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Our reading and writing curriculum is based around high quality texts. Each sequence of learning builds on the children’s prior knowledge and their next steps. Vocabulary is a key driver of our curriculum. The rich and varied texts we use not only develop knowledge and understanding of the world, but also improve vocabulary.

Each year group has been allocated high quality texts (as well as opportunities for teachers to select books of their choice) which model the writing skills children need to be taught. These class books become the centre of the projects we teach. Teachers plan sequences of learning for writing development based around the books and the No Nonsense sequences of learning. Sequences are planned based on the children’s outcomes and are modified to match the children’s needs, assessing through elicitation and incidental writing. Planning of these sequences is a shared endeavour, across a year group, so that children receive a similar diet.  

Reading is planned alongside the writing curriculum, it is also taught as a stand-alone subject. Reading skills are developed across the school, using a variety of approaches. Group reading is an important aspect of this, especially in developing the early reading skills. Across Reception and KS1, each reading group is led by an adult and is part of the daily curriculum. Group reading continues in Key Stage 2 for those children who require a very tailored approach.  Whole class reading is taught with no ability setting through a mixture of both close reading and comprehension activities. The focus for both of these is to provide a rich and varied curriculum, improve vocabulary and develop knowledge and understanding of the world.  Differentiation occurs when necessary, for targeted support. Through the mastery approach, children are given regular feedback during the lesson to ensure engagement, active learning and progression. Learning partners are a vital part of our learning – these can be strategic or changed daily.