Grimsargh St. Michael's C of E Primary School

English

English and Reading Curriculum Overview 2023-24
Policy 2023/24

Reading progression
Writing progression

The aim of our English curriculum is to develop pupils’ abilities within an integrated programme of Speaking & Listening, Reading and Writing. 

Pupils will be given opportunities to interrelate the requirements of English within a broad and balanced approach across the curriculum, with opportunities to deepen their learning and consolidate and reinforce taught English skills.

Our goal for English education is that children will be able to speak, read and write fluently and effectively so that they can communicate their ideas and emotions to others, through the three ‘BIG ideas’:

Comprehension: I can understand and interpret what I have read by combining reading, thinking and reasoning alongside growing vocabulary knowledge.

Creativity: I can push my imagination and think outside the box.

Composition: I can assemble words and sentences to create coherent and meaningful writing.

Following the national curriculum, and combined with our ‘big ideas’ and ‘golden threads’ of learning, we have created a personalised curriculum of Reading and Writing for the Children of Grimsargh St Michael’s C of E Primary School.


                           ‘Write to be understood, speak to be heard, read to grow.’ (Lawrence Clark Powell)

Miss Cross is our English Lead. Please contact her via the office (01772 653600) with any queries or questions.

Click here to read the National Curriculum: English Programmes of Study.

Early Reading 

Please access our school reading page to help support the development of reading at home with your child: Reading


Phonics
High quality teaching and learning of Phonics, ensures early reading is at the heart of our curriculum.

To ensure children at our school become confident, fluent and independent readers, high quality, synthetic Phonics is taught daily using our chosen programme Red Rose Letters and Sounds.

The intent behind Red Rose Letters and Sounds is to provide a rigorous and thorough planning programme in order to strengthen the teaching and learning of phonics, and ensure children become enthusiastic and successful readers and writers (and for those children who require continuity of Phonics provision in Key Stage 2).

Please visit our Phonics page for more information: Phonics

Join us on our Reading Journey…

As one of our school improvement priorities, reading and writing are key development focuses for our school. 
Our objective this year is ‘to develop a rich reading environment, with deeper vocabulary understanding, that supports children’s progress in reading and writing across the school.
Our intent is to ‘encourage all children to be lifelong readers with deeper vocabulary knowledge.’

Our actions for 2023/24:

• To boost the profile of home-school reading and support/educate parents on the importance of reading at home.
• To continue to improve the teaching and learning of phonics using Red Rose Letters and Sounds.
• To improve children’s reading pace, fluency and stamina.
• To improve the teaching of inference during whole class lessons.
• To improve writing outcomes across KS1 and KS2.

TRIC
Every class, every day, enjoy ‘TRIC’ Time (Teacher Reading in Class) after lunch for 10 minutes. This is a positive, pleasurable time for children to listen to engaging novels, poems, stories or non-fiction texts written by a variety of authors. 
As well as this, there are many benefits of reading a whole class text:

• Encountering new words and enriching vocabulary – you experience words that would almost never come up in conversation.

• Helps students appreciate the beauty and rhythm of language.

• Children can enjoy and understand texts beyond their own reading ability.

• Enhances imagination and observation skills.

• Improves critical and creative thinking skills.

• Expands a student’s general knowledge and understanding of the world.

• Empathy is developed as they make connections with the experiences of the characters in the text and with each other.

• Fluent, expressive reading is modelled.

• Enables them to make meaning from more complex texts.

• Conditions the brain to associate reading with pleasure.

• Plants a desire to read.