English
English
Writing
In accordance with the National Curriculum, Ashbury Meadow Primary School believes writing has an integral place in education and in society. A high-quality education in writing at Ashbury Meadow Primary School will teach pupils to write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them.
It is our intent to have a stimulating and engaging, high-quality writing curriculum that inspires our children to succeed and excel in all aspects of English. Through our spiral curriculum, children encounter and engage in writing with a range of different genres, audiences, purposes and grammatical features that are re-visited in subsequent year groups. Children develop their substantive and disciplinary knowledge through this. In writing, the substantive knowledge is the ability to effectively plan, draft, and construct writing for different purposes. When constructing writing, this involves knowledge of structural, grammatical and linguistic features as well as knowledge of handwriting and spellings. The disciplinary knowledge is the ability to evaluate and edit text and apply substantive knowledge to effectively write for a range of purposes. Through this they build upon their prior knowledge, vocabulary, grammar and linguistic skills throughout the school.
Through engaging in high-quality activities based around a high-quality text, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Pupils will also have acquired a wide range of vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language. Through the core texts selected and studied, the pupils at Ashbury Meadow will learn to appreciate our rich and varied literary heritage and by the end of their primary school journey pupils should have gained proficiency to be able to write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences.
Reading
At Ashbury Meadow Primary School we believe that all our children can become fluent readers and this is fundamental to our children succeeding, enabling them to access the next stage of their education and beyond. Our spiral curriculum has been designed to ensure that pupils have opportunities to develop a love of reading and revisit genre and text types throughout their academic career. This will allow them to develop their substantive and disciplinary knowledge of reading. In reading, substantive knowledge is the ability to decode and sight read words. This allows children opportunities to read for pleasure, including reading and reciting poetry, and develop their vocabulary. Children are then able to apply their knowledge of reading strategies to comprehend a range of texts. The disciplinary knowledge is the interpretation and comparison of themes and conventions, using text to back up arguments and discussions and evaluating the intentions of the author.
Through our teaching of reading we intend for all of our children to:
- Gain a life-long enjoyment of reading and books.
- Read accurately, fluently and with understanding;
- Apply a knowledge of structured synthetic phonics in order to decode unfamiliar words with increasing accuracy and speed;
- Be able to read with expression, clarity and confidence;
- Develop a good linguistic knowledge of vocabulary and grammar;
- Read and respond to a wide range of different types of texts;
- Develop a deeper level of emotional intelligence and empathy;
- Transition to secondary school as enthusiastic, fluent and confident readers in any subject.
Through the core texts selected and studied, the pupils at Ashbury Meadow will learn to appreciate our rich and varied literary heritage and by the end of their primary school journey pupils should have gained proficiency to be able to read clearly, accurately and coherently and with well developed and thought opinions about texts and their meanings.
Please see below for our full intent, implementation and impact documents for further details.