Pupils should be taught to:
- listen and respond appropriately to adults and their peers
- ask relevant questions to extend their understanding and knowledge
- use relevant strategies to build their vocabulary
- articulate and justify answers, arguments and opinions
- give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
- maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
- use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
- speak audibly and fluently with an increasing command of Standard English
- participate in discussions, presentations, performances, role play/improvisations and debates
- gain, maintain and monitor the interest of the listener(s)
- consider and evaluate different viewpoints, attending to and building on the contributions of others
- select and use appropriate registers for effective communication
Phonics and Reading
Developing best practice in systematic synthetic phonics teaching from school-based early year’s provision to the end of Key Stage 1, and as the primary reading strategy throughout the school. This includes:
- Implementation of Bug Club phonics scheme as a single systematic synthetic phonics programme;
- supporting the effective use of decodable books in the early stages of learning to read, as a way of establishing phonic decoding;
- supporting effective practice in formative assessment in relation to phonics/early reading, in line with National Curriculum guidelines.
Moving through to create confident readers, with a love of not only gaining knowledge but also reading for enjoyment.
- Supporting whole school reading approaches in line with reading comprehension progression;
- reading to or with children at least once a day and encouraging reading at home;
- ensuring that reading and language is embedded across the curriculum and is taught in a purposeful way;
- children are confident presenting their work and using different types of texts to achieve their goals;
- developing teachers’ knowledge of appropriate children’s literature.