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Reading - Intention, Implementation and Impact

Intent

Quite simply, it is our intention at Cedarwood that every pupil, irrelevant of needs, achieves their full literary potential and develops a love of life-long reading and literature. Cedarwood’s creative curriculum is driven by key texts that launch the topic and drive the topic's theme, e.g. Stig of the Dump linked to The Stone Age in Year 3. Therefore, the school’s curriculum model is itself based upon literacy across the curriculum. The initial ‘driving text,’ is then supported with additional literature surrounding the same topic but introduces non – fiction, poetry and a range of other genres. We aim to provide a wide range of opportunities for our pupils to write for a purpose and for a real-life audience. This leads to pupils self-reflecting, critiquing and becoming fully immersed in their topic areas.

Through English we aim to support this philosophy by:

  •         teaching fluency and vocabulary skills that are key to reading comprehension
  •         teaching and helping children to connect ideas within and between sentences which in turn will help them to understand the whole text
  •         giving children experiences of reading aloud and talking about their own experiences which will help build reading skills
  •         enabling children to develop and explore their skills in English with increasing maturity and awareness of audience
  •         encouraging children to work and explore this subject independently and with others (pairs/groups) through speaking & listening activities; drama; writing for an audience and purpose and Philosophical discussions and debates
  •         teaching children to critically analyse their work and the work produced by others
  •         encouraging and celebrating creativity and imagination in this subject
  •         teaching basic skills such as grammar terminology and comprehension leading to their application across the wider curriculum

At Cedarwood we recognise that children learn best when they are provided opportunities to revisit, revise and reflect on their skills and understanding in order to apply their learning across all areas of the curriculum. Pupils are given opportunities to develop their use, knowledge and understanding of spoken and written English within a broad and balanced curriculum, with opportunities to consolidate and reinforce taught literacy skills.

Implementation

Cedarwood’s creative curriculum is driven each term by a key literary text that is central to the topic. A central key text each term enables us to support literacy across the curriculum as a lot of the topic areas focus around this. The initial ‘driving text,’ is then supported with additional literature around the same topic enabling the introduction of non-fiction, poetry and other genres. Carefully selected classic and high quality modern texts ensure that all children are immersed in a rich vocabulary-based curriculum. As well as this, children are taught specific vocabulary related to their topic to enable them to have access to an even wider vocabulary. These cross-curricular academic word lists are clearly displayed in each classroom.

Our aim is to ensure that prior to each topic children are immersed in experiences that allow them to access the curriculum and class text. Schema words and planning in other curriculum areas are deliberately organised to allow all children to access class texts and other subsequent learning experiences in English. We inform parents of the topic that is being taught during ‘Teacher/Parent meetings’ that happen at the start of each year encouraging them to support their children with relevant experiences. MTP are displayed on our website and weekly newsletters are sent home so that parents are fully informed. Trips and experiences are arranged, wherever possible, at the start of each topic and then referred to as a valuable stimulus during the topic.

 Impact

Our approach to the curriculum results in an engaging and high-quality reading education. Impact Through the teaching of systematic phonics, our aim is for children to become fluent readers by the end of Key Stage One. This way, children can focus on developing their fluency and comprehension as they move through the school. Attainment in reading is measured using the statutory assessments at the end of Key Stage One and Two. These results are measured against the reading attainment of children nationally. Attainment in phonics is measured by the Phonics Screening Test at the end of Year 1. However, we firmly believe that reading is the key to all learning and so the impact of our reading curriculum goes beyond the results of the statutory assessments. We give all children the opportunity to enter the magical worlds that books open up to them. We promote reading for pleasure as part of our reading curriculum. Children are encouraged to develop their own love of genres and authors and to review their books objectively. This enhances a deep love of literature across a range of genres, cultures and styles.

Reading - Long Term Plan

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