Literacy at Castle Hill Primary.

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1 Literacy at Castle Hill Primary. This document sets out how Literacy is taught at Castle Hill Primary School. All staff must adhere to items set out below to ensure consistency and progression throughout school. The teaching and learning objectives are taken from the Primary National Strategies. This can be viewed online at Information within this booklet will be set out under the following headings: Reading Writing -Spelling, grammar and punctuation (including phonics) -Hand Speaking and Listening Targets Staff have high expectations of all children and these are shared in every lesson. In moderation activities, topic books are also examined to show application of skill with elements of distance from learning.

2 Year 3 and 4 Year 2 Year 1 READING. Where are objectives taken from for reading? Teaching and learning objectives are taken from the Primary National Strategies document. Pupils entering their age appropriate year group who have not yet met the previous year s learning goals for literacy should continue to follow the curriculum for the previous year in order to develop their word reading, spelling and language skills. What genres are taught in each year group? The genre map for each year group is detailed below. This is taken from the Primary National Strategies documentation. Teaching staff are responsible for populating the curriculum map to show when genres are being covered and ensuring that all genres are taught. Please note, topics should be chosen based upon the genres and objectives needing to be covered. Texts should be selected to support and explore the relevant genres. Non-Fiction Labels, lists and captions from a range of cultures / predictable and patterned language Instructions Poetry Using the senses Pattern and rhyme and fairy tales Recounts (including dictionary work; fact and fiction). about fantasy worlds Information Poems on a theme stories Different stories by the same author Extended stories / Significant Non-Fiction Instructions Explanations Information Nonchronological reports Poetry Patterns on the page Silly stuff, historical, imaginary Myths and Legends Adventure and Mystery Dialogue and Plays from other cultures which raise issues and dilemmas Non-Fiction Reports / recounts Instructions Information Explanations Persuasive Poetry Poems to perform Shape poetry and calligrams Language play

3 Year 5 and 6 Units to be taught Novels and stories by significant children s Older literature Non- Fiction Biography and autobiography Argument Units to be revised Fiction Extended narrative Genres Nonfiction Poetry fables Authors and Instructions Recounts Persuasive Poetry units to be revised Film narrative with dramatic conventions can be done through cross curricular learning. Short stories with flashbacks Formal / Impersonal Reading and narrative (and plays) Journalistic We recognise that poetry is good basis for children to take part in reading comprehension activities. How is reading assessed? Reading is assessed using the APP documents. These can be found in All staff,1resouces, Literacy, APP. The table below details the requirements for securing a judgement using the APP assessment focus in reading. Check your AF judgements against the requirements for each level. For level 1: ticks at level 1 for AF1 and AF2 and some highlighting at level 1 for AF3. For level 2: ticks at level 2 for AF1 and AF2 and some highlighting at level 2 for AF3. For level 3: ticks at level 3 for AF2, AF3 and one other AF out of AFs 1, 4, 5, 6, and 7. AF1 is not assessed separately beyond level 3. For level 4: ticks at level 4 for AF2 and AF3 and at least one other AF. For level 5: ticks at level 5 for any four AFs provided there is level 4 for AF3. For all other levels: ticks for any four AFs at the target level. If you have ticked IE for more than two AFs, there may be insufficient evidence to make an overall level judgement, in which case IE should be awarded. Now finalise the overall level judgement by deciding whether the level is low, secure or high. Low meets the minimum requirements for the level. Secure meets the minimum requirements for the level with some additional highlighting of criteria at the level in most other AFs. High the criteria for the level are highlighted across all, or almost all, the AFs, with some criteria in the level above likely to be highlighted as well. Your decision should take account of how fully and consistently the criteria have been met and how far the pupil demonstrates independence and choice across a range of evidence. How is reading taught and planned for? Staff must ensure that reading at all levels is formally taught, with opportunities for guided and shared input, as well as independent sessions with a teaching assistant AND a teacher. Guided Independent Occurrence. Read with least weekly. Children identified as working below age related expectations, or making slow progress, should be heard more regularly as set out in Pupil Progress Meetings and / or IEP s. Read with 3 times over a fortnight, including at least 1 session with a teacher. Children working below age related expectations or making slow progress should be heard more regularly, as set out in Pupil Progress Meetings and / or IEP s.

4 Teachers are responsible for changing the level / book band each child accesses when appropriate. This must be recorded in both the child s independent reading diary as well as the teachers reading folders. Slips and Guided Reading stamps are used to tell parents when children have read in school. Records must be kept and passed to the new year group. Slips are sent home when a child has not returned their reading record book to school. Reading slips for parents (All staff, 1resources, literacy). Volunteer readers should be used for practice and not for teaching they could be given children who not reading consistently at home. Therefore teachers and TA s must still read with children in addition to volunteer readers. Guided reading is planned around the Assessment Focus statements taken from APP. These form the objectives of the lesson. Suitable questions will be asked to support the AF objective. A suitable text is chosen from the appropriate book band (in guided reading this is usually 1 band above their independent level). Independent activities are planned in line with both the text and the Assessment Focus. How is reading supported in the environment? All classrooms must have designated reading areas that are made up of a variety of differentiated text types, including groups of books by the same author. All year groups make use of the library area see library timetable. Children are read a class text for enjoyment and this is recorded on either a class display or within a class big book. This should include children s comments and rating.

5 Year 3 and 4 Year 2 Year 1 WRITING. Where are objectives taken from for reading? Teaching and learning objectives for are taken from the Primary National Strategies document. Pupils entering their age appropriate year group who have not yet met the previous year s learning goals for literacy should continue to follow the curriculum for the previous year in order to develop their word reading, spelling and language skills. What genres are taught in each year group? The genre map for each year group is detailed below. This is taken from the Primary National Strategies documentation. Teaching staff are responsible for populating the curriculum map to show when genres are being covered and ensuring that all genres are taught. Please note, topics should be chosen based upon the genres and objectives needing to be covered. Genres can be covered in any order, but all MUST be covered to ensure clear progression between year groups. Non-Fiction Labels, lists and captions from a range of cultures / predictable and patterned language Instructions Poetry Using the senses Pattern and rhyme and fairy tales Recounts (including dictionary work; fact and fiction). about fantasy worlds Information Poems on a theme stories Different stories by the same author Extended stories / Significant Non-Fiction Instructions Explanations Information Nonchronological reports Poetry Patterns on the page Silly stuff, historical, imaginary Myths and Legends Adventure and Mystery Dialogue and Plays from other cultures which raise issues and dilemmas Non-Fiction Reports / recounts Instructions Information Explanations Persuasive Poetry Poems to perform Shape poetry and calligrams Language play

6 Year 5 and 6 Units to be taught Novels and stories by significant children s Older literature Non- Biography and Argument Fiction autobiography Units to be revised Fiction Extended narrative Genres Nonfiction Poetry fables Authors and Instructions Recounts Persuasive Poetry units to be revised Film narrative with dramatic conventions Short stories with flashbacks Formal / Impersonal Reading and narrative (and plays) Journalistic How is assessed? Writing is assessed using the APP documents. These can be found in All staff, 1resources, Literacy, APP. The table below details the requirements for securing a judgement using the APP assessment focus in. Check your AF judgements against the requirements for each level. For level 1: ticks at level 1 for three out of AF5, AF6, AF1 and AF2 and either AF7 or AF8, plus some highlighting of level 1 criteria for hand. For level 2: ticks at level 2 for three out of AF5, AF6, AF1 and AF2 and either AF7 or AF8. For all other levels: ticks at the target level for any four AFs out of AFs 1 to 6. If you have ticked IE for more than two AFs, there may be insufficient evidence to make an overall level judgement, in which case IE should be awarded. Now finalise the overall level judgement by deciding whether the level is low, secure or high. Low meets the minimum requirements for the level. Secure meets the minimum requirements for the level with some additional highlighting of criteria at the level in most other AFs. High the criteria for the level are highlighted across all, or almost all, the AFs, with some criteria in the level above likely to be highlighted as well. Your decision should take account of how fully and consistently the criteria have been met and how far the pupil demonstrates independence and choice across a range of evidence. Where evidence for AF7 and AF8 is significantly better/worse than the evidence for other AFs, it is likely to influence your judgement of low, secure or high. How is taught and planned for? Writing is taught formally in Literacy sessions and applied across the curriculum through other subjects such as science and topic. Years 5 and 6 are organised into ability groups, which are adult heavy to support and facilitate learning and rapid progression. All other children remain in age appropriate year groups. Planning allows for flexibility in that whole class teaching is not an integral part of daily lessons. Instead, children are grouped into ability levels with some children accessing independent activities while others are supported or guided by an adult. These groups at all times remain flexible children must move between groups depending on their need. There is a consistent planning format used throughout Key Stages 1 and 2, detailing levels of learners in each group with target children highlighted. The Non-Fiction policy is used to support the teaching of the appropriate genres in years 1 and 2. Evidence of use should be apparent in books. Key Stage 2 are trialling the Alan Peat: Improving Literacy materials for both fiction and non-fiction to ensure the children can clearly articulate text and sentence types. These materials may be rolled out to Key Stage 1 in the Spring Term after data analysis in November How is supported in the environment? Displays in learning areas both support learners and celebrate their achievements. Each classroom has a learning wall detailing the text type being explored and examples of what good looks like. Shared work is displayed with supportive comments being added by adults.

7 Classrooms display information linking to the phonic / spelling level children are working at. This may include an alphabet frieze, letter and word mats and spelling rules. These are referred to throughout sessions where is being taught and applied. Spelling, grammar and punctuation (including phonics). Phonics within the EYFS and Key Stage 1 is taught, following the Letters and sounds document. This can be found in All staff: 1Resources: Literacy: Phonics: Letters and sounds. Daily sessions of 20 minutes are planned, where children take part in pacey interactive activities based around the review, teach, practice and apply model. When children begin to work within phase 6 they transfer to the Year 2 Support for Spelling program, continuing with this into Key Stage 2 alongside Spelling Bank. Support for spelling can be found in All staff: 1Resources: Literacy: Spelling: Support for spelling (PDF). Supplementary activities can be used to compliment the teaching and delivery of Support for Spelling, such as those found in Spelling Bank. Children who still need to be taught phonic skills within Key Stage 2 also follow Letters and Sounds, ensuring all activities are age appropriate. Grammar is taught within Literacy sessions in order that children do not decompartmentalise skills. Grammar specific objectives can be taken from the Primary National Strategies documents. Within Key Stage 2, following the Alan Peat materials, grammar teaching is supported. HANDWRITING. Hand and letter formation is an integral part of phonics teaching and is modelled and applied throughout all phases, with a particular emphasis in phase 2 where letter sounds are introduced. Within the EYFS and Key Stage 1, a variety of gross and fine motor activities are used to support children to master this skill. Children in Reception are trialling write dance materials, where hand is introduced through using music, movement and exercise to be introduced in Spring term. We have adopted the C22 cursive font all children, including those in the EYFS, are in taught how to form letters correctly using leaders before learning to join. Staff should refer to the hand policy which can be found in All staff: 1policies; curriculum: hand Classroom displays include a variety of font types so children are exposed to many styles, however C22 cursive font is primarily used. SPEAKING AND LISTENING. At Castle Hill, we use APP assessment focus statements as guidance to support us when planning appropriate activities for our learners. Staff ensure that written plans include opportunities for speaking and listening and that teacher talk is kept to a minimum. TARGETS. All children have individual targets that support them in their journey to be confident and competent writers and readers. These targets are linked to the APP materials which are used for assessment purposes. At Castle Hill Primary, we believe that children should be supported to meet these small step individual targets in order to reach a bigger goal. These goals area shared with parents at formal parents meetings. The individual targets that make up these bigger gaols are shared with children and are kept in books in order to support when applying these skills.

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