English

In English, we aim to develop our children as enthusiastic and confident writers.

In all writing lessons, our children are encouraged to:

Grammar, punctuation and vocabulary choice is taught within the context of the genre and modelled throughout the unit using ‘what a good one looks like’ to understand the intent of the authors choices. Through using ‘what a good one looks like’, the children will be given the opportunity to explore writing styles, reflect on why the writing is effective and then imitate these skills with their own writing.

At Swillington, we want our children to develop their creativity and enthusiasm towards writing therefore we hook our writing genres onto exciting texts, drama days, school visits and link to real life experiences to expand our children’s understanding of writing being a life -long skill.

Reading is a high priority at Swillington as we believe that there is no skill more vital than being able to read. Reading is the gateway to knowledge. We want to give our children the tool of being a fluent reader to enable them to explore and learn in everything they encounter.

We teach reading through the use of the Read Write Inc. scheme. Read Write Inc. is a whole-school approach to teaching literacy for 4 to 9-year olds that creates fluent readers, confident speakers and willing writers. It integrates phonics (the sounds that letters make) with comprehension, writing, grammar, spelling and handwriting.

Read Write Inc. enables children to recognise and say sounds. The children can then blend these sounds to read and write words. Read Write Inc. strategies are embedded across the curriculum to help children to become independent readers and writers. Children are taught to segment (break up) sounds and blend them back together to read words accurately. Children also learn to sight read ‘tricky’ words, such as ‘the’ or ‘said’, that cannot be read phonetically.

Read Write Inc. lessons are taught daily. Children are taught in small, ability groups. They are assessed at regular intervals to ensure that they remain in the group most suitable to their ability.

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