At St. Augustine’s we believe that the main purpose of our English curriculum is to ensure that children are equipped with the communication skills in reading, writing and spoken language that enables them to confidently participate both in school and the world around them. We want our children to develop a passion and a love of the English language, the written and spoken word, so they will continue to grow as articulate and confident communicators beyond the school gates and for the rest of their lives. Our ambition is that by learning the English curriculum at St Augustine’s, we improve children’s life chances immeasurably and provide a gateway to ongoing academic success and a happy and fulfilling life.
We structure and sequence our curriculum so that children encounter a rich and diverse range of high-quality literature that represents all realities within and beyond our community. We understand the building blocks of early reading, so the curriculum for our youngest learners/early-stage readers include a significant focus on phonics and word decoding, alongside important opportunities to develop language comprehension. We ensure that children are taught how to write for a breadth of purpose and audience and in a variety of forms, so that they become increasingly adept at composing coherent and effective texts. We explicitly teach and practice transcription skills alongside composition and the curriculum for early-stage writers includes an appropriate focus on gross and fine motor skills, so the children are ‘ready to write.’ We also recognize how essential effective spoken language skills are, to underpin high-quality reading and writing, but also as tools for lifelong success. Therefore, our curriculum teaches children to become fluent, responsive and collaborative conversationalists. We ensure that children understand the role of standard English, and when and where to use it, whilst remaining respectful of home languages and non-standard English for authentic, informal dialogue.
Phonics/Reading
English has an important place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know as well as information and support when they need it. All the skills of language are essential to participating fully as a member of society; pupils, therefore, who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.
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 will be applied 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 is strongly emphasised in the early teaching of reading to beginners 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 will 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.
Reading, including Early Reading (Phonics)
Reading is a core literacy skill and the cornerstone of all learning across the National Curriculum. We believe in teaching children the skills needed to be avid readers who can decode, comprehend and infer from texts, as well as developing a love for reading. As a school, we promote a love for reading across all areas of the curriculum and our environments reflect this through beautiful reading corners in each class, as well as exposing children to rich and high-quality literature. Our reading curriculum feeds directly into our writing curriculum to give children the most immersive experience across English.
Phonics & Early Reading
We place a high priority on children acquiring a secure knowledge and understanding of the phonics system and being able to use and apply this in their reading and writing, and indeed all other aspects of their daily life. From Reception to Year 2, we use the scheme Little Wandle Revised Letters and Sounds to teach Daily Synthetic Phonics. We use the Big Cats Phonics for Letters and Sounds fully decodable books to support phonics teaching and learning.
At St Augustine’s, Early Reading is taught through daily phonics lessons and regular guided reading. Our phonics curriculum is built on the principles, and sequence of progression, as outlined in the Little Wandle Letters and Sounds Revised SPP. Phonics sessions and interventions are taught by our fully trained Early Reading experts (EYFS and Key Stage 1 teachers, Nursery Nurse, LSAs and Teaching Assistants). Our Early Reading Experts are supported by the Senior Leadership Team and the English Subject Leader. The scheme is organised by phases, which enables teachers to deliver the Phonics programme systematically. Ongoing formative assessment enables teachers to identify children requiring interventions or additional practise. Children making the slowest progress (lowest attaining 20%) are provided with extra teaching and practice throughout the day.
Phonics at St Augustine’s is taught from the very start of a child’s school journey in Nursery and Reception. Phase 1 is usually taught before Reception, followed by Phase 2, 3 and 4 which are taught throughout Reception. Phase 5 is taught in Year 1 and reinforced in Year 2. Little Wandle Spelling is also taught in Year 2. Throughout Phases 2-5, children read words through decoding, segmenting and blending.
Children in Nursery follow the Little Wandle Foundations for Phonics early language program to build the foundations for reading. Children in Reception and Key Stage 1 are taught Phonics for 30 minutes each day and our lessons are split into three parts: Revisit & Review, Teach & Practise and Practise & Apply. The sessions are planned to be interactive and engaging using a multi-sensory approach to make learning memorable. We use a variety of resources, mantras and hands-on learning to make learning as ‘sticky’ as possible. Progress is tracked diligently which helps us to identify gaps, which can then be addressed with further interventions throughout the day. Children who are learning phonics are also given fully decodable Collins Big Cat reading books which are matched to the phase they are currently working within.
At the end of Year 1, children are assessed using the Phonics Screening Check (PSC). Any pupils who do not pass the PSC will receive precision teaching either 1:1 or in small groups so that they are successful in the PSC by the end of Year 2.
Reading Across the School
Word reading and language comprehension are taught through a combination of daily whole-class reading sessions and guided reading throughout the school.
Guided Reading
Guided reading must take place at least twice a week for every child from reception to Year 2 using the Big Cats fully decodable texts. Once children have mastered Phase 5 phonics, a combination of higher-level Big Cats texts and other age-appropriate books are used for guided reading. Each GR session is approximately half an hour.
Whole Class Reading
From Year 3 to 6 Whole Class reading sessions take place daily. The purpose behind whole class reading is to give all children access to high quality and challenging texts at a level beyond what they might be able to read independently. This provides ambition and high expectations in their reading skills and ability. We have carefully selected a broad range of high-quality texts (fiction, non-fiction, literary non-fiction and poetry) to develop children’s love of reading, alongside sequentially building their comprehension and inference skills. Children should only read aloud to the whole class when confident to do so following teacher modelling or practising with a partner first. Reading in some form should be present in every lesson. Activities to develop key skills are planned for each reading session. Teachers use the opportunities of hearing children reading and the outcome of the activities to support their assessment of reading. The framework for whole class reading, including specific guidance and support is found in the reading progression map.
Teachers allocate time each day for enjoying a text with the class. This is a time for relaxation and unwinding with a book. We aspire to develop the feeling of pleasure for reading in our children, which embeds a love for reading. In addition, to further promote reading for pleasure and to build ‘reading mileage’, children are taught how to choose books to read independently, and time is set aside for them to read, talk about their reading and make peer recommendations. Children have access to a well-stocked, diverse and inviting library as well as classroom reading corners.
Independent reading beyond the classroom is a daily expectation and children have a ‘Reading Record’ in which they and their families add comments and communicate with the class teacher.
Year 6 boys have been reading with Year 12 and Year 13 pupils at the high school. It has been so rewarding for all pupils involved in promoting our love for reading. Below are some comments from primary and high school pupils.
”The year 12s are really interesting people, they read with us and correct any of our mistakes. It makes me feel better that I’m not reading alone and someone is there so support me.” – Year 6
”I had missed a few days on my reading record, but I have been making sure that I am doing it every day since reading with the high school pupils. I want to make them proud and show them my progress. I am also really proud of myself.” – Year 6
”My Year 12 told me about David Williams’s. We found one of his books and he set me a challenge to have 3 chapters read by next week, but I made it up to chapter 10. I finished the book in two weeks then we chose a different book. I’ve nearly finished my second book now too, and it’s only been a couple of weeks. The Year 12 pupil helped me choose the ones I would like!” – Year 6
”I’m really enjoying reading with the younger students from Primary. I feel by working with the younger kids, not only am I developing my own skills in supporting others, but I’m able to inspire them to push themselves further and encourage them to find more joy in their education through reading. I’m really happy I got involved as reading is something I consider to be an essential hobby in everyone’s life.” – Year 13
“It’s been so wholesome and inspiring to see the enjoyment and excitement on their faces!” – Year 12
“I have genuinely enjoyed every minute working with the younger students. I’ve branched out and read more diverse topics away from sport as a result!” – Year 12
Reading at St Augustine’s Primary is highly important to us. We continue to create as many opportunities as possible to promote the love of reading in our school. We would also like to say a huge thank you to our wonderful helpers from the high school.
Every Thursday morning Year 7 pupils from the high school have been visiting our Year 1 pupils to take part in paired reading. This gives our Year 1’s the brilliant opportunity to practise their phonics, fluency and communication with new people. They share some of their favourite stories and discuss their love of reading. The Year 7’s do a great job in supporting all of our younger pupils.
Floating Classroom in Paddington
Writing
We believe that strong writing skills are crucial to all areas of the curriculum and equip the children with the skills and knowledge to succeed in future learning and employment. Our writing curriculum has been carefully planned and sequenced to meet the National Curriculum requirements. We ensure that children are writing for a range of different purposes and audiences ensuring breadth and ambition of study.
As early writers, children are taught how to form letters of the correct size and orientation so they can construct words and simple sentences. This is taught through both phonics (encoding) and in English lessons. Opportunities to write for a purpose are incorporated throughout the taught curriculum and during child-initiated learning in EYFS.
Across the school we incorporate the Talk for Writing approach which places high-quality children’s books at the heart of all learning and is based on the principles of how children learn. It enables children to imitate the language they need orally, before reading and analysing high-quality models, and then writing their own version. This emphasises the need for explicit teacher modelling, shared construction and ongoing editing and improving. At St Augustine’s scaffolding is key for developing our writers, and when introducing more complex writing tasks. Teachers gradually withdraw scaffolding so that children can write independently and confidently for a range of purpose, form and audience. Throughout a sequence of learning, children’s writing is formatively assessed through a blend of 1:1 pupil conferencing, peer and self-assessment using the co-constructed success criteria and whole-class review and feedback.
We have carefully selected texts to reflect the context and needs of our pupils at St Augustine’s Primary. The units are planned to develop children’s knowledge and skills sequentially in order to write for a range of purposes, audiences and forms with a core text or stimulus as the launchpad. Where appropriate, selected texts are linked to other areas of the curriculum. This approach allows us to expose pupils to the very best in children’s literature, which feeds into developing a love for reading and an awareness of high-quality literature.
Handwriting
Children at St Augustine’s receive daily Handwriting input following the Collins Treasure House Handwriting Scheme. We teach our children to develop a fluent cursive handwriting style write so that cursive handwriting becomes automated by the end of year 6. Teachers use cursive handwriting when modelling any writing and this handwriting is also displayed across the school. In EYFS and Key Stage 1, the focus is on developing correct letter formation and simple joins. In Key Stage 2, there is more emphasis on fluency and developing a cursive handwriting style.
Our writing curriculum incorporates the statutory content within the National Curriculum for Grammar, Punctuation and Spelling, explicitly mapped for each year group to ensure progression of knowledge and skills. Teaching builds on prior knowledge and skills and is taught and practised in context, using core texts/stimulus, so that children learn how to apply their learning to achieve specific effects. Vocabulary is taught in context so that children learn the meaning, how and when to use it and how to spell those words correctly. In addition to investigating the language features of different purposes for writing, pupils are taught to explore and have fun with word structures in order to develop their vocabulary and understanding of idiomatic English.
Why is Grammar, Punctuation and Spelling so important?
Punctuation can change the meaning of a sentence greatly.
We need to use Standard English to communicate effectively. Using incorrect punctuation, grammar and spelling can change the meaning of sentences, whether spoken or written.
Children need to use accurate GPS to progress in life and build careers.
What does the National Curriculum say about GPS?
Reading
Reading is divided into two parts, word reading and comprehension.
GPS is featured in the comprehension part, as it is related to understanding of texts and reading as a whole.
Writing
Writing is divided into two parts, transcription (spelling and handwriting) and composition, (articulating ideas and structuring them in speech and writing).
“Pupils should be taught to use the elements of spelling, grammar, punctuation and ‘language about language’ listed.”
“Throughout the programmes of study, teachers should teach pupils the vocabulary they need to discuss their reading, writing and spoken language. It is important that pupils learn the correct grammatical terms in English and that these terms are integrated within teaching.”
We know that good reading and writing stems from high-quality speaking and listening. This requires all adults to model effective, clear and respectful talk. A ‘language-rich’ environment is about talking with children, modelling how to use vocabulary and sentence structures that are fit for purpose and audience and demonstrating reciprocity in dialogue. We aim to create an inclusive and academic learning climate where children learn from each other, explore ideas collaboratively and articulate their views with clarity and precision.
