We follow the government guidance set out in the Primary Framework for the teaching of English, and we plan units of teaching for English through an integrated curriculum structure so that there is a real context for the work undertaken. We adhere to the National Curriculum Framework.
‘Reading should not be presented to children as a chore or duty. It should be offered to as a precious gift,’ K Dicamillo.
‘You can find magic wherever you look. Sit back and relax, all you need is a book,’ Dr Seuss.
Reading Long Term Skills Planning
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‘If there's a book that you want to read, but it hasn't been written yet, then you must write it.’
Writing is an integral part of our curriculum.
Our writing, grammar, punctuation, spelling and vocabulary curriculum is based upon the National Curriculum programmes of study. Lessons take place every day.
Lessons are carefully planned in sequences and build towards a piece of writing, which showcases pupils' acquired knowledge, skills and understanding. Teachers pay careful attention to the cohorts in school when planning for writing and tailor the lessons to meet the needs and interests of our pupils. We believe the sharing of stories and books in class develops essential skills for learning, such as: developing a higher aptitude for learning; developing speech skills; improving communication skills; generating logical thinking; and enhancing concentration. We carefully choose our class books to engage readers and encourage writing.
Our teaching of grammar ensures that pupils are provided with the opportunity to apply the knowledge of grammatical structures into their own writing.
Pupils are taught how to understand the relationships between words, word meaning, implied meaning and figurative language within writing lessons, whilst ensuring that children are supported in their spelling strategies. Pupils are taught to control their speaking and writing consciously and to use correct Standard English, knowing when and how to experiment with authorial tone and structure.
Teachers at Lapford Primary School proactively develop vocabulary, building systematically on children’s current knowledge. We feel this increases pupils’ store of words in general; simultaneously, they should also make links between known and new vocabulary and discuss the shades of meaning in similar words. It is particularly important to introduce children into the language which defines each subject in its own right, such as accurate mathematical and scientific language.