Reading Curriculum Design
Within our school, the fundamental core skills of communication, reading, writing & speaking are incorporated into everything that we do. At Hugo Meynell, our ambition in reading is for all of our children to be capable, confident readers who have a genuine love of books. We want reading skills to be transferable across all areas of the curriculum, and, by building on prior knowledge, we aim to prepare all children for the next steps in their learning. We intend to expose the pupils to a range of texts in order to broaden their knowledge and understanding. Within the classroom, we give children lots of opportunities to explore a wide range of texts and encourage them to develop a range of skills, so that they can be confidently applied when reading independently. We want children to be able to decide what they enjoy and feel confident to try different books, as well as being able to articulate what they have read. We intend for all children to leave Hugo Meynell being passionate about reading, as well as having the confidence and resiliene to explore further with the necessary skills to do so.
The core of our reading curriculum is the Statutory National Curriculum which provides a clear sequence and progression of skills & knowledge throughout Key Stages 1 & 2. Within EYFS, the Development Matters document provides the core of our curriculum and is designed to meet children’s different needs at different ages. At Hugo Meynell, we always build upon children’s previous knowledge and skills. From the earliest introduction of phonics, taught through Letters & Sounds & Jolly Phonics in EYFS and KS1, through to complex texts across a wide genre of materials as children progress through KS2, we encourage our children as readers to select from a range of texts for purpose and pleasure. From the start of KS1, we continue to systematically build on phonics skills & knowledge to enable children to be skilled at decoding text. We provide daily guided comprehension sessions allowing children to access a range of texts. This improves understanding and navigation of a variety of genres and ensures that all children’s’ interests are piqued.
We timetable 1:1 reading, buddy reading, independent reading and every class has a story or text read to them at the end of every day. This enables us to model good practice and to give all children the chance to access literature that might challenge them as readers. Class texts are used to enhance English lessons and to extend vocabulary. We know that a rich vocabulary is key to academic success. The skills of language acquisition are transferable across the whole school curriculum.
We have a reading scheme for children, starting with phonetically decodable books in Reception, which includes a vast range of traditional tales, adventure books and informative texts. This progresses through until children are fluent readers with a good level of comprehension and our screening suggests that their reading skills are of a sufficient standard for them to make sensible choices as an independent reader.
We enhance and engage learning through focussed weeks, author visits, library trips and visiting book fairs. World Book Day, Poetry Week and similar celebratory reading events are acknowledged in school by a range of activities including inviting parents in to share books with their children, dressing up as their favourite book character, bringing in their favourite books and whole school assemblies.
Our children leave us at the end of KS2 as confident, capable readers who have sufficient technical skills and knowledge of reading to enable them to access literature for enjoyment. In an increasingly technological world, we want our children to appreciate and enjoy books and not rely entirely on technology for entertainment.