At Newchurch we empower every Newchurch robin to be creative in the way that they speak, write and think through an English curriculum that is ambitious, vocabulary-rich and reflects equality and diversity.
The creative development of the written word is paramount to the teaching of English: enabling the children to share their thoughts, feelings, knowledge and imagination in a way that is purposeful and reaches a wide range of audiences.
A quality, diverse and stimulating reading curriculum supports our Newchurch robins in crafting coherent pieces of writing. By the time our Newchurch robins fly the nest, we intend for them to be confident, fluent readers who take with them a life-long passion for reading. We believe that reading gives our children opportunities to explore new worlds, spark their imagination, discover diverse characters and cultures and feed them with knowledge. A vocabulary rich experience supports our children in communicating their ideas and emotions within a range of contexts.
We aim for a strong focus on thoughtful presentation and legible, beautifully formed handwriting.
- To establish consistent teaching, progression and continuity in the teaching and learning of phonics throughout the school
- To provide a language rich environment that encourages and develops oracy and literacy skills that are the cornerstone of our curriculum, starting in Reception and continuing throughout the school
- To ensure that systematic synthetic phonics, following Letters and Sounds is taught to children to enable them to:
- o Recognise, say and write all phonemes within Phase 2 to 5 of Letters and Sounds
- o Use their phonic knowledge to blend and segment phonetically decodable words
- o Use their phonic knowledge to read complex words and to recognise from sight ‘tricky words’ (High Frequency Words)
- o Read with fluency for both pleasure and to retrieve information
- o Write clearly, accurately and coherently using phonic knowledge
- For the children to apply their phonic knowledge in their reading and writing across the whole curriculum when they enter Key Stage Two
- To have robust assessment procedures to check progress and identify pupils in need of intervention
- To promote reading for pleasure with exposure to a range of texts