St. Barnabas Church of England Primary School

Through our Christian ethos and values we hold dear, we are creating roots to grow and wings to fly

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At Saint Barnabas we follow the principles set out in the National Curriculum and Early Years Foundation Stage (EYFS) Statutory Framework across the school. We offer a broad and balanced curriculum in language and literature so that our pupils can, as speakers, listeners and writers:

 

  • take pleasure in all aspects of literacy;
  • read and write with confidence, fluency and understanding developing independent strategies to self-monitor and correct;
  • develop the powers of imagination.

 

 

In the Early Years Foundation Stage children are given opportunities to:

  • speak, listen and represent ideas in their activities;
  • use communication, language and Literacy in every part of the curriculum;
  • listen to and read a range of texts;
  • become immersed in an environment rich in print and possibilities for communication, where mark making opportunities are widely available.
  • develop their phonological awareness through the scheme ‘Letters and Sounds’.

 

At Key Stage One (Years 1 and 2):

Children learn to speak confidently and listen to what others have to say.  They continue to read and write independently and with enthusiasm.  They have opportunities to use language to explore their own experiences and imaginary worlds. They continue with the ‘Letters and Sounds’ programme as well as developing a love of reading through exciting texts.

 

At Key Stage Two (Years 3 – 6):

Children learn to change the way they speak and write to suit different purposes and audiences.  They read a range of texts and respond to different layers of meaning in them.  They have the opportunity to explore the use of language in literary and non-literary texts and learn how the structure of language works.

 

READING

 

At St Barnabas, we believe that reading underpins a successful journey in education and, as such, view it as a fundamental part of our teaching curriculum. From Nursery to Year 6, children are given vast experiences to learn through literature and to develop a true love of reading. Year 1 to Year 6 have a weekly timetabled slot to access our extensive library and, across the school, we dedicate time on a daily basis to 'story time'.  

 

In Key Stage 1 and 2, children have a minimum of four whole class reading sessions each week. During these sessions, children have the opportunity to develop comprehension skills using the Literacy Shed VIPERS approach so that children can recognise the aspects of reading that they are working on.  

 

 

We use a range of texts to practise and embed these skills including high quality picture books, poetry, Power of Reading texts and Cracking Comprehension (Year 2 - 6).

 

All children in Reception to Year 6 take home a carefully banded reading book to access at home and are expected to read five times a week (ten minutes each time) at home. They will share a few pages of this with an adult at school and are then expected to finish the rest of the book at home (younger children will need to do this with an adult/older sibling). Children also have a home school reading diary where children and parents are asked to keep a record of the books that they read at home. This doesn't just have to be the book that they have got from school; we love to see all the other books that you have been reading at home! We ask that children's reading diaries are filled in five times a week.  Below is a fantastic example of a completed diary:

 

 

 

PHONICS

 

We use the Letters and Sounds programme to teach early reading skills in the Early Years and Key Stage One. Children have a daily synthetic phonics session to practise and embed new sounds and graphemes for reading and spelling. Phonics is taught at a fast pace throughout Year 1 in readiness for the statutory screening check. It is our goal that all our children are fluent readers by the end of Key Stage One.

 

It is so important that children pronounce letter sounds correctly ('pure sounds'). Below is a handy video to hear how each grapheme (letter) should sound:

 

https://www.youtube.com/watch?v=UCI2mu7URBc 

 

 

WRITING

 

We are a Power of Reading school. The Centre for Literacy in Primary Education (CLPE) has devised Power of Reading to put quality children's literature at the heart of our reading and writing curriculum. We use a variety of engaging picture books, novels, non-fiction and poetry to engage the children and inspire their own writing. Children have the opportunity to write in a range of genres, always thinking carefully about the purpose and audience for which they are writing.

 

  

 

Nursery

Reception

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Autumn 1

 

MYSELF

Alfie Stories

Little Bunny’s Bathtime

Peppa Pig and the tooth fairy

Peace at last

Whatever Next!

Can’t you sleep little bear

 

ALL ABOUT ME

 

Happy Birthday Maisy

 

 

NF: labels, lists and captions

 

Poetry: Out and About

Visual lit: Something Fishy

 

Story from another culture: Anna Hibiscus

Picture book: The Iron Man

 

Picture book: Leon and the Place Between

 

Poetry: The Werewolf Club Rules

NF: Suffragette: The Battle for Equality

Novel: Letters from the Lighthouse

 

Poetry: Sensational

Autumn 2

Red Bird

Owl Babies

Percy the Park Keeper

The Scarecrow

Topsy & Tim meet Father Christmas

Alfie’s Christmas

Baby Jesus

JOURNEYS

 

The Train Ride

 

Naughty Bus

 

 

Picture book: Beegu

 

 

Picture book: The Emperor’s Egg

 

 

 

Picture book: Lost and Found

NF: recount of trip to Dudley Zoo

 

 

Picture book: The Great Kapok Tree  

 

NF: Little People, Big Dreams environmental focus (biography of either: David Attenborough, Jane Goodall or Greta Thunberg)

Novel: Varjak Paw

 

Picture book: The Journey

 

 

 

 

Picture book: Varmints

Spring 1

 

WINTER

Cuddly Dudley

Pingu (visual literacy)

A Snowy Day

 

UNDER THE SEA

 

Hooray for Fish

 

 

Picture book: traditional tales

(Goldilocks, Jack and the Beanstalk, Three Little Pigs)

 

Story from another culture:

The Story Tree

Picture book: The Lonely

 

 

Graphic novel: Arthur and the Golden Rope

Novel: The Boy at the Back of the Class

 

 

Novel: Wonder

 

NF: Shackleton’s Journey

Spring 2

RHYMES & STORIES

This is the bear

This is the bear and the picnic lunch

This is the bear and the scary night

Each Peach Pear Plum

The Gingerbread Man

Little Lumpty

The Little Red Hen

The Three Little Pigs

Goldilocks & the Three Bears

The Gigantic Turnip

Growing Frogs

JUNGLES

 

A Brave Bear

 

Augustus and his Smile

 

 

 

 

 

Picture books: The Last Wolf

 

 

 

Graphic novel: The Secret of Black Rock

 

 

Picture/comic book: Greek Myths (Marcia Williams)

 

 

Visual Lit: King Midas (Lit Shed)

 

 

 

 

NF picture books: The Bluest of Blues

 

 

Visual Lit: Jotun: Journey of a Viking (Lit Shed)

 

The Saga of Biorn (Lit Shed)

 

 

Novel: Wolf Wilder

 

 

Summer 1

MINIBEASTS

The Very Hungry Caterpillar

The Very Lazy Ladybird

Caterpillar’s Wish

Handa’s Surprise

Minibeast Madness

FARM

 

Billy’s Bucket

 

The Gigantic Turnip

 

Picture books (author study: Emily Gravett: Meerkat Mail, Tidy, Wolf Won’t Bite!

 

 

NF:– instructions & scientific observation writing linked to plants

 

Novel: Rabbit and Bear: Rabbit’s Bad Habits

Picture book: The Tin Forest

Novel: The Miraculous Journey of Edward Tulane

Novel: The Nowhere Emporium

Novel: There’s a Boy in the Girls’ Bathroom

Summer 2

SUMMER

The Rainbow Fish

Commotion in the Ocean

Noah’s Ark

 

IMAGINATION

 

On Sudden Hill

 

Stanley’s Stick

 

 

Visual lit: Bubbles

 

 

Picture book: Flotsam

Poetry: Poems to Perform

 

 

Novel: Pugs of the Frozen North

 

 

Picture books: Fox

 

 

 

Novel: Floodland

 

 

Writing intent statement

 

B        not be afraid to express our thoughts, feelings, experiences and ideas in writing.

 

 L        use existing literature to form our ideas and create our own portfolio of writing.

 

U        put ourselves into other people’s shoes when writing (regardless of gender, culture and race)

 

 E         strive for excellence in our writing and use edit and improve techniques to achieve this      

 

 S          use writing as a tool to reflect on ourselves and show empathy and compassion.

 

 K                   Know:

  • Vocabulary:   Pupils will develop a broad and rich vocabulary and use it effectively in their own writing.
  • Visualisation and planning:  Pupils will be able to visualise the characters and setting of stories they wish to write. They will be able to create a plan (suitable to the age/ability of the child) to help structure their fiction and non-fiction writing.   
  • Composition:    Pupils will be able to form, articulate and communicate ideas in a structured way (from simple sentences in Early Years to more complex, longer pieces in Key Stage 2). They will write for different purposes considering the impact that they want their writing to have on the reader.
  • Spelling, punctuation and grammar:    Pupils will be able to use the correct SPAG terminology relevant to their age and ability. They will use and apply     taught grammatical structures to good effect in their own writing. Pupils will be confident spellers applying the rules and conventions of English spelling(specific to their age and ability).
  • Presentation:    Pupils will develop a fluent, cursive style of writing. This will begin with gross and fine motor skills in the Early Years setting through to neat, cursive writing in Key Stage 2.
  • Editing and improving:     Pupils will develop the skills to edit, up-level and improve their work (this will gradually become a more independent task as the children progress through the school)

 

 Y         Enjoy using their imagination through spoken word and writing.

 

 

SPELLING

 

Children in Early Years and Year 1 will be taught spelling through the Letters and Sounds programme in phonics sessions.

 

In Year 2 - Year 6, children access the No Nonsense Spelling scheme. This introduces children to a range of spelling patterns and 'rules'. Alongside new spelling patterns, children will also spend time learning their year group's statutory spelling lists (common exception words) as set out in the National Curriculum. Copies of these spelling lists can be found below.

 

 

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