Writing at Longwick
At Longwick we believe the exposure of children’s literature within our school is vital as a rich context for learning; not only within English as a subject but to support building a reading culture throughout the school.
We aim to use high quality books that offer opportunities for empathy and can aid philosophical enquiry, as a means of developing the spoken language requirements through debate, drama and discussion using the issues raised through, and within, the text.
Reading at Longwick
We aim to use a balanced and engaging approach to developing reading which encompasses both decoding and comprehension skills, and provide support to ensure fluency is secure by KS2. Reading can be seen to be at the heart of our weekly timetable with specific time dedicated to reading for pleasure - a key component in any reading school.
Progression of reading skills will be developed year on year and carefully selected texts will ensure that children are exposed to a wide variety of high-quality fiction, non-fiction and poetry from a range of diverse cultural backgrounds.
Phonics is the teaching of letters and sounds which makes up the decoding part of reading and spelling.
At Longwick we follow the six phases of the Department for Education's strategy for phonics: Letters and Sounds: Principles and Practice of High Quality Phonics. These are taught taught systematically through phases one to six throughout the Reception Year and in Years One and Two. The principles of phonics underpin all reading and spelling skills taught thereafter.
Teachers use assessment for learning and the Letters and Sounds end of phase assessments to track and review children’s progress. Children will progress through the six phases of Letters and Sounds, beginning with Phase one in Reception. By the end of the Summer Term, Reception children should be familiar up to the end of Phase Three. By the end of Year 2, children should be proficient in their phonics knowledge and have completed Phase Six of Letters and Sounds.
Children in Year 2 who did not meet the required standard for phonics and need more work on ‘decoding’ and ‘word reading’ skills, will have opportunities to practice this using daily phonics sessions. Children in Year 3 and older who need further phonic intervention work will do so through targeted interventions.
Aspirations For The Future
Pupils develop an understanding of how subjects and specific skills are linked to future jobs.
Here are some of the jobs you could aspire to do in the future as a Reader and Writer: