English Curriculum

 

 Writing at Christ Church

At Christ Church we give all children the opportunity to be skilled, creative writers. We aim to develop a love of writing through text and cross curricular based writing opportunities from Reception through to Year 6.

Writing Skills

 

Please click on your child's year group below to see the main writing skills covered

 Year 1       Year 2       Year 3       Year 4        Year 5       Year 6

 

Spelling

Spelling is taught in different ways, according to the needs of the children. Teaching of spelling occurs alongside phonics teaching in KS1 and several times a week during literacy lessons in KS2.  Many 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 for weekly spelling tests.

 

Grammar and Punctuation

Grammar and punctuation are 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 conjunctions.

Click here to see a basic grammar glossary and the way we use red, blue and green conjunctions within our writing.

 

 Phonics and Reading

Throughout Reception and Key Stage 1, Phonics is taught, every day, in discrete, 20 minute sessions. It is also a focus throughout the school day and children are encouraged to apply their phonic knowledge at every available opportunity. The Letters and Sounds document is followed as a means of introducing the children to new phonemes and graphemes in the suggested order. We teach Letters and Sounds through a programme called Bug Club. This also links to the books that the children are allocated to read in the classroom and at home. The children’s phonic knowledge is tracked from Reception and throughout Key Stage 1 using phonics tracker.

Please click here to access our whole school phonics overview. 

Children access reading books which complement the phonics they are learning and are encouraged to use a range of decoding strategies from an early age. These reading books follow the Oxford reading tree book bands.

 

Decoding Stragegies:

  1. Phonics – using sounds

  2. Word recognition – breaking up the word; looking for words within words

  3. Context – using pictures / diagrams; using understanding about the topic

  4. Grammatical – using punctuation; known prefixes / suffixes (such as 'un' and 'ing')

 

Additional Reading Support & Intervention 

Children across school and of all abilities will receive reading intervention, when appropriate during the academic year.

 

However, a specific group of children in each year group have been identified as those who require additional, daily support.

In order to support these children with their reading, we will:
 - Hear them read during a teacher led guided reading session each week
 - Model how to read aloud, including how to decode tricky words and the different strategies that can be used
 - Support them through 1:1 or small group intervention where reading fluency is the focus in order to further improve their fluency in reading
 

These children have formed this group for a number of reasons. These include:
 - Teacher assessments – both informal and formal
 - Children who did not achieve the Early Learning Goal in Reception
 - Children who did not pass the Phonics Screening in Year 1
 - Children who are Working Below or Working Towards their end of year expectations

 

When compiling this group of children we have also taken into account a child’s home life, how COVID-19 has impacted upon their learning and their prolonged absence from school and other personal factors that contribute to our understanding of a child and their level of reading.

Every child deserves to feel valued, know that they are respected and experience success, regardless of ability, ethnicity or social background. Following this targeted intervention, it is our aim that these children will become fluent readers who have a greater confidence when reading. It is our responsibility to fuel them with a love of learning and equip them with the skills necessary to learn effectively and in doing so we hope that these children will become independent, resilient and confident as they move through primary school.