Reading: Overview

The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils:

read easily, fluently and with good understanding
develop the habit of reading widely and often, for both pleasure and information
acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
appreciate our rich and varied literary heritage
write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate

We believe that literacy underpins the learning at St. Gerard’s Primary School, and that “Reading” is the bedrock of good literacy skills.

At St. Gerard’s Primary School, we believe that the ability to read is not simply a skill that needs to be taught, but a fundamental right of every person. This view is supported by, and reinforced by the National Curriculum for English (2013) that states:

“Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society…”

(National Curriculum for English - 2013)

AIMS:

For our school:

to establish consistent and planned practice, progression and continuity in the teaching and learning of Phonics, Spelling and Reading throughout the school
to differentiate Phonics, Spelling and Reading work according to the needs of pupils, so that all pupils are given sufficient challenge at a level at which they can experience success and make progress

For our children:

Children will become confident, independent readers, through an appropriate focus on word, sentence and text-level knowledge.
Children will become enthusiastic and reflective readers, through contact with challenging and substantial texts. (fiction and non-fiction)

TEACHING CONTENT:

The National Curriculum makes certain Statutory Requirements for the teaching content of each year group within school. The programmes of study for reading at key stages 1 and 2 consist of two dimensions:

word reading
comprehension (both listening and reading).

It is essential that teaching focuses on developing pupils’ competence in both dimensions; different kinds of teaching are needed for each.

Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Underpinning both is the understanding that the letters on the page represent the sounds in spoken words. This is why phonics should be emphasised in the early teaching of reading to beginners (i.e. unskilled readers) when they start school.

Good comprehension draws from linguistic knowledge (in particular of vocabulary and grammar) and on knowledge of the world. Comprehension skills develop through pupils’ experience of high-quality discussion with the teacher, as well as from reading and discussing a range of stories, poems and non-fiction. All pupils must be encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading, and to gain knowledge across the curriculum. Reading widely and often increases pupils’ vocabulary because they encounter words they would rarely hear or use in everyday speech. Reading also feeds pupils’ imagination and opens up a treasure-house of wonder and joy for curious young minds.