The Intent of our Reading Curriculum
To ensure that all children reach their full potential across the curriculum, we take a consistent and rigorous approach to the teaching of reading, starting with a phonics scheme beginning in the early years. We want all children to consider themselves as a reader and be able to independently explore genres and texts. We want our children to read widely and often and take part in discussions about their favourite texts. Throughout their school careers, we want to provide children with exciting reading experiences to encourage a love of reading. When children reach Year 4, we want them to be able to read fluently and confidently while being able to consider what they have learnt from the text.
How we Implement our Curriculum
When the children enter our setting in Reception, they begin the Read, Write Inc programme which is a systematic scheme which teaches children to read. In Key Stage One, children receive daily 15 minute sessions where they learn a new sound each day.
In all classes, children are encouraged to read aloud regularly with an adult - at least once a week. While still completing the Read, Write, Inc programme children will read books which are matched to their phonics knowledge. This will allow them to apply their segmenting and blending skills and with regular re-reading of key texts helps them to build fluency. We also use PM levelled books which focus more on the children’s comprehension skills. In Reception and Year 1, teachers will decide when the children are ready to begin this scheme. Children will read these books with members of staff in school and they will also be sent home to be read with parents. Children are assessed regularly on their comprehension skills and will move through the levels at their own learning pace.
Within English lessons and subjects across the curriculum, teachers choose high quality texts which engage and motivate pupils in their learning. Children take part in class discussions to explore a text further and are encouraged to consider what information they have learnt from a book.
Above all else, we want our children to enjoy reading and have the confidence to read independently, exploring a range of genres and authors. All children have access to a library within school, whether this be in the classroom or in a shared area. We have designed these spaces carefully to ensure they are inviting for all children. Across the curriculum, teachers carefully choose high quality texts linked to their topics. Children are able to study these in depth and are encouraged to read around the subject.
Within the last year, we have offered additional activities to promote reading enjoyment:
World Book Day – dressing up as book characters and taking part in book day themed activities.
Reading challenges both in school and at home. The feedback from the last challenge was very positive from both parents and children.
Teachers have visited different classes to read their favourite texts.
The Impact of our Curriculum
We want to instill a love of reading in all children. By using engaging texts in English lessons and in learning across the curriculum, children are exposed to a range of genres and styles. By creating reading rich environments and celebrations across the school year, we want children to see that we are all readers and it is a skill we all need to learn.
As a result of this ethos and a rigorous approach to the teaching of reading, our children will:
Read widely and often across the curriculum and be able to extract information from different genres of text. Children will be able to apply their phonics knowledge to decode unknown words and by re-reading texts, will gradually build their fluency.
Reach their potential in all areas of the curriculum as they will be able to apply their reading skills to different subject areas.
Learn new pieces of vocabulary and gain creative ideas from fiction texts. After listening to inspiring stories, children will be able to transfer ideas into their own writing and be motivated to use higher level vocabulary.