Reading Curriculum 

The national curriculum for reading aims to ensure that all pupils:

• 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

Implementation 

 A Love of Reading:

• Reading corners/areas in each classroom to engage children

• Vocabulary walls in each classroom to promote the use of high end vocabulary

• Library weekly visits per class to encourage children to choose a book (supervised to ensure children are choosing appropriate books)
• Library week provides opportunities for children to explore a range of books with children from other year groups
• Monthly reading enrichment days/sessions across the school academic year
• Provision for reading in the outside area

Teaching and Learning of Reading

EYFS:

• Letters and Sounds is used for the planning and teaching of reading
• Taught in small groups, depending on the stage that the children are at.
• Daily phonics sessions using Letters and Sounds.
• Application of reading skills in provision areas.

Key Stage 1:

• Letters and Sounds is used for the planning and teaching of reading
• Taught in small groups, depending on the stage that the children are at
• Daily phonics sessions using Letters and Sounds.
• Application of reading skills in provision areas (Y1)
• Daily explicit teaching of reading skills (Y2)
• Daily opportunities for recording (Y2)

Key Stage 2:

• Daily explicit teaching of reading skills using the Literacy Leaves

 

Impact

Children will have a love of Reading and make at least good progress in reading from their last point of statutory assessment of from their starting point in Reception. Children will use their Reading skills as a key tool in helping them to learn, and as a result, know more, remember more and understand more.

At Oasis Academy Putney, we use formative assessment to determine children’s understanding. Feedback is given to the children through marking and next step tasks to ensure they are meeting the specific learning objective. Teacher’s then use this assessment to influence their planning and ensure they are providing a reading curriculum that will allow each child to progress.

Reading is monitored throughout all year groups using a variety of strategies such as subject leader learning walks, book scrutinies, data analysis, lesson observations and pupil interviews.

Each term children from Year 2 and above use summative assessment to help them to develop their testing approach and demonstrate their understanding of the topics covered. Year 2 and 6 use previous SATS papers as well as Headstart tests. Years 3, 4 and 5 use Headstart tests.

World Book Day at Oasis Academy Putney!

Writing Curriculum

The national curriculum for English aims to ensure that all pupils:

• 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

Implementation

 

EYFS and KS1:

The pupils write every day, rehearsing out loud what they want to say, before spelling the words using the graphemes and ‘tricky’ words they know. They practise handwriting every day: sitting at a table comfortably, they learn correct letter formation and how to join letters speedily and legibly. Pupil’s composition (ideas, vocabulary and grammar) is developed by drawing on their own experiences and talking about the stories they read.

 

KS2:

At Oasis Academy Putney, pupils study English daily – developing their skills by exploring a whole range of different genres, with a focus on exploring a range of models of excellence and using these to guide the drafting and editing process.

 

This is completed within a daily lesson with a genre focus lasting approximately two to three weeks of study. The starting point for each unit is an immersive activity to engage pupils with the text. A model text is the used, in which children can identify the key structures/features that may be used within a particular piece of writing. Key writing techniques are then explored to ensure pupils develop a strong understanding of these in isolation before creating an extended piece of writing that aims to include these.  Grammar is taught throughout the unit in meaningful contexts.  Wherever possible, the key texts focus links directly with the general creative topic or key reader that term. This provides a context for writing and wider opportunities to write across the curriculum. In addition, spellings are taught discreetly.

 

Impact 

The impact of the teaching of writing is assessed through the evaluation of Key Performance Indicators which are set for each year group. At Oasis Academy Putney, we use formative assessment to determine children’s understanding.

Feedback is given to the children through marking and next step tasks to ensure they are meeting the specific learning objective. Teacher’s then use this assessment to influence their planning and ensure they are providing an English curriculum that will allow each child to progress.

English is monitored throughout all year groups using a variety of strategies such as subject leader learning walks, book scrutinies, data analysis, lesson observations and pupil interviews.

Termly assessments inform teacher judgements are then used to determine children’s progress and attainment.

Further Information