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In English we value the role of high quality, engaging texts to inspire and motivate our children. This underpins our English curriculum.
Reading at St Andrew’s
At St. Andrew’s we use multiple reading schemes to enhance the reading opportunities for our children. We use a phonics scheme to support the teaching of reading. This scheme we use includes Oxford University Press Reading Scheme, click here to learn more.
At St Andrew’s we approach the teaching and learning of reading through a programme of systematic synthetic phonics, guided reading and by providing pupils with books to take home and practice with.
In our Early Years our phonic programme is based upon the Letters and Sounds resource published by the Department for Education and Skills in 2007. Alongside Letters and Sounds we use the actions and pictures from Jolly Phonics scheme to help our early years children learn initial sounds. It aims to build children’s speaking and listening skills in their own right as well as to prepare children for learning to read by developing their phonic knowledge and skills. It sets out a detailed and systematic programme for teaching phonic skills for children with the aim of them becoming fluent readers by age seven.
There are six overlapping phases. The table below is a summary based on the Letters and Sounds guidance. For more detailed information, visit the https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/190599/Letters_and_Sounds_-_DFES-00281-2007.pdf
|Phase One(Nursery/ Reception)||Activities are divided into seven aspects, including environmental sounds, instrumental sounds, body sounds, rhythm and rhyme, alliteration, voice sounds and finally oral blending and segmenting.|
|Phase Two (Reception)||Learning 19 letters of the alphabet and one sound for each. Blending sounds together to make words. Segmenting words into their separate sounds. Beginning to read simple captions.|
|Phase Three (Reception)||The remaining 7 letters of the alphabet, one sound for each. Graphemes such as ch, oo, th representing the remaining phonemes not covered by single letters. Reading captions, sentences and questions. On completion of this phase, children will have learnt the “simple code”, i.e. one grapheme for each phoneme in the English language.|
|Phase Four (Beginning of year 1)||No new grapheme-phoneme correspondences are taught in this phase. Children learn to blend and segment longer words with adjacent consonants, e.g. swim, clap, jump.|
|Phase Five (Throughout Year 1)||Now we move on to the “complex code”. Children learn more graphemes for the phonemes which they already know, plus different ways of pronouncing the graphemes they already know.|
|Phase Six (Throughout Year 2 and beyond)||Working on spelling, including prefixes and suffixes, doubling and dropping letters etc.|
At St. Andrew’s we aim to have all our children as fluent readers by the end of KS1 so that decoding does not hinder their enjoyment of reading as they progress through the school. We provide an environment that encourages a love for reading. We take a rigorous approach to phonics teaching following Letters and Sounds ensuring through the planning and delivery that phonics sessions are lively, interactive and investigative. All phonics sessions are carried out daily and are made up of 4 parts including; Revisit, Teach, Practice and Apply.
In Nursery, children access differentiated phase one teaching through short guided groups daily and the learning environment provision. All staff working in Nursery model how to segment and blend words regularly and have a secure knowledge of the Letters and Sounds programme through CPD.
In Reception, phonics is taught in 20 minute sessions daily. All children are taught phase 2 and 3 by the end of the year so they are ready for phase 4 in Year 1.
In Years 1 and 2, children are taught phases 4, 5 and 6. Children are assessed and monitored regularly and children not working at age related expectations are given phonics intervention daily. Those children who do not pass the phonics screening in year 1 are also provided with additional daily phonics invention to revisit past phrases and revise the current one.
Key Stage 2:
In Year 3, children who still require phonics teaching or did not pass the phonics screening resit, will be given regular intervention a minimum of 3 times weekly, which will include; phonics, ditties, tricky words and common exception words.
Reading within Key Stage Two follows on and builds upon the foundations set within Key Stage One. Books are banded into colour bands with a range of books in each band. Children have a choice of real books carefully selected for content with a range of fiction and non- fiction titles. Or they can choose a book from one of two schemes – Oxford Reading Tree or Project X. Oxford Reading Tree has the same familiar characters as the books in Key Stage One whereas the Project X books have cartoon graphics and a set of characters that are designed to reflect the children who are reading them.
Children are encouraged from Year 3 to Year 6 to select their own take home books from their colour band. Once children have confidently moved through all the bands they progress onto library books and are similarly encouraged to select their own books to take home and read. These books have a more challenging content for the children and extend their learning further.
Here at St Andrew’s we ensure that reading is an integral part of the curriculum in all subjects. We have a range of fiction and non-fiction books.
How RE is taught at St Andrew’s
At St. Andrew’s we follow the Understanding Christianity scheme of work along with recommendations from the Rochdale (SACRE) syllabus and the Church of England Manchester Diocese. This includes the Manchester and Blackburn diocesan schemes of work. As a Church of England school, two thirds of our RE curriculum is focused on Christianity and we explore world religions during the final term.
At St Andrew’s, Religious Education should enhance children’s spiritual, moral, cultural and social development by-
- encouraging pupils to explore their own beliefs
- developing an understanding of the influence of beliefs, values and traditions on individuals, communities, society and culture
- developing the ability to provoke challenging questions and make reasoned and informed judgements about religious and moral issues
- developing respect for themselves and others including people with different faiths and beliefs, and helps them to challenge prejudice
- developing a sense of awe and wonder and mystery
In accordance with the structure of the new 2019 locally agreed syllabus we have agreed that-
- In the foundation stage, children have opportunities to learn about Christianity and at least one other religion.
- In KS1, pupils study Christianity during the first two terms and additionally Islam and Judaism in the final term.
- At KS2 pupils study Christianity during the first two terms and additionally Islam, Judaism, Buddhism, Hinduism and Sikhism in the final term.
- We aim to spend 1 hour per week on RE lessons (36 hours per year for reception and KS1, and 45 hours for KS2). Children will be taught by their class teacher and grouped in a variety of ways according to the nature of the activity. We use a variety of teaching methods including art, music, discussion, the development of thinking skills, drama, the use of artefacts, pictures, stories, and the use of periods of stillness and reflection. Activities are differentiated to allow access to the curriculum for all pupils.
The Right of Withdrawal from RE
Parents have the legal right to withdraw their child from Religious Education. Parents who are considering withdrawing their child from RE should discuss this with the head teacher in advance before putting this in to writing.