Curriculum Details

Teacher Responsibilities

Phonics

Our approach to phonics called 'Essential Phonics' is based upon 'letters and sounds'. At Holy Trinity, this is known as our 'basic code'. Information about this approach is shared with parents through evening meetings, demonstration lessons and leaflets and documents.

This approach is carefully monitored by the KS1 Assistant Head Teacher. Children in Year 1 take a National Phonics Screening Test: we have consitently above national averages.

Information about our approach can be found in the links below.

Essential_Phonics_2019.pdf

5_Phonics_Long_Term_Plan.docx 

3_Phonics_Key_Vocabulary.docx

6_Phonics_Word_Lists.docx

Basic_Code.pdf

Alphabet_Strip_2019.pdf

1_Phonics_Phase_2_Set_1_s.pptx

1_YR_Autumn_2019_PHONICS_Phase_2_Task_Sheets.docx

Reading

We use a variety of reading materials to support children with their reading. Books from the Oxford Reading Tree Scheme, Bug Club Scheme and other quality materials are used. Childrens' reading diet is carefully tracked so that they experience a broad range of material. Books are categorised in line with National Standards and children are encouraged to be successful in their reading with a further challenge where appropriate. 

Children take part in Guided Reading activities in class where teachers and teaching assistants challenge their understanding of a text at a level above their individual reading abilities.

KS1:

Reading within key stage 1 is done through supporting the child to break down the word; supporting them to become independent with their reading.  

  • Guided Reading– using the key stage 1 grids for observations, answers and notes. This supports evidencing whether as children is working towards, ARE or greater depth with regards to the KS1 expectations.
  • Weekly reading– every child reads at least once a week but children identified as weak(er) will read more frequently depending on their ability.
  • Comprehension sheets for year 2 and this will be listed within the child’s verbal responses for year 1 and reception.  
  • Promoting a love of reading: creating a sense of enthusiasm, motivation and encouragement to want to read. This could be done through the use of: exploration of the school library; story time; certificates. 
  • Story time– class story that is shared throughout the week.
  • Diversity – A wide range of books that the children are exposed to e.g. comics; use of iPads; story sacks; audio books
  • Daily phonics sessions – weekly plan for phonics

 

KS2:

  • Personal Development:

Each individual child has a school book in which is at their stage of learning based on the simple view of reading (see appendix 4).  Each child will have a reading age that is given using the Salford assessment resources; however, we recognise that although a child may have a good reading age, their comprehension may need development.  With these two in mind, a coloured ‘band’ is given to which the child can select from (see appendix 5).  Each child is expected to read daily at home and will be organised based on their current level into daily and weekly readers within class.

  • Library Books:

Each child will also have a library book which can be at any level to aid enjoyment and spark interest in books.

  • Class Reading:

Each class will enjoy a class reading book which can be read at any interval and can be linked to their topic.

  • Guided Reading

KS2 use a template for recording comprehension answers and focuses on the main areas of reading and reading comprehension (see appendix 6):

  • Reading clearly with expression
  • Summary
  • Understanding word meaning and words in a context
  • Information retrieval
  • Inference and deduction
  • Identifying themes
  • Prediction
  • Layout, language and structure and how these contribute to meaning
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