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.
To see each the curriculum overview and subject intent, click on the headings below:
Reading in the Primary Phase
At Alec Reed Academy, pupils are given the opportunity to undertake guided, shared and independent reading throughout the school curriculum. A diverse range of group reading books and a staged reading scheme are available. Reading starts in the primary with a successful Read Write Inc. programme alongside children being exposed to a range of texts carefully planned and mapped out. In KS1, teachers build on children’s prior reading and their comprehension skills whilst still promoting the children’s reading for enjoyment. In KS2, a whole class reading structure has been successfully embedded with domain focus and quality reading texts. Pupils are also supported in receiving reading-age levelled books through our Accelerated Reader programme. We believe children should have the opportunities to read as many books as possible and promoting a love for reading is at the heart of what we do. We aim to listen to every child read at least twice a week and encourage them to read at home every day.
We work with our children in order to improve their fluency, intonation, decoding skills and comprehension. To develop our readers we:
- Teach them to read accurately and fluently using a range of strategies.
- Give individual reading targets to children.
- Help them to understand and respond to what they read using inference and deduction where appropriate.
- Allow the opportunity for children to reflect on and discuss what they have read, including the language and punctuation choices made by the author.
- Enhance their understanding of a variety of text types including non-fiction, fiction and poetry.
- Encourage them to develop a love of reading and become confident, fluent and independent.
- Teach them how to seek information and learn from the written word.
- Use drama and role-play, where appropriate, to engage children in the text
|KS1 Reading Domains|
|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|
|KS2 Reading Domains|
|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|
In year 6, whole class reading is supported by the PiXL programme which creates reading therapies for each content domain supporting pupils of all needs.
Home Reading Books
Pupils at Alec Reed bring home levelled books each week and the reading of these is recorded daily in their Reading Record.
We believe parents can play a vital role in the development of English skills. We aim to foster a strong home-school partnership regarding reading, using reading records as a tool for communication between school and home. Parents are invited to yearly workshops for Reading and Writing where they are provided with up to date information about Reading and Writing for that year group as well as resources that can support children’s learning at home.
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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