Christ Church C of E Primary School

Christ Church C of E Primary

Literacy at Christ Church

Reading and writing have a high profile at Christ Church. We believe that teaching children not only to read and write successfully, but to enjoy the journey, is key in enabling them to reach their potential. This will also help them to develop a lifelong love for literacy. This page illustrates the approach that we use at Christ Church.

 Writing at Christ Church

 

Christ Church Primary School has adopted Talk for Writing as our whole-school literacy strategy. Talk for Writing is a well-established approach to the teaching of writing in primary schools.

Talk for Writing is a whole-school, cumulative and systematic process for teaching writing, based on what has been developed in many schools, to help children make faster progress and gain confidence as well as pleasure in becoming writers. It is grounded in the processes of shared writing with a strong and systematic focus on securing the basics of handwriting, phonics/spelling and grammar in relation to what is needed for progress and the text type being taught. It is also founded on the principle that schools should increase the amount children read/are read to and establishing a very strong ‘literature spine’ which identifies key stories, picture books, poems and non-fiction which will be read and drawn upon and referred to when teaching writing.

Over time, children gradually build their bank of well-known texts, supplemented by picture books, novels, poems and non-fiction books. Gradually this living library of language begins to equip the children with the words they need to express themselves. In the same way, the ability to manipulate that bank of texts increasingly enables children to create new versions and become inventive, blending and experimenting.

Constant shared writing also develops writing habits within the class community of writers. The aim is that each year, new strategies and techniques are introduced, building on previous learning and giving children confidence as writers. A central concept is the importance of children enjoying writing/creativity, being praised for ‘trying hard’ so that children’s confidence and self-image as a young writer is enhanced. If we all try hard then we will all have every chance of making progress.

Click here to find out more about the Talk for Writing approach

The National Curriculum Programmes of Study

The programmes of study for writing at Key Stages 1 and 2 consist of

  • transcription (spelling and handwriting)
  • composition (articulating ideas and structuring them in speech and writing).

Writing has a high profile at Christ Church. In order to make good progression in writing, children need to:

  • Enjoy writing and recognise its value,
  • Write with confidence, clarity and imagination,
  • Write grammatically correct sentences that are punctuated accurately,
  • Understand the features of and how to write in a range of genres and non-fiction texts,
  • Plan, draft, revise and edit their own writing,
  • Develop an adventurous and broad vocabulary,
  • Know their next steps and how they can make their writing better,
  • Develop fine motor skills to ensure consistent mark making with increasing dexterity, to produce recognisable letters, developing into a continuous cursive style of handwriting,
  • Use phonological knowledge and spelling rules to spell accurately.

 At Christ Church we use a whole-text approach to teaching literacy which is then linked to a curriculum topic. We use the New Curriculum to plan and design exciting and imaginative opportunities for learning.

 

Spelling, vocabulary, grammar and punctuation

There are two statutory appendices in the New Curriculum on Spelling and on Vocabulary, Grammar and Punctuation. Spellings are taught weekly and are sent home in children’s spelling journal for them to learn. These are then reinforced in school. Grammar and punctuation is taught as part of the literacy lesson. Grammar and Punctuation is taught through writing and reading sessions. Teachers use the correct terminology expected for each Year group in classrooms and expect the children to use and understand it (bossy verbs / Imperative verbs’).

Click here to view the National Curriculum Spelling Appendix Years 1-6

Click here to view the National Curriculum Vocab, Grammar and Punctuation Appendix Years 1-6

Reading at Christ Church

 In Key Stage One

Reading in Key Stage One is closely linked to and overlaps with our phonics provision at the school. Click here for an overview of phonics provision across the school.

In Key Stage Two, reading is mainly taught through our Talk for Writing approach. Pupils are given excellent opportunities to improve their reading skills, such as inference and comprehension by talking and coming to judgements both as a class or independently, through taught sessions. As well as this, pupils also have opportunities each week to read aloud at school and are expected to take their reading journals home so that they can read to an adult. Click here for an overview of reading provision across the school

 

The Book Trust

The Book Trust is an excellent site with lots of tips on effective strategies to use when reading with children. They also do excellent book lists.

Click here to reach their website

Red Ted at Christ Church

                     Hi! My name is ‘Red Ted’ and I am a very special bear.

Did you know that once a month the teachers at Christ Church award me to a class member who has worked really hard to either improve their reading, read regularly and fill in the Reading Record or have taken on more challenging books.

I am given out at Family Collective Worship and it is always a very a very proud moment – so from Reception, all the way to Year 6 you have the opportunity to give me a home.

Maybe I will be coming home with you soon, so keep reading!

Writing Assessment Ladders

We use the Writing Standards below to assess pupils against 'expected' level of attainment for pupils of their age/Year group. We also like pupils to engage within the assessment process and play an active role in understanding what their next steps are.

Year 1 Writing Standard

Year 2 Writing Standard

Year 3 Writing Standard

Year 4 Writing Standard

Year 5 Writing Standard

Year 6 Writing Standard