Colley Lane Primary Academy, Colley Lane, Halesowen, B63 2TN
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english curriculum at colley lane primary academy

English

English has a pre-eminent place in education and in society. A high-quality education in English will teach students to speak, read and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. Through reading in particular, students have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables students both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society which is why the English curriculum is very important to Colley Lane Primary Academy.

Colley Lane Primary Academy has a whole school approach to the teaching of reading and writing and more information about all elements of the English curriculum can be found below.

The 5Rs of Writing

The 5Rs of Writing underpin our approach to the teaching of writing. Within the writing process, children have opportunities to read high quality texts, rip key features and writing techniques that authors have used before rehearsing these skills themselves. This is where contextualised Spelling Punctuation and Grammar (SPAG) lessons are used to teach the majority of spelling, punctuation and grammar although some years groups may also use isolated SPAG lessons to ensure coverage of the full curriculum.  Children are then given opportunities to write, for a range of purposes, audiences and in a variety of genres before having time to review, edit and improve their work. It is important that our students feel proud of their written work and enjoy the process of being an author leading up to and including their final written piece of work for each unit. Pupils complete their end of unit writing in 'My Excellent Writing' books as this enables them to reflect on their writing journey for the unit in their 'Writing Journals' and also enables them to showcase their best written work in one book. This supports children's confidence and routines as a writer and enables them to end each year group with a portfolio of excellent writing.

Our approach is focused on developing real writing experiences for all of our students, with a clear purpose, target audience and intended impact in mind. The 5Rs encapsulates the authentic process of ‘being a writer’ and enables students to read and study high-quality texts which leads to high quality and purposeful writing outcomes. Through their time at Colley Lane, our students will have the opportunity to study and become accomplished writers across a variety of different fiction and non-fiction styles including: character and setting descriptions, diary writing, story writing (fairy tales, folk tales, legends, myths, contemporary and science-fiction), formal and informal letter writing, chronological and non-chronological reports and accounts and poetry. 

Reading

Our vision for reading

At Colley Lane, we believe that ‘a child that reads is an adult that thinks’. This mantra underpins our reading values and the reading opportunities that we provide for children in our school.

At Colley Lane, we want to teach children not only how to read but for children to develop a love of reading which will stay with them far beyond their school years. Reading is taught through a number of approaches: whole class reading, guided reading, 1:1 reading, Accelerated Reader, shared reading, paired reading as well as comprehension lessons which involve the teaching of specific analytical comprehension skills called reading domains, which are taught through domain activities. We explicitly teach the domain skills in each year group using a modelled approach, alongside giving children opportunities to independently demonstrate their understanding. The domains we teach are outlined below:

Key Stage 1 Content Domain Reference

  • 1a - draw on knowledge of vocabulary to understand texts
  • 1b - identify/explain key aspects of fiction and non-fiction texts, such as characters, events, titles and information
  • 1c - identify and explain the sequence of events in texts
  • 1d - make inferences from the text
  • 1e - predict what might happen on the basis of what has been read so far

Key Stage 2 Content Domain Reference

  • 2a - give/explain the meaning of words in context
  • 2b - retrieve and record information/identify key details from fiction and non-fiction
  • 2c - summarise main ideas from more than one paragraph
  • 2d - make inferences from the text/explain and justify inferences with evidence from the text
  • 2e - predict what might happen from details stated and implied
  • 2f - identify/explain how information/narrative content is related and contributes to meaning as a whole
  • 2g - identify/explain how meaning is enhanced through choice of words and phrases
  • 2h - make comparisons within the text

Reading Domains

In order to support the teaching of the reading domains, in Key Stage 1 and Key Stage 2 we have the Colley Lane reading dogs:

  • Key Stage 1: Victor Vocabulary, Rex Retriever, Sequencing Suki, Prediction Pip and Inference Iggy.
  • Key Stage 2: Victor Vocabulary, Rex Retriever, Summarising Sheba, Prediction Pip and Inference Iggy, Cassie the Commentator (2f and 2h) and Arlo the Author.

The reading dogs set activities and questions for the children which focus on the skills required for each domain. 

Comprehension

Comprehension is taught through modelling and revision of strategies. This enables teachers to develop children’s independence in approaching reading with a bank of useful ‘tools’ to help them understand texts and stories. This enables our students to become better readers who know how to make meaning from their reading materials, which can then be transferred into their writing.

Reading schemes used in Early Years Foundation Stage and Key Stage 1

In EYFS and KS1 we focus on developing the fluency of readers while appropriately progressing their reading comprehension skills. In this way, we are using the nationally recognised Letters & Sounds scheme Collins Big Cat Letters and Sounds using the Little Wandle Letters & Sounds scheme.

In EYFS and KS1, the children’s reading books follow a phonetically aligned programme which runs from Lilac to Turquoise level. Once children reach purple level, they continue to read scheme books which become progressively harder. When children reach KS2, they begin the Accelerated Reader (AR) programme.

The AR scheme uses a computer assisted system developed by Renaissance Learning, to ensure that children can access a wider range of free reader books. It also helps teachers manage and monitor children’s independent reading practise in a very targeted way, while, crucially, promoting an interest and love of reading in every child. As part of this approach, each child’s reading ability is tested 4 times a year using the STAR reading assessment which is part of the AR programme. From that, each child is given a reading range score called a zone of Proximal Development range (ZPD range) which is aligned to their reading ability. They choose books from this range to read at their own pace, and when finished, take a short online quiz (5-10 questions) about the book they have read. These quizzes are designed to test and cumulatively improve children’s reading speed, comprehension and ultimately their reading age. In total, there are over 38,000 AR books with associated quizzes available ranging all the way from Year 3 level to Year 11 level. To find out more about which AR books are available, you can search on https://www.arbookfind.co.uk/.

As with anything, performance improves with practise and children who read at least 20-35 minutes a day, progress their fluency and reading comprehension more quickly. At school, we dedicate time to independent reading. Reading at home, even for a short period of time, and discussing what children have read, has a huge beneficial impact on a child’s reading journey.  Ideally, we would encourage children to read each night at home during the week and discuss what they have read with parents/carers/siblings. Children should also then read and discuss their reading any time they can over the weekend.

Phonics and Early Reading

At Colley Lane, we follow the Little Wandle Phonics Programme. You can find out more about Little Wandle on their website. You can also find out more about Phonics and Early Reading at Colley Lane Primary Academy by viewing our Reading and Phonics webpage.

Accelerated Early Reading

Currently, under the government's National Tutoring Programme (NTP), a 95% grant has been provided to CLPA to employ a specialist Early Reading Mentor. As part of this, children in KS1 (Years 1 and 2) who require accelerated learning support to improve their early reading, receive additional, targeted reading support to build their fluency and confidence at this critical period of their reading development.

Reading for Pleasure

Alongside teaching comprehension skills, we also give children many opportunities to read for pleasure. At Colley Lane, we use the following approaches:

  • Small group reading
  • 1:1 reading conferences
  • Paired reading
  • Regular whole class read with book talk
  • Accelerated Reader Programme
  • Library time
  • Home reading

Handwriting

Colley Lane Primary Academy has a whole school approach to handwriting too. We follow the kinetic letters teaching programme. This programme not only works on developing children’s handwriting but also builds children’s core strength through activities and writing positions. The aim of the scheme is to develop handwriting skills that are automatic, allowing children to focus on being creative, fluent writers.

Spelling

Our students are taught spelling rules, structures and patterns in line with the National Curriculum. They are taught these sequentially and in small steps.

As part of the National Curriculum, children must learn specific common exception words and apply them correctly in their writing. Please see below for statutory spelling lists, as published by the National Curriculum. These words will be taught throughout Key Stage 1, Lower Key Stage 2 and Upper Key Stage 2.

English Curriculum Documents