Writing, Spelling and Grammar
Teaching and Organisation
Spelling and Phonics -Reception and KS1
We teach phonics from Reception using the government recommended Letters and Sounds programme. From Year 1 we group the children according to their need and work our way through the phases throughout key stage 1. In Years 3 and 4 a similar approach is taken allowing teachers to provide the children with the teaching and learning they need. There is a move towards to teaching spelling and usage of key strategies. These are developed further in Year 5 and 6.
The children in Year 1 take the Phonics Assessment Check in June. In 2018/19 (June 2019) 93% of our children reached the expected threshold. We use a variety of resources including many websites. These are provided to parents on the letter which can be found on the class pages.
Children take part in daily differentiated phonics sessions in which they are taught the age appropriate objectives using Letters and Sounds. In Year 1, this works towards the phonics screening test and in Year 2 this is based around the No Nonsense Spelling scheme. Spellings are sent home and tested on a regular basis.
Spelling - KS2
For Years 3 and 4 the teaching of spelling and phonics follows the same format of that in KS1 for three days a week. In Years 5 and 6, spelling is taught within the English lesson and allows the children to consolidate their understanding of spelling patterns that follow the NNS scheme through regular application. Spellings are sent home to be practised on a regular basis. We also prepare the Year 6 children for the national end of key stage Spelling, Punctuation and Grammar test (SPaG).
Cursive handwriting is taught from Reception and develops as the children progress through the school.
Text composition is taught as a writing process, allowing the children to use the skills of planning, writing, editing and redrafting their work in many contexts. This takes place in the English lesson as well as through other curriculum areas. Children are supported in the application of their skills through the use of modelled, guided and shared writing. Age-appropriate grammar objectives are also included within these sessions to teach the specific skills relevant to different text types. These are mapped out in termly overviews that link to the Reading Spine for each key phase. Examples of these can be found below.