Spelling is taught in different ways, according to the needs of the children. Some children learn best when set investigations and more open-ended tasks. Through these tasks, they learn more about words, as well as learning to spell lists of words. Other children learn best by rote. For these children, they will receive daily spelling sessions in smaller groups (we call this KRM). We have adapated our whole school coverage so that it meets the requirements of the new National Curriculum.
Grammar and Punctuation
Grammar and punctuation is given high priority at Christ Church. Children learn about word classes (types and groups of words) and how these are used to build good sentences. We spend a lot of time making sure that children can write sentences that make sense, and then use a lot of different devices to help make their writing interesting to read.
Click here to see examples of sentence types and connectives.
Click here to see some definitions for basic grammar and the way we use red, blue and green connectives to aid our writing.
Text Types and Genres
As our main focus is learning how to write good sentences, we now use text types and genres as vehicles for this. For example, when writing persuasively, we look at which sorts of sentences would be effective. There is less focus on learning by heart the features of text types, e.g. persuasive features. Our whole school genres list shows when these text types are used as vehicles for good sentence writing.
Please click on your child's year group below to see the main writing skills covered
Phonics and Reading
The Inclusion Manager is identified as the lead phonics teacher.
From EYFS to Year 3, Phonics is taught in discrete, 20 minute, daily sessions as suggested in the Rose Review (2006). The Letters and Sounds document is used as a scheme for planning and delivery. Children’s phonic knowledge is tracked from Reception on a school pro forma.
Children access reading books which complement the phonics they are learning, e.g. Rigby Star reading scheme, and are encouraged to use a range of decoding strategies from an early age. These decoding strategies are displayed in every classroom in the school in order to promote fluent and expressive reading.
Phonics – using sounds
Word recognition – breaking up the word; looking for words within words
Context – using pictures / diagrams; using understanding about the topic
Grammatical – using punctuation; known prefixes / suffixes
Children are taught reading through guided reading (larger groups / whole class teaching in Year 5 & 6) and home reading books / tasks. They are taught to respond to texts verbally and in written tasks. Particular emphasis is placed on AF (Assessment Focus) 3 (inference and deduction), AF5 (use of language) and AF6 (writer’s viewpoint), alongside AF1 (decoding), AF2 (direct retrieval of information / events in the text), AF4 (structure of texts) and AF7 (relating texts to cultural and historical contexts).
Children’s progress in reading is tracked using Staffordshire skills grids which show evidence of achievement against each Assessment Focus.