In the Curriculum Overview document (link below) you will see a basic outline of the knowledge, understanding and skills to be covered. How teachers organise, interpret and teach this may vary and is subject to change.
The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. National Curriculum, July 2014
Pupils should be taught to read fluently, understand extended prose (both fiction and non-fiction) and be encouraged to read for pleasure. National Curriculum, July 2014
Recommended Reads Leaflet Year R Recommended Reads Leaflet Year 1
Recommended Reads Leaflet Year 2 Recommended Reads Leaflet Year 3
Recommended Reads Leaflet Year 4 Recommended Reads Leaflet Year 5
Recommended Reads Leaflet Year 6
Reading is at the heart of our society; children who have developed a positive approach to reading will be able to navigate our textually rich world. Here at Joy Lane, reading is a highly valued and prioritised curriculum area. Reading provides the opportunity for children to develop their imaginations; give opinions in class discussions; take ideas to use in their writing; and ultimately interpret and become engaged in the world around us.
During the school day, children regularly encounter a variety of texts in a range of settings: early morning work; English lessons; Guided Reading; assemblies; library browsing time; the classroom book corner; or through listening to a story as a class.
Children at Joy Lane enjoy having literature read to them, starting with picture books and stories in our nursery, through to reading a class novel in KS2.
While children across the school follow our staged reading scheme, they also have access to well-stocked book corners in each classroom and KS1 and KS2 shared library areas, where they can borrow books to enjoy at home.
'Book Banter' is a weekly opportunity for teachers to genuinely connect with their class as readers, learning about their class’ reader identities with the view to support them in their reading journey. Finding out their reading practices and tastes, their habits and likes/dislikes, our teachers strive to find out about their readers beyond the Guided Reading lessons, comprehension questions and assessment outcomes.
Our aim is to promote a love of reading in our daily practice, and our regular whole school events, such as dress-up days, book clubs and book fairs, serve to support this goal.
Pupils should develop the stamina and skills to write at length, with accurate spelling and punctuation. National Curriculum, July 2014
Our text-based approach to teaching writing puts quality, language-rich books at the centre in order to hook the children, further embed reading within our curriculum and inspire their writing. How children ‘read’ the world around them is constantly changing, and as a result, we also include film and other mixed-media texts as a basis for writing, as well as making meaningful cross-curricular links. Each chosen text acts as an ‘umbrella’ under which the children are taught to write a range of fiction and non-fiction genres. Each unit of writing develops progressively with children developing their speaking and listening skills, vocabulary, sentence structure, punctuation, grammar, organisational skills and sense of audience. Within this, there is an emphasis on drafting, editing and redrafting using a range of tools, inlcuding our JLPS writing ladders, to aid this process and to encourage independence in their learning. These tools also ensure that children transfer their English skills to all lessons across the curriculum.
Vocabulary, Grammar and Punctuation
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.
National Curriculum, July 2014
The explicit teaching of Vocabulary, Grammar and Punctuation (VGP) is essential to the development of children’s speech and writing. Through Joy Lane’s own progressive grammar programme, Sentence World, children from Year 1 to Year 6 learn key grammar and punctuation concepts in the context of writing sentences. Having a firm understanding of these allow children to be confident in building and manipulating interesting and varied sentences. Furthermore, they can then discuss and analyse their own language and grammar choices, as well as those of others, using the appropriate terminology. While this knowledge prepares the children for the end of KS1 and KS2 SATs tests, it also helps them to write with improved accuracy and confidence.
At Joy Lane, we aim to develop confident, fluent and passionate readers and writers from an early stage. We follow the Government validated systematic synthetic phonics programme (SSP) called ‘Little Wandle: Letters and Sounds Revised’. This is a fully comprehensive programme designed to teach children to read from Reception to Year 2, using the skill of decoding and blending sounds together to form words. Children are introduced to Phonics in Nursery through rhyming and word games. Children then access daily explicit daily Phonics sessions from Year R to Year 2, with further support being provided in KS2 if necessary. Little Wandle ensures children build on their growing knowledge of the alphabetic code, mastering phonics to read and spell as they move through the school. As a result, the children are able to tackle any unfamiliar words as they read.
In KS1, Year 1 continue to follow the Little Wandle phonic programme while Year 2 children transition to learning simple spelling rules and patterns from the National Curriculum. In KS2, Spelling is taught daily through short interactive games and investigations of spelling rules and patterns from the National Curriculum. Children are encouraged to learn their spellings at home via Spelling Shed (powered by EdShed), where teachers create assignments linked to the rules they are learning in class.