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Literacy

What is the intent of Literacy?

At Cranfield Church of England Academy and Little Cranes Pre-School, we believe that Literacy is essential to participating fully as a member of society. Our Literacy curriculum is ambitious, coherently planned and sequenced and will teach our pupils to write and speak fluently so that they can communicate their ideas and emotions to others. Through their reading and listening we ensure that others can communicate effectively with them. Our curriculum encourages our children to become enthusiastic and engaged. Our cross-curricular approach, whereby Literacy learning is embedded within our creative curriculum, enables children to make meaningful links with their learning and offers rich and varied learning opportunities. We teach children how important their reading, writing, speaking and listening skills are by “enjoying achieving and learning”, in meaningful and inspiring contexts.

How is Literacy implemented in our school? 

We ensure quality-first teaching and opportunities in Literacy by:

Reading

What is the intent of reading?

At Cranfield Church of England Academy, we strive to ensure all our pupils become readers for life; enjoying literature in all its forms, developing fluency, vocabulary, comprehension and the ability to access other areas of the curriculum. We are determined that every pupil will learn to read, regardless of their background, needs or abilities.

How is reading implemented in our school?

At Cranfield Church of England Academy, we aim to help children to develop a love of reading. We believe it unlocks all other areas of learning enabling all pupils to take a full and constructively critical part in society empowering them aesthetically, socially, spiritually and morally.

 Teachers at Cranfield Church of England Academy will:

How do we assess reading in our school?

Assessment takes place by:

How do we engage parents and celebrate reading?

How can I support my child's reading?

The below resources will be of use in supporting your child's reading development at home.

Allow your child to access Nessy four times a week:

 

Allow your child to access Phonics Play:

Username: Jan21
Password: hope

Writing

What is the intent of writing?

At Cranfield Church of England Academy, it is our intent to support every child to become a writer by equipping them with the technical skills required and igniting their desire to write confidently and fluently so that they communicate their ideas, opinions and emotions to others effectively.

How is writing implemented in our school?

We explore and develop children’s writing, speaking and listening skills across all elements of their learning, not just in their daily Literacy lesson. Our curriculum topics and themes enrich our Literacy teaching and provide creativity which ensures our pupils are engaged in their learning all day, every day. To enable all pupils to do this, teachers will develop pupils’ competence in the two dimensions of writing: transcription; spelling and handwriting, and composition; articulating ideas and structuring them.   

Teachers at Cranfield Church of England Academy will:

How do we assess writing in our school?

Assessment takes place by:

These lists are available to view by clicking here.

How do we engage parents and celebrate writing?

Where can I get further information?

Should you require any additional information or have any questions, please do not hesitate to do any of the following:

Spoken Language

What is the intent of Spoken Language?

At Cranfield Church of England Academy we strive to ensure that our children are given the skills to express, through spoken language, their own ideas confidently in an articulate manner in order to share their thoughts, opinions and ideas.

How is Spoken Language Implemented in our School?

Spoken language is central to the Cranfield Curriculum and is developed from the Early Years Foundation Stage, throughout our school and across the curriculum. We nurture children’s speaking and listening skills through a variety of approaches. Our classrooms are rich in talk, from effective questioning to constructive peer discussions and teachers use talk skilfully to develop and encourage critical thinking. There is a clear understanding in school of how talk aids teaching, analysis and higher order metacognition.

All staff in our school model the use of higher level vocabulary within their speech and expanding children’s vocabulary is a key focus from EYFS. Subject specific vocabulary is embedded across the curriculum, through teacher modelling, in context. Contextual learning helps children to understand new words and supports them in including them in their work. This model is reflected in shared reading sessions, where children are given the chance to explore unfamiliar vocabulary and expand their knowledge of words.

We model the correct grammar in speech and encourage children to reflect this in their use of spoken language. Children are encouraged to speak clearly and articulately developing fluency as confidence grows. Children are given the chance to orally rehearse ideas for writing regularly.

Talk for learning is embedded in teacher pedagogy and allows children to develop the skills of maintaining attention and participating actively in collaborative conversations. Children are encouraged to explore ideas verbally, give well structured descriptions, explanations and narratives for different purposes. They are encouraged to articulate and justify answers, opinions and arguments.

Children are taught to be active listeners –listening and responding appropriately to adults and peers alike. They are presented with opportunities to extend knowledge and understanding through developing questioning skills.

In the EYFS staff provide communication friendly spaces  to encourage talk and provocations to stimulate talk including in the outdoor classroom.

Drama is used across all subjects to explore and engage children in their learning. This gives children the opportunity to develop the skills needed to create collaborative and individual presentations, performances, role play, improvisation and debate. Children have regular opportunities to participate in performances such as Christmas and Easter plays, Year 4 leavers play, school assemblies and Arts festival presentations. Extra curricular activities, such as Drama Llama allow children to develop their skills further. Children have benefited from the use of Now Press Play  an educational resources that bring the curriculum to life through sound, story and movement, using wireless headphones.

For those children requiring support with speaking and listening skills the school uses a variety of interventions including Lift off to Language for children in EYFS, Nuffield Early Language Intervention Project for Reception children and Time to Talk intervention. In addition, we employ a Speech and Language therapist to work with children requiring specialist support. These sessions are followed up by 2 highly trained Teaching Assistants who deliver the programmes set out by the Speech Therapist.

How do we Assess Spoken Language?

How do we engage parents and celebrate spoken language?

How can I support my child's spoken language?

Below are some general tips to try while talking to your child that will help with their language development:

 The I Can website has a number of ideas and games which you can use to support your child.

Click here to view our Literacy Policy