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Long Row Primary School

Inspire, Respect, Belong

ENGLISH

Aims of our English Curriculum:

  • To provide a language rich environment that promotes a culture of reading and writing.
  • Learn to develop a range of independent strategies to take responsibility for their own learning.
  • To develop a love of books and high-quality literature that will support their learning across the curriculum, enriching their lives.
  • To explicitly teach reading skills throughout the school that continually develop children’s understanding and enjoyment of texts.
  • To teach children the craft of writing in order to develop the confidence and skills to write well for a range of purposes and audiences. To write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences.
  • To teach the basics – spelling, grammar, handwriting and punctuation well so children have all the necessary tools.
  • To develop their ever-growing vocabulary, through an interest in words and their meanings.
  • Express opinions, articulate feelings and formulate appropriate responses to increasingly complex questions and instructions.

Phonics, Spelling and Reading

Reading aloud to children is an important element of our whole curriculum and feeds into all subject areas to create language rich classroom environments. When children leave Long Row, we strive for them to be lifelong, confident readers and to be able to read fluently, be able to express preferences and opinions about texts and have developed a love for reading. We aim for children to learn more about the world in which they live through the knowledge they’ve gained from texts.

 

Our intent is for every child to read with confidence, fluency and success.

 

At Long Row, we teach phonics using Supersonic Phonic Friends, which is  created by Phonics' expert Anna Lucas. The programme is fully DfE accredited and provides a systematic, synthetic phonic approach ranging from the simple to the complex spellings of the alphabetic code. Our new phonics scheme is enabling us to further improve our whole school approach to teaching phonics, by continuing to develop our high-quality phonics teaching, ensuring our children continue to be successful, confident readers as well as being able to apply each skill taught to their own reading and writing.

 

 

Please click below if you would like to find out more about Supersonic Phonic Friends, and to meet the characters!!

https://www.supersonicphonicfriends.co.uk/

 

As a school, we have a clear progression from nursery to year one, through a rigorous, systematic approach of revisit, teach, practise, apply and assess to our daily phonics teaching sessions. Children in year two gradually begin their transition to our Supersonic Phonic Friends Spelling programme, which we carefully tailor to meet the needs of our children. Daily spelling sessions use the same rigorous, systematic approach used in reception and year one. From year 3 - 6, we currently use a No Nonsense Spelling approach to support our spelling progression, which will be changing to Supersonic Phonic Friends in the Spring term.

 

To support their phonics learning journey, children read decodable reading books which are carefully matched to their phonics capabilities. These books also consist of some non-decodable words, sometimes known as tricky words. These words are also carefully matched to the correct phonic phases and will have been explicitly taught during phonic teaching sessions. 

 

In EYFS, children read 1:1 with an adult and hear a range of texts read to them by an adult. In Year 1 and 2, children take part in group reading sessions to develop fluency, confidence, expression, structure and punctuation. This transitions into whole class reading sessions throughout years 3 to 6, which provides children with the opportunity to have high-quality discussions with the teacher and their peers. Reading comprehension is developed through the sharing of ideas and listening to the understanding and viewpoints of others. In our whole class reading sessions, age appropriate texts are chosen that inspire the children as well as developing their understanding of the world around them and covering a range of themes including: diversity, culture, friendship etc. This ensures children read widely; gaining knowledge and vocabulary. A range of text types are used to explore vocabulary, inference, prediction, explanation, retrieval and summarising / sequencing.

 

How do we develop a love of reading at Long Row?

 

Opportunities for independent reading are provided to encourage children to develop a love of reading – reading books are available to children at all times and we take the children to the school or local library where possible. Reading happens across the curriculum, we have book fairs in school, parents are invited to school to share reading lessons or to stay and play in EYFS, children take part in World Book Day and book tastings and each class has a book corner with a variety of text types.

 

Writing

At Long Row, we strive for children to write for a purpose, see themselves as real writers, take ownership of their writing, see writing as interesting and enjoyable and acquire the ability to organise and plan their work. Children have opportunities to write a variety of genres, such as diaries, letters, reports and stories inspired by different experiences, topics explored in other subject areas, visitors, trips and quality texts. Writing opportunities are linked across the curriculum and delivered through a short burst stepped approach. We aim to provide a genuine purpose for a portion of the children's writing, for example, reading to an audience and showcasing their writing in and out of school. 

 

Writing is linked to high quality texts used in reading, whole class texts and modelled and shared writing with the teacher. We focus on creating language rich classroom environments and continually read, discuss and explore new vocabulary in order to apply into their written work. Grammar is taught through our writing curriculum and in-line with the National curriculum requirements. Prior learning is always revisited, revised, reinforced and developed in all years. 

 

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