books and of reading by providing a rich reading environment in our classrooms and in our school library. Throughout the school, teachers read aloud to children on a regular basis. We read a wide range of good quality fiction, non-fiction and poetry.
Word recognition skills are developed systematically in the early years through the teaching of synthetic phonics. We use the National Strategy Letters and Sounds materials and teach phonics daily in Early Years Foundation Stage (EYFS) and Key Stage 1 (20 minute sessions).
Phonics knowledge is taught as the main strategy for teaching early reading – ‘the route to decode words’ ( ref 140130 OFSTED), alongside immersion, word recognition and understanding relating to a pupil’s understanding.
Guided reading sessions will take place daily. In EYFS as well as a big book approach covering Pie Corbett sessions children will also work with an adult in small groups looking at ‘book language’ and applying phonic knowledge. In Key Stage One and Two these sessions will be organised into a carousel approach. Additional activities will be reading related and will have a learning objective. E.g. Pre-read task, follow up task, free choice reading, comprehension (TA supported) and other reading realted activities. The reading scheme that is used is primarily the Oxford Reading Tree series.
Opportunities for reading for purpose across the curriculum should be promoted e.g. non- fiction books for theme, use of the Internet, atlas/thesaurus/dictionary skills
Teaching stories orally outside of literacy lesson (See Pie Corbett Storytelling into Writing book) “Children who know no stories will not be able to create their own … the bigger the resource to draw upon, the more creative children can be” – Pie Corbett ,2007
Regular reading of stories/novels to class by teacher – as well as daily story time at the end of the day, assembly will be story led where possible. Opportunities to read stories in PSHE and RE will be used where possible.
Library skills will be developed through the regular use of the school libraries plus visits to Strood library.