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The Redeemer CE Primary School

‘Believing, loving, caring, sharing, Everyone growing in the Light of Christ’

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Language

Languages - English and French

English

At the Redeemer we follow the National Curriculum Programmes of Study for Key Stage One and Two.  It states:

 

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.

 

It places importance on all the skills of language, which are essential to participating fully as a member of society.

 

We:

  1. Promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word.
  2. Develop children’s love of literature through widespread reading for enjoyment.

 

Through teaching the National Curriculum for English, we ensure that all pupils:

  • Read easily, fluently and with good understanding
  • Develop the habit of reading widely and often, for both pleasure and information
  • Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
  • Appreciate our rich and varied literary heritage
  • Write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
  • Use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
  • Are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

Reading at the Redeemer

The National Curriculum focus on two dimensions for reading:

  • word reading
  • comprehension (both listening and reading).

Teaching at The Redeemer focuses on developing pupils’ competence in both dimensions. Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Underpinning both is the understanding that the letters on the page represent the sounds in spoken words. This is why phonics is effective in the teaching of early reading.

 

Good comprehension draws from linguistic knowledge (in particular of vocabulary and grammar) and on knowledge of the world. Comprehension skills develop through pupils’ experience of high-quality discussion, as well as from reading and discussing a range of stories, poems and non-fiction. All pupils are encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, We seek to establish an appreciation and love of reading as we know that reading widely increases pupils’ vocabulary because they encounter words they would rarely hear or use in everyday speech. Reading also feeds pupils’ imagination and opens up a treasure-house of wonder and joy for curious young minds.

Phonics

From September 2021 we will be using the essential letters and sounds programme, as a basis for teaching phonics. This is a simple, consistent approach to phonics. The routine is kept simple to reduce cognitive load and maximise the chance of success and follows the original letters and sounds progression.

Our aim is for our children to be able to read with accuracy and confidence, and above all to love reading.

When learning to read the children will:

  • Learn that sounds (phonemes) are represented by written letters (graphemes)
  • Learn all the digraphs (sounds represented by two letters) and trigraphs (sounds represented by three letters) to be able to sound out and blend most words for reading.
  • Learn that there are a number of words that do not follow this phonetic code and they learn to read these as ‘Tricky Sight Words’.
  • Learn to read words using ‘sound buttons’ (segmenting and blending).
  • Read stories featuring words they have learned to sound out.
  • Show that they comprehend the stories by answering questions.

Order of teaching in each year group:

Foundation Stage: Phase 1, 2, 3 and 4

Year 1: Phase 5

Year 2: Phase 6

Teaching phonics – FS and Year 1

Children in Foundation stage, year 1 and 2 have daily phonics sessions. Each phonics session has four parts:

  • We revisit and review previous sounds and practise word building
  • We teach a new phonic skill (this might be a new grapheme or 'tricky' word
  • We practise reading or writing with this new skill
  • Children are given the opportunity to apply their newly learnt skill in different situations.

 

We use a variety of reading schemes to offer a variety of texts. All books are linked to the phase that has been taught.

The sounds are learnt in phases:

Phase 1 playing with sound and rhyme

Phase 2 s, a, t, p, i, n, m, d, g, o, c, k, ck, e, u, r, h, b, f, ff, l, ll, ss.

Phase 3 j, v, w, x, y, z, zz, qu Consonant digraphs: ch chip, sh shop, th thing, ng string Vowel digraphs: ai snail, ee see, igh high, oa boat, oo look/zoo, ar car, or fork, ur fur, ow cow/blow, oi boil, ear hear, air fair, ure pure, er letter.

Phase 4 consolidating knowledge of graphemes in reading and spelling words containing adjacent consonants and polysyllabic words.

Phase 5 ay day, oy boy, wh when, a-e make, ou out, ir girl, ph photo, e-e these, ie tie, ue blue, ew new, i-e like, ea eat, aw saw, oe toe, au Paul, o-e home, u-e rule.

Phase 6 - places greater emphasis on spelling. Children develop strategies for spelling longer words and begin to explore spelling conventions eg including prefixes and suffixes, doubling and dropping letters. This is typically taught in Year 2 and into KS2.

 

From around autumn half term the phase 2 sounds are taught in a systematic way following the school’s phonic handbook order of introduction. There is a daily phonics lesson of 20mins.

Initially the children are taught in class groups of mixed ability until the spring term when they are then grouped by ability based on assessment and taught in groups of similar ability.

Those needing additional support are identified early and receive additional phonic sessions.

 

Year 1 and 2

3 phonics lessons daily

  1. Main teaching session following the revisit, teach, practise, apply assess model
  2. Fast phonics session for year 2 (14 week programme) Bounce back phonics for year 3
  3. A tricky word session to practise reading writing tricky words and placing in sentences.

 

Year 2 and beyond

Children at Year 2 will be taught phase 6 of ‘Letters and Sounds’ which also feeds into their work on spelling through the Year 2 spelling scheme of work linked to the new NC.

Those children assessed at being below phase 6 will continue to work in small intervention groups in order to reach the required level. This may continue beyond Year 2 and into KS2 for some children.

Any Year 2 child who failed the Year 1 screening will re sit in the summer of Year 2 in order to assess progress.

 

Fast Track Phonics – a 14 week programme developed to support children in year 2 who did not achieve the expected level in the year 1 phonics check. This will be run in addition to the daily phonics session.

 

Phonics Year 3 and beyond:

A phonics assessment will be carried out for those children working below phase 6. Appropriate small group/ one to one or even whole class support to be given to address needs.

 

Covid Recovery programme:

Foundation Stage: Phase 1, 2, 3 and 4

Year 1: Consolidate phase 3. Teach Phase 4 and 5

Year 2: Consolidate phase 5, Teach Phase 6 (Fast phonics then bounce back phonics if needed)

Year 3: Consolidate phase 5 and 6 (Bounce back phonics)

Reading At Home Does Make a Difference

Please watch the film on the link below that really shows the importance of reading at home. Take 10 minutes each day to sit and enjoy a book with your child as it really does make a big difference in the long term.

Writing

Writing at key stages 1 and 2  focuses on:

  • Transcription (spelling and handwriting)

The ability to write down ideas fluently, spelling quickly and accurately through knowing the relationship between sounds and letters (phonics) and understanding the morphology (word structure) and orthography (spelling structure) of words.

  • Composition (articulating ideas and structuring them in speech and writing).

Effective composition involves forming, articulating and communicating ideas, and then organising them coherently for a reader.

Grammar Glossary

French

Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.

Aims of the national curriculum:

The national curriculum for languages aims to ensure that all pupils:

  • understand and respond to spoken and written language from a variety of authentic sources
  • speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation
  • can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt
  • discover and develop an appreciation of a range of writing in the language studied
 
 

Biblical Value

John 13v34  “A new command I give you to love one another as I have loved you”

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