National Curriculum Rationale

English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils, therefore, who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.

Writing - Intent, Implementation and Impact

Intent:

Writing is a crucial part of our curriculum at the White Peak Federation. By the end of Year Six we intend our children to have developed a love of writing and to be able to express their thoughts and ideas clearly and creatively through the written word. We also intend to create writers who can re-read, edit and improve their own writing, and enable pupils to be able to confidently use the essential skills of grammar, punctuation and spelling. At both schools, we set high expectations for all our children to take pride in their work and have a fluent, cursive handwriting style alongside allowing their imaginations to flourish.  

“No matter what anybody tells you, words and ideas can change the world.”

John Keating

Implementation:

In order to help us to develop confident, enthusiastic writers who can express themselves in a variety of different styles and across a variety of contexts, our teaching of writing is often cross circular and linked to our class topics. This provides our children with regular opportunities to write for a range of purposes and audiences. Writing tasks are specific and meaningful, and often meet a purpose to engage children and to illustrate how their writing skills can be applied to real life contexts.

Children learn spellings at home each week and these are tested in school.  Additionally, spelling is taught in Key Stage 1 through Phonics lessons, and weekly in key Stage 2.  Children who need additional support with spelling receive a variety of interventions that are tailored to address their needs.

Impact:

Pupils will make good progress from their own personal starting points. By the end of Year Six they will be able to write clearly and accurately and adapt their language and style in and for a range of contexts, purposes and audiences. Our pupils will acquire a wide vocabulary and have a strong command of the written word. Most importantly, they will develop a love of writing and be well equipped for the rest of their education.

Reading - Intent, Implementation and Impact

Intent:

In the White Peak Federation we believe that the teaching of reading is integral to a child's understanding and appreciation of the world around them so therefore reading is a top priority and key driver for our curriculum. Reading is at the very heart of our curriculum and we are committed to promoting a passion for reading in English lessons and through other areas of school life too.

It is our intention that by the end of their Primary Education all pupils are able to read fluently, with confidence and that they have a love for reading. 

Implementation:

As soon as children start in Reception, we begin the teaching of phonics and start to develop children’s love of books by modelling reading, sharing stories and encouraging children to explore a range of books as part of their daily routine. Early reading is taught using a systematic and consistent approach to phonics. Our schools have daily small group Phonics sessions following the fabulous "Super Sonic Phonic Friends" scheme. To support their work in school, children take home reading books to share at home. Reading books are closely matched to the phonemes taught through the Supersonic Phonics where the daily lessons are taught with rhythm and pace promoting active engagement.

The children learn to decode and read independently. Children progress at their own pace and, at this early stage, read regularly to an adult on a one-to-one basis as well as participate in Whole Class Reading sessions. We value talk about the books that we share to develop very important early comprehension skills.  

As children move through school  children continue to enjoy their reading success and progress through a combination of shared, guided, individual and independent reading, as appropriate. They learn to understand, analyse and thoughtfully respond to a wider range of texts. The children have access to the school library where they have the opportunity to develop their love for reading and the pleasure in spending time looking at chosen books.

Each classroom also has its own book area with both fiction and non-fiction books for children to experience. There are also books displayed within class which link to class topics to encourage children to read information and engage in subjects they are learning about.

Impact

The impact of the reading emphasis and teaching will be…

• High progress measures from a child’s initial reading ability
• Y1 Phonic Screening Check pass rates
• High levels of comprehension and vocabulary development
• High levels of engagement in the books children read
• The ability to read across a range of subjects
• A fostering of reading for pleasure

Poetry : reciting and performing

We have a progression of poems which incorporate some classics and some more contemporary poems and work on these with the children, with the aim of reciting from memory 1 poem per term.