Curriculum by Subject.
The ability to read is fundamental to pupils’ development as independent learners. In order to read across the curriculum with fluency, accuracy, understanding and enjoyment, pupils need to be skilled in word recognition and comprehension.
Reading allow us:
• to learn something new
• to make us think
• to be entertained
• to be inspired
• to inform
• to help us understand others better
• to help us understand ourselves
At Springwell School, we strive to enable all children to view reading as not only a lifelong enjoyable activity, but a purposeful, lifelong skill.
We use a range of reading strategies to support pupils with unfamiliar texts.
We want all children to be knowledgeable about authors, illustrators, different genres and styles.
Teaching staff follow the ‘Letters and Sounds’ framework. This is a systematic approach for teaching children to read using phonics. It is split into six phases, which support readers in their journey from beginning to read, to becoming a mature, independent reader.
Phonics is taught as a discrete teaching session for 20 minutes daily throughout the Early Years Foundation Stage (EYFS) and Key Stage 1. Key Stage 2 pupils working below age related expectations receive appropriate support/intervention.
Reading for Pleasure
There is a growing body of evidence which illustrates the importance of reading for pleasure for both educational purposes as well as personal development; it can allow children to empathise with characters and consider emotional and social consequences of the narrative. (Clark and Rumbold, 2006).
Springwell School promotes Reading for Pleasure, through book events (including theme weeks, author/illustrator visits, World Book Day, Book Fairs etc.); working with outside agencies (including Empathy Lab); in addition to stocking classrooms and our libraries with high-quality children’s literature.
Texts at Springwell
Following recent research conducted by CLPE and Booktrust*, based on the lack of representation of Black, Asian and Minority Ethnic characters in Children’s Literature, Springwell School is committed to ensuring that new texts we purchase for school reflect the wonderfully diverse backgrounds of the children within our care. We are continually improving our book offer, curating and updating our school library and class book corners.
We believe that all children need books that are:
• Mirrors: that allow them to see themselves and their experiences.
• Windows: that they can look through to see other worlds that they can then compare to their own.
• Sliding Glass Doors: that allow them to enter other worlds.
(Rudine Sims Bishop, 1990)
We seek to incorporate reading into a wide range of cross-curricular subjects and seek to take advantage of multicultural aspects of reading, e.g. culturally linked texts, bilingual texts etc. We want to ensure that every child has access to books and the opportunity to enjoy reading. There is dedicated provision for children with English as an Additional Language (EAL), including dual-language (DL) books and online support.
*You can find out more about this research here:
Springwell School values Storytime. 20-30 minutes of the school day is put aside for children to hear a story. Texts are selected purely for pleasure and should cover a range of genres, including poetry, non-fiction, picturebooks, graphic novels, newspapers etc.
(illustration: Chris Riddell)
How to support reading at home:
Springwell School has developed some guides to support parents when reading with their child.
Click on the links below to download:
Reading Records – Parent guide – Nursery, Reception, Year 1
Reading Records – Parent guide – Year 2 and 3
Reading Records – Parent guide – Years 4, 5 and 6.
We have also compiled a list of suggested texts, many of which can be found in school, or in local libraries (Heston and Hounslow)
Years 1 and 2 Booklist
Years 3 and 4 Booklist
Years 5 and 6 Booklist
Below are some useful websites for further reading and support:
EYFS Skills & Progression Map
Art and Design Technology Progression Map
Computing Progression Map
Geography Progression Map
History Progression Map
Music Progression Map
P.E Progression Map
PSHE Progression Map
RE Progression Map
Science Progression Map
Spanish Progression Map