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School is closed for the summer. Staff return for training on 2.9.21. School reopens to Year 1 and 2 pupils on 6.9.21
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Bilton Infant School‘Be the best we can be’

Welcome toBilton Infant School‘Be the best we can be’

English

Phonics

What do we want our curriculum to achieve?

  • build children's speaking and listening skills
  • prepare children for learning to read the sounds in words by developing their phonic knowledge and skills
  • ensure children apply phonic knowledge and skills as their first approach to reading and spelling even if a word is not completely phonically regular
  • children become fluent readers having secured word recognition skills by the end of key stage one
  • ensure children are taught high frequency words that do not conform completely to grapheme/phoneme correspondence rules
  • secure success, confidence and enjoyment

 

How do we fulfil this?

  • use one main programme, Letters and Sounds
  • teach regular phonic sessions in Early Years Foundation Stage and Key Stage One where children learn how to practice and apply phonics to read and write words and sentences
  • teach phonics for approximately 30 minutes per session
  • map incremental progression in phonic knowledge and skills
  • track children's progress; assess for further learning and identify early difficulties, so that appropriate support can be provided as same day Keep up or intervention Catch up sessions where required

  

Reading

What do we want our curriculum to achieve?

  • for children to learn to read books which are entirely decodable for them
  • experience success and learn to rely on phonemic strategies
  • read easily, fluently and with good understanding
  • reach at least age related expectations by the end of KS1
  • expose children to a wide range of high quality texts and authors (fiction, poetry and non-fiction) that engage children to be critical readers 
  • promote the development of pupils' vocabulary
  • increase their knowledge of curriculum areas being taught
  • develop the habit of reading widely and often, for both pleasure and information

 

                

 

How do we fulfil this?

  • as pupils move through the early stages of acquiring phonics, through Letters and Sounds they practise reading texts which are entirely decodable for them
  • allocate reading books in school and for home to match the letters and sounds they are practising
  • provide additional and targeted support for pupils
  • provide regular practice and decreased scaffolding of tasks which increase fluency, early comprehension and expansion of vocabulary
  • encourage reading at home

        

  • once children can fluently read books covering Letters and Sounds they move to a suite of book-based comprehension resources to support the teaching of reading, using fiction and on-fiction quality texts
  • use Literary Leaves in whole-class reading session or practise reading sessions teaching the skills of reading comprehension 
  • focus on a particular skill or two, ensuring that children secure these deeply

 

  • promote reading through quality books in classrooms, annual book weeks, bedtime story sessions, book fairs, fund raising, online books and parent workshops.

Writing

What do we want our curriculum to achieve?

  • Engage children to be informed writers
  • Enable children to write clearly, accurately and coherently
  • Enable children to adapt their language and style in and for a range of contexts, purposes and audiences

 

                                

 

How do we fulfil this?

  • Use a wide range of high quality literature as the starting point for all children's work, with core texts per cohort
  • Provide an engaging starting point
  • Engage with significant authors with a variety of shorter and longer writing opportunities where the purpose and audience are clear
  • Provide opportunities to write individually and in groups, discussing work with their teacher, with reduced scaffolding to increase independence
  • Use carefully selected stories, poems and life experiences to learn the drafting process, spelling patterns and grammatical terms in the context of discussion about their own writing 
  • Learn a set of spellings based upon a wide range of spelling patterns and common exception words each week
  • Encourage and practice handwriting skills in discrete lessons and application of neat presentation 

 

Speaking and Listening

What do we want our curriculum to achieve?

  • ensure the continual development of pupils’ confidence and competence in spoken language and listening skills in a range of scenarios
  • acquire a wide vocabulary for reading, writing and spoken language; use this vocabulary across the curriculum
  • use discussion in order to learn; be able to elaborate and explain clearly their understanding and ideas

 

How do we fulfil this?

  • screen all children's language skills upon entry to school to identify strengths and areas to develop
  • provide appropriate support for teaching and learning and deliver targeted intervention programmes to improve vocabulary and language skills
  • encounter a range of situations, activities and audiences, which are designed to develop confidence and competence
  • promote these by encouraging children to listen carefully and to speak confidently and clearly
  • use role-play and the opportunity to take part in drama in class, circle time, class assemblies and school productions
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