Copper Valley Junior
Academy
English
Below you will find information about Reading and Writing at our school. For further information, please refer to the documents at the end of this page, including our English Policy which details our approach in full.
We are a reading school
Therefore we:
- Promote a love of reading and books at every opportunity. Our displays reflect this and are evident in classrooms and corridors. Our children regularly access the school library and are encouraged to join their local library. Our staff read to children regularly - they are advocates for reading.
- Have a rigorous and a consistent approach to phonics. We ensure that children master the phonics code as soon as possible. This is by using Read Write Inc which starts in the Infant school. We have different structured interventions in place to support children at different stages of their Phonics journey, ie in Key Stage 2.
- Have a consistent approach for children who fall behind. Teachers assess against the Devon County objectives (fully in line with the National Curriculum). We ensure children only move up book bands when they are ready.
- Use VIPERS to promote children's articulation of the key reading skills.
- Use a rotation timetable between guided sessions with differentiated texts and whole class shared reads with differentiated activities.
- Use a variety of high quality texts and resources so that children are exposed to a rich and varied vocabulary
- Keep detailed records which have comments linked to the reading competencies being taught. We have a consistent approach to reading records/guided reading books. Reading records are used to promote regular reading at home and to share feedback with parents and children to support home reading.
- We have a structured approach to 'free readers'
- Link our reading explicitly to writing skills (this may be through displays, learning journeys and follow up activities which promote writing based on reading).
- Promote a love of reading and books at every opportunity. Our displays reflect this and are evident in classrooms and corridors. Our children regularly access the school library and are encouraged to join their local library. Our staff read to children regularly - they are advocates for reading.
- Have a rigorous and a consistent approach to phonics. We ensure that children master the phonics code as soon as possible. This is by using Read Write Inc which starts in the Infant school. We have different structured interventions in place to support children at different stages of their Phonics journey, ie in Key Stage 2.
- Have a consistent approach for children who fall behind. Teachers assess against the Devon County objectives (fully in line with the National Curriculum). We ensure children only move up book bands when they are ready.
- Use VIPERS to promote children's articulation of the key reading skills.
- Use a rotation timetable between guided sessions with differentiated texts and whole class shared reads with differentiated activities.
- Use a variety of high quality texts and resources so that children are exposed to a rich and varied vocabulary
- Keep detailed records which have comments linked to the reading competencies being taught. We have a consistent approach to reading records/guided reading books. Reading records are used to promote regular reading at home and to share feedback with parents and children to support home reading.
- We have a structured approach to 'free readers'
- Link our reading explicitly to writing skills (this may be through displays, learning journeys and follow up activities which promote writing based on reading).
Reading is the one ability, that once set in motion, has the ability to feed itself, grow exponentially and provide a basis from which possibilities are limitless.'
Reading at KS2
Reading activities during our guided reading sessions, good quality whole class shared texts, the application of VIPERS skills across the wider curriculum, Reciprocal Reading and a well-stocked library ensure our children make at least good progress in reading and are given opportunities to lose themselves in a good book. We hope their passion for reading will stay with them through their secondary school education and for the rest of their lives! (See the document below for more detail.)
'Reading is the gateway skill that makes all other learning possible.' - Barack Obama
'Reading is the gateway skill that makes all other learning possible.' - Barack Obama
Writing at Copper Valley Junior Academy
In Years 3-6, our writing lessons follow the School Genre Map (to provide full coverage), which supports our children as they learn to write a range of genres through planned units which include modelled, shared and guided writing. Every unit starts with a WAGOLL (What a Good One Looks Like), based on a High Quality text. The text may be linked to our wider curriculum, where appropriate. Children will then plan, draft, edit and publish their final piece of writing and evaluate this against the success criteria, as demonstrated on the children's Learning Journey (in books). We develop children's confidence in these two areas: transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech and writing). This builds on the solid start from KS1.
The teaching and learning of grammar and punctuation is linked to our units of writing. This has been designed to maximise opportunities to write and talk (oracy) with the skills and knowledge needed to become fluent, independent writers; whilst enjoying the process of deconstructing a text, drafting (constructing), editing, revising (reconstruction) and publishing. Our English curriculum has been carefully planned to ensure engagement and coverage and, where appropriate, links are made with our wider curriculum.
Handwriting
We believe that all children should be encouraged to take pride in the presentation of their writing with a focus on legible, and when possible, joined handwriting. We use 'Letter Join' as a scheme for this which plans expected journey of a child's letter formation.
Spelling
We use Reading Eggspress English Skills Programme to support our children with developing their spellings. It focuses on common spelling rules and strategies using a combination of teaching videos, engaging online activities and games with printable worksheets and assessment tests. The programme includes a variety of instructional strategies including visual memory, phonics, proof reading, and differentiated word lists.
Some of the key strategies we use are exploring spelling patterns and rules, morphology, word building, irregluar words plus words that derive from other languages ie Latin, Greek and French. The activities build common core standards and is a research-based programme with skills that transfer to reading and writing. The differentiated word lists and motivational activites/games support us in our Inclusive approach for all.
We mark spelling in writing to ensure that there is an ongoing focus on children's foundational knowledge.
Grammar
This is taught within our writing units and may be supplemented additional sessions, as appropriate.
In Years 3-6, our writing lessons follow the School Genre Map (to provide full coverage), which supports our children as they learn to write a range of genres through planned units which include modelled, shared and guided writing. Every unit starts with a WAGOLL (What a Good One Looks Like), based on a High Quality text. The text may be linked to our wider curriculum, where appropriate. Children will then plan, draft, edit and publish their final piece of writing and evaluate this against the success criteria, as demonstrated on the children's Learning Journey (in books). We develop children's confidence in these two areas: transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech and writing). This builds on the solid start from KS1.
The teaching and learning of grammar and punctuation is linked to our units of writing. This has been designed to maximise opportunities to write and talk (oracy) with the skills and knowledge needed to become fluent, independent writers; whilst enjoying the process of deconstructing a text, drafting (constructing), editing, revising (reconstruction) and publishing. Our English curriculum has been carefully planned to ensure engagement and coverage and, where appropriate, links are made with our wider curriculum.
Handwriting
We believe that all children should be encouraged to take pride in the presentation of their writing with a focus on legible, and when possible, joined handwriting. We use 'Letter Join' as a scheme for this which plans expected journey of a child's letter formation.
Spelling
We use Reading Eggspress English Skills Programme to support our children with developing their spellings. It focuses on common spelling rules and strategies using a combination of teaching videos, engaging online activities and games with printable worksheets and assessment tests. The programme includes a variety of instructional strategies including visual memory, phonics, proof reading, and differentiated word lists.
Some of the key strategies we use are exploring spelling patterns and rules, morphology, word building, irregluar words plus words that derive from other languages ie Latin, Greek and French. The activities build common core standards and is a research-based programme with skills that transfer to reading and writing. The differentiated word lists and motivational activites/games support us in our Inclusive approach for all.
We mark spelling in writing to ensure that there is an ongoing focus on children's foundational knowledge.
Grammar
This is taught within our writing units and may be supplemented additional sessions, as appropriate.
Documents
View the following documents within your web browser or download to read later
Our Values...
Creative
We are bold and innovative in our approach to find new solutions to the challenges we face.
Curious
We are inspired by the awe and wonder of the world.
Responsible
We take responsibility for our actions in an environment of mutual respect.
Enthusiastic
We are passionate about learning.
Excellent
We are the best we can be.
Determined
We overcome all barriers to reach our potential, developing a capacity to improve further.
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Copper valley Junior Academy
Chapel Street
Gunnislake
Cornwall
PL18 9NA
01822 832685
secretary@coppervalleyacademy.co.uk
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