At Kibblesworth Academy we ensure that a high standard of Literacy is promoted and adhered to across the entire school curriculum. Children are encouraged to apply the skills that they have learnt in stand-alone literacy lessons to their writing across all subjects to substantiate their understanding and the application of their techniques. With this being said, we also understand the importance of children being enthused by literacy in order to create lifelong readers and writers that appreciate literacy just as much outside of school, as they do during the school day.
- Each term children study at least 2 genres, 1 fiction and 1 non fiction.
- Grammar elements and genres are plotted across the year to ensure coverage and depth across the year groups.
- Age appropriate class texts are chosen to support the genre being studied as well as to engage the children in the particular unit.
- Children have writing targets for each genre and use steps to success within each unit to support them in reaching their personal objectives.
In Key Stage 1, children use ‘sentence stacking’ as a basis for their extended writing. This approach to writing allows the children to really focus on the impact of their vocabulary, sentence structure and punctuation choices. By breaking a piece of writing down in to small sections, the Key Stage 1 children gain an in-depth understanding of word class and the technical side of writing whilst also giving value to the importance of the composition of their work.
In Key Stage 2, children progress from daily ‘sentence stacking’ to writing ‘sections’ of work in an extended writing lesson. An example of a ‘section’ could be a build up in a narrative or a conclusion to an argument text. By focussing on a particular ‘section’ of work, children get a strong appreciation of the tone and style of that particular genre whilst also heavily focussing on the inclusion of age appropriate SPaG elements- without jeprodisring the composition of the piece. Prior to an extended piece of writing, children are taught the skills required to be successful in that piece within the context of the genre they are writing. We believe in giving children all the tools required to boost their confidence and be successful writers.
Every fortnight children complete a ‘Pobble’; this is an independent piece of writing which is based on an engaging and thought provoking image. This piece of writing allows children to show off their creative flare as well as giving them the opportunity to apply all of the technical skills that they have been working on. Pobbles vary from being based on the class’ current writing genre to simply being chose to match the interests of the children in the class- after all, we want to make writing fun!
As Pobbles are independent, they are used by teachers to assess the children’s strengths and weaknesses which will then form the basis of a child’s writing targets and the focus of subsequent teaching.
Whilst children are on our phonics programme (RWI), they get weekly spellings that are focussed on the sounds they are learning along with suitable ‘red words’.
Once children have completed RWI phonics, they progress onto RWI spelling. Within this, children are taught a spelling rule over two weeks to ensure it is fully embedded and can be seen to be applied in their independent work. Across the 2 weeks, children learn the definition of new vocabulary, add suffixes and prefixes to their spellings, identify the graphemes and also look at exceptions to the rule. Children play a range of application activities such as, ‘Dictation’ and ‘Four in a Row’ to practise their spellings before they are tested.
To promote retention , children get 2 tests per week: 1 on current spellings and another on previously taught spellings.
At Kibblesworth Academy we love reading and we want all of our pupils to love it too. Children begin by learning to read and then progress on to reading to learn.
In EYFS and KS1, children focus on learning to read through the decoding of familiar and unfamiliar words. Underpinning the success of this is the understanding that children know that letters represent sounds. To facilitate this, daily discreet phonic sessions are taught in Reception and KS1 to ensure children know and are able to recognise sounds when reading; children then progress onto applying their phonic awareness to their spelling.
Once children are confident readers, they progress onto ‘reading to learn’. This is done through focussed guided reading and comprehension sessions.
In KS1, children carry out at least one small group guided reading session per week. The Rigby Star reading scheme is used to support children with their fluency and comprehension through answering questions from a range of fiction and non fiction short books.
In KS2, children carry out daily guided reading sessions which are based on the whole class text. Each week there is a focus objective (eg. prediction). Children complete progressive activities based on this objective to help embed the skill whilst building on their written answer techniques. The KS2 guided reading timetable is as follows:
Monday- Introduce skill being taught.
Tuesday- Look at 1 mark questions.
Wednesday- Look at what is needed in a 2 mark question.
Thursday- How to answer a 3 mark question.
Friday- Class to complete a comprehension based on the objective.
Books and Reading @ Home
Children are provided with whole books as soon as they begin to segment and blend. In Reception, children start with RWI ditties, before moving on to the RWI progressive story books. Once children are in KS1, they begin on the structured Oxford Reading Tree and progress through the stages by reading longer and increasingly challenging texts that cover a wide range of genres. When children have completed the scheme, they are considered a ‘free reader’ and are able to select a levelled book from the school library.
We encourage and expect children to read every night at home. To promote this, children in years 1-4 have a reading log where parents are expected to comment on their child’s reading every night. Teachers use this log to assist with their own assessment of a child’s reading successes and next steps as well as gauging the appropriateness of a child’s reading book.
In years 5 and 6, children are expected to record their reading in their journal which is checked and signed by their teacher and parents on a weekly basis.