In the Primary School we follow the National Curriculum for England and implement our English programme through the revised Primary Framework.

The Primary Framework for Literacy is a comprehensive document which clearly outlines the areas of coverage required in language development from Year One to Year Six. Twelve clear strands are identified as essential areas of focus (see below) these strands are then arranged into blocks of learning which focus on narrative, non-narrative and poetry. These are subsequently sub-divided into units; which are spread evenly across the year within each year group. At BIS we believe that effective Literacy is not taught in isolation, but rather through a series of well-planned links. We endeavour to link our literacy programme to the topics covered through the IPC in order to create a holistic approach to language development.

Early Reading

To support the reading development of our younger children we have fully adopted the Letters and Sounds Programme, this takes places daily for approximately 20 minute sessions. This is a systematic programme which delivers high quality phonics teaching to all of our children from Foundation Stage to Year Two. The aim of which is to secure fluent word recognition skills by the end of Key Stage One. Click here for further information

The 12 strands are as follows.

Speak and listen for a wide range of purposes in different contexts Speaking
Speak competently and creatively for different purposes and audiences, reflecting on impact and response Explore, develop and sustain ideas through talk

Listening and responding
Understand, recall and respond to speakers’ implicit and explicit meanings Explain and comment on speakers’ use of language, including vocabulary, grammar and nonverbal features

Group discussion and interaction
Take different roles in groups to develop thinking and complete tasks Participate in conversations, making appropriate contributions building on others’ suggestions and responses

Use dramatic techniques, including work in role to explore ideas and texts Create, share and evaluate ideas and understanding through drama

Read and write for a range of purposes on paper and on screen

Word recognition: decoding (reading) and encoding (spelling)
Read fluently and automatically by using phonic knowledge of grapheme−phoneme correspondences and the skills of blending as their prime approach for decoding unfamiliar words, and thereby: build up a store of words that are instantly recognised and understood on sight segment words into their constituent phonemes and understand that spelling is the reverse of blending phonemes into words for reading

Word structure and spelling
Learn that segmenting words into their constituent phonemes for spelling is the reverse of blending phonemes into words for reading Spell words accurately by combining the use of grapheme–phoneme correspondence knowledge as the prime approach, and also morphological knowledge and etymological information Use a range of approaches to learn and spell irregular words

Understanding and interpreting texts
Retrieve, select and describe information, events or ideas Deduce, infer and interpret information, events or ideas Use syntax, context, word structures and origins to develop their understanding of word meanings Identify and comment on the structure and organisation of texts Explain and comment on writers’ use of language, including vocabulary, grammatical and literary features

Engaging with and responding to texts
Read independently for purpose, pleasure and learning Respond imaginatively, using different strategies to engage with texts Evaluate writers’ purposes and viewpoints, and the overall effect of the text on the reader

Creating and shaping texts
Write independently and creatively for purpose, pleasure and learning Use and adapt a range of forms, suited to different purposes and readers Make stylistic choices, including vocabulary, literary features and viewpoints or voice Use structural and presentational features for meaning and impact

Text structure and organisation
Organise ideas into a coherent structure including layout, sections and paragraphs Write cohesive paragraphs linking sentences within and between them

Sentence structure and punctuation
Vary and adapt sentence structure for meaning and effect Use a range of punctuation correctly to support meaning and emphasis Convey meaning through grammatically accurate and correctly punctuated sentences

Develop a clear and fluent joined handwriting style Use keyboard skills and ICT tools confidently to compose and present work