CURRICULUM INTENT FOR READING
At Fairfield Community Primary School, we believe that all pupils should have the opportunity to be fluent, confident readers who are able to successfully comprehend a wide range of texts. We want children to develop a love of reading, knowledge of a wide range of authors and a better understanding about the world in which they live through the knowledge they gain from texts.
We recognise that competence in reading is a key life skill and central to all learning. It is inextricably linked to Speaking and Listening (the cornerstone for all language development) and writing.
Along with Speaking and Listening, Reading is given the highest priority at Fairfield CP School, enabling children to become enthusiastic, independent and reflective learners and citizens.
We recognise the significance of proficient reading skills as being a key factor in the academic and social success of our children both during their time at primary school and beyond.
Our aims in teaching reading are:
- to establish consistent practice, progression and continuity in the teaching and learning of phonics and reading throughout the school;
- to provide an environment where pictures and the written word carry meaning and value;
- to provide children with strategies that will enable them to become fluent readers and confident writers;
- to plan work according to the needs of pupils, so that all pupils are given sufficient challenge at a level at which they can experience success;
- to provide an environment where books are valued and treasured;
- to provide an environment where story is a key source of enjoyment and a vehicle for developing vocabulary and knowledge of grammar;
- to study texts which link to and enhance cross curricular class projects;
- to open to our children a lifelong connection to the world through literature;
- to use the “osmosis” of the reading process to develop the language skills of all children at the appropriate level.
Our current phonics scheme is Letters and Sounds.
We use a variety of different reading schemes to give our learners a broad experience of reading. These include; Collins Big Cat, Rigby Rockets, Rigby Star, Oxford Reading Tree, Phonics Bug, Project x and Dandelion Readers - Phonics. We have recently purchased a set of banded “real” stories by familiar authors and new non-fiction books.
READING AND PHONICS POLICY
CURRICULUM INTENT FOR WRITING
At Fairfield CP School, it is a core aim that our children are able to communicate their knowledge, ideas and emotions firstly through speaking and listening, but the rapidly through their writing. Children should acquire a wide vocabulary, a solid understanding of grammar and be able to spell new words by effectively applying the spelling patterns and rules that they learn throughout their time in primary school. We aim for children to write clearly, accurately and coherently, adapting their language and style to a range of contexts, purposes and audiences.
We encourage all of our children to take pride in the presentation of their writing, by quickly developing clear, joined, handwriting style. Children adhere to our “Presentation Promises” and believe that each piece of work is their “Pride and Joy”.
We understand that all good writers refine and edit their writing over time, so we aim for children to develop independence in being able to identify their own areas for improvement in all pieces of writing, editing their work effectively during and after the writing process.
We do not put ceilings on what pupils can achieve in writing and we do not hold pre-conceptions about any pupils’ ability to make progress.
We understand the importance of parents and carers in supporting their children to develop both grammar, spelling and composition skills, and so we aim to encourage a home-school partnership which enables parents and carers to understand how to enhance the skills being taught in school.
This document attempts to set out a rationale and methodology for the teaching and learning of the core skill of writing. There is a wide variety of theories as to how the skill of writing should be taught and we aim to set out a policy which blends into a structure combining the most effective elements of each. The policy also provides guidance for the content of teaching programmes at each age.
HANDWRITING AND PRESENTATION POLICY