The Intent, Implementation and Impact of our Curriculum – English
It is our intent that all children should become competent and confident readers who are able to read for information and choose to read for pleasure. The ability to read and understand has a direct effect upon progress and attainment in all areas of the curriculum and upon children’s self-esteem and motivation to learn.
As a school, we intend to provide children with the phonics, word reading and comprehension skills necessary to become competent and fluent readers and develop a life-long love of books.
The curriculum will ensure that the skills and high expectations developed in children’s reading follows into their writing; the vocabulary they meet and learn is transferred and used correctly; the rich imagery/figurative language or technical vocabulary is used appropriately and that spelling and punctuation (age appropriate) is used correctly and given a high level of importance.
Reading is the golden thread throughout the curriculum at Badsley Primary. It is prioritised through all subject areas as well as in its own right.
We deliver the English curriculum through the Success for All (SfA) programme. Pupils are grouped according to their reading ability and are taught to read using texts that are closely matched to their reading ability. These include phonetically decodable texts and books that develop wider reading skills and pupils’ comprehension. This means that pupils with SEND are able to acquire the skills and knowledge they need through a personalised curriculum.
At Badsley Primary School we teach synthetic phonics through Letters and Sounds within the Success For All lesson and in additional lessons throughout the week for early readers who are learning to decode.
There is a whole-school focus on teaching the wide vocabulary that pupils need to unlock learning across the curriculum and become confident communicators. As well as discrete sessions, the teaching of vocabulary is embedded within SfA and the wider curriculum, forming an intrinsic link between reading and writing.
Pupils are taught to write meaningful and authentic pieces through a clearly sequenced learning journey. The journey always begins with a stimulus for writing, incorporating children’s experiences and interests. The writing journey includes reading model texts, building on pupils’ knowledge of spelling, punctuation and grammar and exploring key vocabulary and features of the genre.
We encourage pupils to read widely for pleasure through an engaging and relevant reading environment, opportunities to read outside, a lending library to support reading at home and by ensuring pupils are read to in school in a way that excites and engages them.
Pupils’ attitudes to reading and learning have improved as a result of Success for All and the wider reading opportunities. They are reading at a higher standard in each Key Stage and from the earliest stages, pupils are developing the decoding and comprehension skills necessary to be competent at reading for both pleasure and purpose. Pupils are beginning to use a wider range of vocabulary in their conversation and writing and are becoming more confident communicators.
With the implementation of the writing journey being well established and taught thoroughly in both key stages, children are becoming more confident writers and by the time they are in upper Key Stage 2, most genres of writing are familiar to them and the teaching can focus on creativity, writer’s craft, sustained writing and manipulation of grammar and punctuation skills.
Through our well-tailored and well taught curriculum, pupils are becoming increasingly ready for the next stage of learning and are acquiring the skills they need to become successful lifelong learners.