Not all of our children arrive at school with the same experience of books and great literature so we put reading at the heart of our curriculum. High quality and aspirational texts are used to engage children in their learning and each day, children enjoy being read to from a class text which links to their topic. Complementary, age appropriate texts are used across the curriculum, helping to foster the children’s love of reading and provide examples of high quality writing.
Spelling begins with daily phonics lessons in Reception and KS1 and is built upon from Year 2 with spelling rules taught following the No Nonsense Spelling Scheme. Phonics is taught daily to ensure that from the beginning of Reception, children are becoming fluent readers and spellers. This is matched by a reading scheme that is targeted at the children’s phonic knowledge.
We want our children to leave Diss Primary Academy Partnership (DPAP) with a love of literature which matches their aspirational goals in life.
The national curriculum for English aims for all pupils to: -
- read easily, fluently and with good understanding
- develop the habit of reading widely and often, for both pleasure and information
- acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
- appreciate our rich and varied literary heritage
- write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
- use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
- are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.
Children’s writing is underpinned by a secure grammar knowledge that has a clear progression throughout the school. Linking their work to a class book and topic, ensures that children are engaged in their learning, always having a reference point for their work and not being left scared of an empty page. Knowledge of grammar underpins our children’s writing and there is a clear progression of skills as children move up the school with many Talk for Writing principles used in support of this.
From Early Years, children are exposed to high quality texts which they are supported to reenact, retell and recreate using ambitious vocabulary. English lessons are planned with the learning outcome at the forefront of our mind with a clear, age appropriate, example explored thoroughly to ensure the children know the purpose of their writing and what they will need to do to be successful. Each lesson builds towards a published piece of work which is proudly displayed in children’s own folders.
Grammar encompasses the core word and sentence level elements of the KS2 curriculum. Children are taught grammar and spelling skills weekly and are expected to apply these across the wider curriculum. The application of grammar is a daily focus as part of their ongoing writing assessment.
In Year 6, children are expected to demonstrate the entirety of skills taught thus far; this is assessed in a stand-alone test during the May SATs.
Reading is taught from Reception, with a focus on the reading VIPERS (Vocabulary, Infer, predict, explain, retrieve and sequence/summarise) from Year 1 onwards to ensure children are clear on the reading skills that they are learning. As children progress into Year 2, reading is taught as a whole class with scaffolded questions that are linked to the reading focus of that day; this continues throughout Key Stage 2.
Bedrock is an online programme that improves children's vocabulary and encourages reading. Every child in Key Stage 2 has a login and completes a twenty minute session in school each week as well as a session at home.