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
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.