Reading Curriculum Pedagogy
At The Coombes, we know that reading is an essential skill for all children to enjoy learning and to engage in every aspect of the wider world, which is why it is an integral part of our school.
Pupils first need to be able to read fluently and are taught to do this through the Read Write Inc phonics scheme. They then learn effective comprehension in daily whole-class reading lessons.
Research shows that there are 6 core components to effective reading. At The Coombes, these are explicitly taught to enable children to effectively read for purpose and meaning, as well as develop enjoyment and confidence. By using the lens of each reading skill to focus in on the text, teachers model and discuss these skills and children develop a deep understanding of what they are reading. Children also learn how to read with expression and intonation by learning to read with prosody-knowledge of phrasing, emphasis, tone and volume.
Reading lessons are also complemented with guided reading sessions which provide teachers with the opportunity to read in small groups with children and guide them to develop these skills independently.
Each week, pupils take home 2 home reading books that are carefully matched to their reading level and which are complemented by reading tasks set by their teachers. In the learning organisers, parents will also find key questions and discussion topics to engage in with children at home.
Each classroom also hosts a beautifully created, engaging reading area where children are encouraged to select from bookshelves of carefully selected high-quality texts to read, recommend and enjoy, and each week pupils in Key Stage Two visit our school library too.
Writing Curriculum Pedagogy
Our approach to teaching writing combines application of the essential knowledge of grammar,spelling and vocabulary with a real life high-quality stimulus texts and purposeful outcomes.
Texts used as stimuli are carefully selected, mapped and sequenced to ensure all pupils have access to a variety of high-quality, interesting and engaging texts- those which are also set in different locations and times in history, that have a wide variety of intended audiences and references to the broad cultural experiences of our pupils and of others around the world. Across each year group, children are also given the opportunity to experience different types of writing: narrative, playscripts, poetry, non-fiction writing and for different purposes.
Where possible, pupils make links to other areas of their learning to bring their writing to life, which build upon the 'hook' lessons, which draw children in and enthuse them about the subject area which they are writing about.
Teachers then introduce written outcomes through purposeful 'models' and use these to explore how a piece of writing is successful- discussing why a writer has selected a specific word or piece of grammar, how a character is created and developed or which parts of the writing make it suitable for its intended purpose and audience. Children are taught to learn and apply aspirational vocabulary within context and to question and edit their own writing to refine and improve it throughout the writing process.
Children are then guided through the writing process, practising their skills and focussing on improving and editing their work to produce and celebrate their own written outcomes.
Children will reinforce the skills learnt in English lessons by writing in other curriculum areas.