At St Anne’s Primary school we recognise that the teaching of the writing process is inextricably linked to the teaching of Reading and Speaking and Listening. Consequently, teachers use a variety of teaching methods and emphasis in the teaching of writing which reflects this. Furthermore, we recognise children as individualised learners, and as such, plan lessons to include visual, auditory and kinaesthetic approaches where appropriate which best suit the needs of the children.
At St Anne’s, English is at the heart of our curriculum. Our principal aim is to develop children’s knowledge, skills, and understanding and in order to do this we have adapted the way we teach English.
Every child within the school takes part in daily English lessons which develops the key skills of reading and the technical aspects of writing. In Key Stage One and the Foundation stage, this is based around the Read Write Inc programme which is the teaching of reading and writing through phonics. This takes place three times per week. The following two days are set aside for genre based work.
In Key Stage 2, once the children have achieved secure level 2 and completed Read Write Inc successfully (resources are available to support small groups into Key Stage Two if necessary) then children take part in daily English lessons. In Years 2-5 we use Literacy and Language programme which is rooted in the new national curriculum. It develops children’s comprehension, vocabulary, writing, grammar, critical thinking and discussion skills– in a fun and meaningful way. This is then supplemented by writing in different forms for a variety of audiences. The children write for different purposes: to imagine and explore feelings and ideas, to inform and explain, to persuade and to review and comment. They also see how writing is concerned with process as well as product, being an aid to thinking, organisation and learning. They are taught to plan, draft, revise, proof read and present their writing on paper and on screen, and to discuss and evaluate their own writing and that of others. There is an emphasis on using real models for writing newspaper reports, advertisements and websites.
The links between reading and writing in fiction and non-fiction continue to be made explicit. Pupils use their knowledge of texts they have studied to construct their own writing and have greater control over organisation, language features, vocabulary and spelling.
Children are given opportunities to develop knowledge of different authors and styles of writing in order to foster a love of reading.
Reading in School
In the Foundation Stage and through Key Stage One, children are taught to read through the ReadWrite Inc Programme. The ‘Fresh Start’ programme and ‘ReadWrite Inc Comprehension’ are also used as an intervention for specific groups of children in Key Stage 2.
In Key Stage Two, children take part in a weekly ‘guided reading’ session which is planned to cover all of the APP Reading Assessment Focuses.
Other opportunities for Reading enrichment include taking part in events such as ‘World Book Day’, ‘National Poetry Day’, ‘National Storytelling Week’ or the ‘Summer Reading Challenge’.
Reading at Home
Children are encouraged to read a range of fiction and non-fiction books to support reading at home and these are organised using the Book Bands System. Home Reading books are chosen from a range of different schemes including Oxford Reading Tree, Jelly and Bean and Rigby Rocket.
Speaking and Listening
We give children a range of purposes for speaking and listening. Speaking and listening will sometimes be taught discretely, but more often it will be taught within other areas of the curriculum. Examples of where speaking and listening might occur within the classroom: Hot seating, freeze frames, reading aloud, presentations, role play and explaining ideas.
Spiritual, Moral, Social and Cultural Development
The teaching of English develops skills through which our children can give critical responses to the moral questions they meet in their environment and also in the wider world. Their understanding and appreciation of a range of texts brings them into contact with their own literary heritage and texts from other cultures.