Curriculum Intent at Alec Reed Academy
Our curriculum at Alec Reed Academy is designed to provide a broad, balanced and progressive education that promotes a lifelong love of learning. It is delivered through subject specific learning, developing knowledge and key skills that are meaningful and relevant in a global context. It provides opportunities for children to develop as independent, confident and successful learners, with high aspirations, who know how to make a positive contribution to their community and the wider society.
Well-being and mental health are key elements that support the development of the whole child and promote a positive attitude to learning. The curriculum celebrates the diversity and utilises the skills, knowledge and cultural wealth of the community while supporting the children’s spiritual, moral, social and cultural development, ensuring that children are well prepared for life in modern Britain.
The subjects are:
- Religious Education
- Creative Arts
Reading in the Primary Phase
Pupils in Reception progress through the early stages of the Rigby Star guided reading scheme. Each child has two guided reading sessions a week. The texts are sent home so that every parent or carer can listen to their child read. Pupils have a reading record that is sent home which informs parents of their child’s current reading targets and allows them to write comments about reading at home. Each Reception class is equipped with a Story Phone that allows pupils to listen through headphones to a wide range of spoken stories. Pupils also have access to the texts whilst listening to the stories to help develop basic book skills.
Within the Foundation Stage curriculum, key texts from different cultures are used to drive the overall learning that takes place. Morals and aspects of cultural significance are explored as a means of developing SMSC understanding. Reading skills and reading opportunities are woven in to the curriculum to support pupils in becoming increasingly independent readers.
PHASE 1 (YEARS 1, 2 & 3)
Pupils continue to progress through the Rigby Star scheme of guided reading books. The texts are sent home so that every parent or carer can listen to their child read. Pupils have a reading record that is sent home which informs parents of their child’s current reading targets and allows them to write comments about reading at home.Reading and comprehension opportunities feature within English lessons as well across other subjects.
More able readers in KS1 begin to access Accelerated Reader books. They complete the computer based comprehension questions related to each text and have to score 80% or more before they can move on to the next level. Each Phase 1 class is equipped with Story Phones that allows pupils to listen through headphones to a wide range of spoken stories. Pupils also have access to the texts whilst listening to the stories to help develop reading ability.
Pupils in Year 3 begin using the Rigby Navigator guided reading scheme as well as having short chapter books as class and additional home readers. The majority of pupils in Year 3 begin using Accelerated Reader.
PHASE 2 (YEARS 4, 5 & 6)
Pupils have a weekly guided reading session with the class teacher, progressing through the different stages of the Rigby Navigator series. This series is also supplemented with a range of chapter books specific to the age and ability of the pupils. The chapter books cover significant children’s authors such as Roald Dahl, Michael Morpurgo, Francesca Simon and Philip Pullman. Pupils engage in regular comprehension lessons and are required to develop their reading skills across a range of other subject areas. Pupils have a reading record that is sent home which informs parents of their child’s current reading targets and allows them to write comments about reading at home.
Each pupil in Phase 2 accesses Accelerated Reader and complete the computer based comprehension questions related to each text. A score 80% or more must be achieved before they can move on to the next level. Year 6 pupils also take part in weekly Breakfast Booster sessions that focus on developing and challenging their reading and comprehension skills.
Phonics in the primary Phase
At Alec Reed Academy, Phonics teaching begins in Nursery and continues throughout Year 2 and beyond with the aim of pupils becoming fluent readers by the age of seven. Phonics teaching is divided into 6 Phases.
Phase 1 concentrates on developing children's speaking and listening skills and lays the foundations for the phonic work which starts in Phase 2. The emphasis during Phase 1 is to get children attuned to the sounds around them and ready to begin developing oral blending and segmenting skills.
In Phase 2, letters and their sounds are introduced one at a time. A set of letters is taught each week. Children will be encouraged to use their knowledge of the letter sounds to blend and sound out words.
By the time they reach Phase 3, children will already be able to blend and segment words. Over the twelve weeks which Phase 3 is expected to last, twenty-five new graphemes are introduced.
When children start Phase 4 they will know a grapheme for each of the 42 phonemes. They will be able to blend phonemes to read CVC (consonant-vowel-consonant) words and segment in order to spell them. The main aim of this phase is to consolidate the children's knowledge and to help them learn to read and spell words which have adjacent consonants.
Children entering Phase 5 will already be able to read and spell words with adjacent consonants. They will also be able to read and spell some polysyllabic words. In Phase Five, children will learn more graphemes and phonemes.
At the start of Phase 6 of Letters and Sounds, children will have already learnt the most frequently occurring grapheme–phoneme correspondences (GPCs) in the English language. They will be able to read many familiar words automatically. When they come across unfamiliar words they will in many cases be able to decode them quickly and quietly using their well-developed sounding and blending skills. At this stage children should be able to spell words phonemically although not always correctly. In Phase Six the main aim is for children to become more fluent readers and more accurate spellers.
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