English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them.
Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know.
Reading Curriculum Intent at LCA
At Lincoln Carlton Academy our English curriculum forms the foundations of our whole school curriculum offer. Our aim is to ensure that all of our pupils leave us with the ability to read, speak, listen and write with fluency and accuracy which will in turn open up a world of opportunity as they progress to the next stage in their learning. The English curriculum is designed to utilise connections with non-core topics being taught across school and core texts are often used as a driver for teaching in the rest of the curriculum.
How will this be implemented?
Implementation in the Early Years Foundation Stage
In the EYFS, phonics teaching begins in the second week of the academic year after a baseline assessment has been completed. Phonics is taught daily, initially for 20 minutes but building to 30 minutes by the end of the autumn term. Phase 1 skills are taught alongside GPCs for Phase 2, blending for reading, segmenting for spelling and sight reading of high frequency and non-decodable words. Children are assessed frequently to ensure they are acquiring the knowledge and skills taught and teachers plan interventions to plug gaps where necessary. Children take a reading book home that is very closely matched to their ability to in phonics and this is assessed regularly as the child progresses. They also take a library book home to encourage them to read for pleasure with a familiar adult at home. Teachers read to their class daily and opportunities for reading and writing are made available for children to access during child-initiated learning.
Implementation in Key Stage One and Two
The daily teaching of discrete phonics continues into Key Stage One until pupils are confidently and fluently reading age appropriate texts. Reading is taught daily in addition to this, either as a whole class reading lesson or when a core text is used as a driver for a writing lesson. Teachers expertly interweave the teaching of reading and writing around the core texts to support children to build an in-depth knowledge of the text and genre over time but also develop the skills required to competent readers and writers including grammar, punctuation and spelling. Summative and formative assessment techniques are used to regularly check what children are able to remember and apply to their learning. Any gaps that are identified are addressed promptly through quality first teaching or interventions.
Reading Curriculum Impact
When children leave Lincoln Carlton Academy to continue their educational journey they will:
• Have fond memories of the stories and poems they have shared with their teachers and friends.
• Be excited about reading and choose to read for pleasure.
• Be fluent, confident and passionate readers and writers who are able to express themselves accurately and effectively.
• Have a sound knowledge of our literary heritage and have been exposed to a wide range of contemporary and classic texts.
• Have experienced a range of
• Have developed a wide and varied vocabulary that they can use in their spoken language and in their writing.