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St Patrick's RC Primary And Nursery School

"I come that they may have life and have it to the full"

Lee Street, Oldham, Lancashire, OL8 1EF

info@st-patricks.oldham.sch.uk

0161 633 0527

  1. SCHOOL
  2. Curriculum
  3. Writing and Reading

Writing and Reading

Writing

Children use writing in all areas of the curriculum. It is used as a tool for learning as well as a method of recording what has been learned. It provides children with the means to develop, organise and communicate ideas. It is a vital skill for adult life as well as a medium for creativity.

Purpose
Through all teaching and learning opportunities provided across the curriculum children will;

· Develop an awareness of written Standard English appropriate to their age stage of development and use this, where appropriate, in their writing.
· Develop the ability to use a range of formats for writing.
Learn to adapt their writing according to purpose and audience.
Develop a variety of age (and genre) appropriate planning strategies including thought showers, concept maps, writing frames and storyboards.
· Use a range of fiction and non-fiction texts as a starting point for writing.
· Understand the purpose of grammar structures and punctuation and subsequently apply this knowledge in their own writing.
· Demonstrate strategies to improve their writing, e.g. checking for meaning, reordering to improve structure, rewriting to improve clarity or to enrich language.
· Demonstrate editing strategies, e.g. checking punctuation, grammar and spelling.
· Learn about grammar and grammatical features of written Standard English through exposure to quality Class Texts and focused Literacy lessons.
· Learn age appropriate grammatical concepts, punctuation and spelling rules and use them within their writing.
· Develop the stamina and skills to write at length across all areas of the curriculum, using accurate grammar and punctuation.

Children’s writing, in Literacy and across the curriculum, will include narratives, explanations, descriptions, comparisons, summaries and evaluations.
It is vital for children not only to be immersed in a text as readers but to analyse the text as writers. If they recognise the strategies the writer has used to engage the reader they can then begin to apply these strategies to their own writing.


Reading

Reading is crucial for a child’s educational development in all areas of the curriculum. Reading can give children great satisfaction and enjoyment and is essential for communication in adult life.

Purpose
We aim that children will:
· Develop the ability to read, understand and respond to a wide variety of texts
· Be able to access information through the use of library skills and ICT
· See that reading and writing are closely connected and mutually supportive; we read as writers and write as readers.
· Read a text together and discuss ideas and textual features, engaging in a high level of interaction with the teacher. (Shared Reading)
· Think and talk about a text independently, focusing on significant aspects of content and language (Guided Reading).
· Read largely independently, and engage in related collaborative activities focused on exploration and analysis of the text (Independent Reading).
· Read a wide variety of texts in order to extend their vocabulary


The programmes of study for reading at key stages 1 and 2 consist of two dimensions:

· word reading
· comprehension (both listening and reading).

It is essential that teaching focuses on developing pupils’ competence in both dimensions; different kinds of teaching are needed for each.
Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Underpinning both is the understanding that the letters on the page represent the sounds in spoken words. This is why phonics should be emphasised in the early teaching of reading to beginners (i.e. unskilled readers) when they start school.

Good comprehension draws from linguistic knowledge (in particular of vocabulary and grammar) and on knowledge of the world. Comprehension skills develop through pupils’ experience of high-quality discussion with the teacher, as well as from reading and discussing a range of stories, poems and non-fiction. All pupils must be encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading, and to gain knowledge across the curriculum. Reading widely and often increases pupils’ vocabulary because they encounter words they would rarely hear or use in everyday speech. Reading also feeds pupils’ imagination and opens up a treasure-house of wonder and joy for curious young minds.

It is essential that, by the end of their primary education, all pupils are able to read fluently, and with confidence, in any subject in their forthcoming secondary education.

Please find below the link to the National Curriculum for English:

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/335186/PRIMARY_national_curriculum_-_English_220714.pdf