Curriculum overview statement:

Our philosophy of learning, delivered through our broad and rich Grove Road Curriculum, creatively embraces the essence of our vision to instil in our children the knowledge, skills and values to be happy, confident, independent and successful life-long learners.

Reading:

Our reading curriculum rests on the foundations of diverse, inclusive books spines that are used as windows for our children to gaze on wonderful new worlds, doors for our children to enter magical new environments and mirrors within which our children can see themselves. Decoding – including the use of phonic skills – is equally weighted with comprehension as we ensure that our children master the mechanical aspects of reading whilst developing and refining their understanding of what they have read.

Reading Flowchart

 

CLPE Reading Progression


Writing:

Writing is a tool with which we can change the world. Our curriculum provides powerful writing opportunities with which our children can see themselves have a real-world impact. Throughout their time at Grove Road, children will write and publish newspaper articles, distribute wanted posters, write appeals to local MPs and write sagas to retell by firelight – all whilst mastering fundamental writing skills and techniques with a clear purpose and context. This is all underpinned with a strong focus on oracy, where we use the mantra “Good writers always say it first”.

Writing Flowchart

 

CLPE Writing Progression


Phonics:

At Grove Road, we have high expectations of all children and the aim of our phonics teaching is to ensure they have a firm foundation on which to build reading skills.

Phonics is taught systematically every day in the Early Years and Year 1 classes. From Year 2, the approach is carried on in spelling sessions and also in intervention programmes for children who need extra support.

High-quality phonics teaching helps children develop their reading, writing, spelling and general communication skills. It helps secure the crucial skills of word recognition that enable children to read fluently, allowing them to concentrate on the meaning of the text. Activities are designed to teach word decoding and recognition skills as well as comprehension skills.

Phonics Flowchart


 

Grove Road’s Core Topic Texts: 2 year cycle

Year One

Year / Term

Nursery

Reception / KS1

LKS2

UKS2

Year one Autumn 1

Leaf Man

Red Leaf, Yellow Leaf

Goat Goes to Playgroup

Our House

My Friends and me

This is me

Owl babies (T4W)

I wish I’d been a Unicorn

Stone Age – Iron Age 
How to wash a Woolly Mammoth (Robinson) 
DK Findout Stone Age (DK) 
Stuck in the Stone Age (Rodkey) 

WWII

Owen and the Soldier (Thompson)

When the Sky Falls (Earle)

Year one Autumn 2

10,9,8 Owls up late!

Kind

Our house in the middle of our street

Mr Wiggle and Mr Waggle (T4W)

Town Mouse Country Mouse

 

Stone Age – Iron Age  
Stone Age Boy (Kitamura) 
The Boy with the Bronze Axe (Fidler) 

WWII

Now or Never (Rai)

After the War (Palmer)

Year one Spring 1

Bear Hunt

Squash and a squeeze

Journey Home from Grandpas

The Suitcase

Hairy Maclairy

I need a hero

Supertato

Eliot Midnight Superhero

Epic Earth 
Journey to the Centre of the Earth: Usbourne Young Reading (Courtauld) 
100 things you should know about extreme earth (Claybourne) 

Journeys

Journey to Jo’Burg (Naidoo)

The Arrival (Tan)

Everest Adventure (Azar)

Year one Spring 2

Goldilocks

3 Little Pigs

Billy Goats Gruff

Gingerbread Man

Red Riding Hood

The Runaway train

Naughty bus

The Train Ride (T4W)

Survivors (Long) 
Survivors the toughest creatures on earth (Davies) 
Hurricane (Wiesner) 
Earth Shattering Events (Williams) 

Journeys

Boy at the Back of the Class (Rauf)

The Explorer (Rundell)

The Journey (Sanna)

Year one Summer 1

Jasper’s Beanstalk

Titch

What a wonderful world

Somebody’s swallowed Stanley

Poppy and the Blooms

Currents and Waves 

How does a lighthouse work? (Belyaev) 
Shark Lady/Manfish (Keating/ Berne) 
Kensuke’s Kingdom (Morpurgo) 
The Boy who harnessed the wind (Kamkwamba) 

Ancient Greece

Who Let the Gods Out (Evans)

Mark of the Cyclops (Pirotta)

Year one Summer 2

Bog Baby

Sharing a shell

Barry the Fish with fingers

Shark in the park

Commotion in the Ocean

Take the weather with you

The Wind Blew

Storm

Romans 
Roman Myths (Namm) 
Julius Zebra Rumble with Romans (Northfield) 
Most wanted (Kate Thompson) 
Escape from Pompeii (Balit) 

Ancient Greece

The fastest Boy (Laird)

Percy Jackson (Riordan)

 

Year two

Year / Term

Nursery

Reception / KS1

LKS2

UKS2

Year two Autumn 1

Leaf Man 

Red Leaf, Yellow Leaf 

Stanley’s Stick

Tree

Squirrels that squabbled

We’re going on a Leaf Hunt

In Every House in Every Street

The Suitcase

Kind

People and their communities

Handa’s  surprise

Crime and Punishment  
The Highway Rat (Donaldson) 
Dick Turpin: Legend and Lies (Deary) 
Gangster Schools (Wiseman) 

Vikings

Odd and the Frost Giants (Gaiman)

Norse Myths (Crossley-Holland)

Year two Autumn 2

10,9,8 Owls up late!

The Colour Monster

Animals and their habitats

Tad

Mog’s Christmas

Percy the Park Keeper

The Jolly Christmas Postman

Road Trip/Journeys 
The North Star (Reynolds) 
Paddington Bear (Bond) 

 

Dragons

How to Train Your Dragon (Cowell)

The Land of Roar (McLachlan)

Dragonology (Drake)

Year two Spring 1

Hickory Dickory Dock 

Incy Wincy Spider 

Grand Old Duke of York 

Baa Baa Black Sheep 

Dear Mother Goose

After Fall

The Great Fire of London

Toby and The Great Fire of London

Fireman Piggy Wiggy

No Dragons for Tea

The Egyptians 

The Magic and the Mummy (Deary) 
DK Findout Ancient Egypt (DK) 

Egypt Magnified (Long) 

Maya

Middleworld (Voelkel)

Rain Player (Wisniewski)

Year two Spring 2

Dear Zoo

Over in the Meadow

Little Rabbit Foo Foo

Bear Hunt

Cockamoomoo!

Cows in the Kitchen

Intrepid explorers

Poles Apart

Journey

Lost and found

Follow That Map

The Egyptians  

A River (Martin) 
Egyptian Cinderella (Climo) 

WWI

Private Peaceful (Morpurgo)

Where the Poppies now Grow (Robinson)

Year two Summer 1

Jasper’s Beanstalk 

Titch 

Pass the Jam Jim

Muncha Muncha Muncha

Hungry Caterpillar

Cake!

Where does our food come from?

Oliver’s fruit and veg

Secrets of the garden

Eat Your Peas

Green Eggs and Ham

The World Around Us 

Ask Dr Fisher about Planet Earth (Llewellyn) 
Destination Planet Earth (Nelson) 
 

Space

The Jamie Drake Equation (Edge)

Hidden Figures (Shetterly)

Year two Summer 2

Goldilocks 

3 Little Pigs 

Billy Goats Gruff 

Gingerbread Man 

Red Riding Hood

Dinosaur Dept Store

If you see a Dinosaur

Dinosaur Roar 

Texts may change depending on children’s interests

We’re all going on a summer holiday

Flotsam

The lighthouse keepers lunch (T4W)

Billy’s Bucket

The Singing Mermaid

 

The World Around Us 

If the World were a Village (Smith) 
How to Change the World (Sirdeshpande) 
Shackleton’s journey (Grill)  

Looking to the future

No one is too small (Thunberg)

Here we are (Jeffers)

The Last Tree (Chabbert

 

Whole School VIPERS Reading Progression Framework

 

Vocabulary

Infer

Predict

Explain

Retrieve

Summarise

EYFS

Demonstrate understanding when talking with others about what they have read (ELG: Reading)

Uses illustrations to support understanding of texts read.

Listens to stories and anticipates key events (ELG: Listening and attention)

 

Identifies title.

 

Makes connections between texts.

Retells known stories in a variety of ways (e.g. small world, role play, story maps etc.)

Year 1

 

Identifies simple recurring literary language.

Makes links from the text to own experiences.

Predicts events and endings.

 

Recognises patterns in texts (e.g. repetitive language).

Identifies the beginning, middle and end in stories.

 

 

Makes simple inferences about characters’ actions.

Reviews cover to predict book content.

 

Recognises the differences between different genres e.g. fiction and non - fiction.

Identifies contents and index in non - fiction texts.

 

Year 2

Discusses effective language or layout (non - fiction choices).

Identifies goals/motives of the main character based on what they have said or done.

Predicts key events in a story using information such as setting and genre.

 

Retrieves key information from a text.

Identifies the sequence of events in a story.

 

 

Demonstrates empathy with characters.

Offers alternative plotlines or endings.

 

Understands layout and organisational features of non - fiction texts.

 

 

 

Justifies opinions using evidence from the text.

   

Refers back to the text for evidence.

 

Year 3

Identifies and discusses new vocabulary

Suggests reasons for actions and events and justifies their views by referring to the text.

Makes predictions using evidence from the text.

Begins to evaluate effectiveness of texts, including effective vocabulary choices.

Uses contents page and index to locate information in non - fiction texts.

Summarises the main idea or theme of the text, including non - fiction.

 

 

Infers characters’ feelings based on evidence from the text.

   

Refers directly to text when responding.

 

 

 

Identifies how settings are used to create atmosphere.

   

 

 

Year 4

Infers meaning of unfamiliar words.

Reasons about characters’ feelings by referring to dialogue.

Predicts characters’ behaviours based on mood/atmosphere.

Identifies different sentence constructions and their impact on the reader. Retrieves information from the text when there is distracting information. Justifies their opinion of a whole text using evidence from different parts of the text.

 

Identifies descriptive vocabulary and its impact on the reader.

Distinguishes between fact and opinion.

   

 

 

 

 

Identifies techniques used by the author to make the reader feel sympathy/dislike etc.

       

Year 5

Uses a range of strategies to infer the meaning of unfamiliar words.

Discuss how characters change over the course of a story and reasons why using evidence from the text.

Adjusts initial predictions based on new evidence and explains why. Identifies whether a text presents a balanced or biased argument/viewpoint. Retrieves information from multiple places within a text. Analyses the different structures of fiction and non - fiction texts, noting similarities and differences.

 

Identifies effective vocabulary (including figurative language and sentence constructions) and their impact on the reader.

Discusses the impact of time and place (setting) on characters’ behavior and plot.

  Identifies different perspectives on one issue in a non - fiction text. Make informed decisions regarding the relevance of different sections in non - fiction books when looking for specific information.  

Year 6

Analyses the impact of particular language techniques used (e.g. figurative language, sentence construction etc.) Explains the author’s intentions using evidence from the text (e.g. to persuade in a non - fiction text; to create an emotional response to a character or setting in a fiction text). Explains whether developments in plot/character met or challenged their expectations. Explains whether they agree or disagree with the point of view expressed in the text, drawing on evidence to support their argument. Identifies how points are linked and sequenced in non - fiction texts.  

 

      Explains how their feelings towards a particular character have changed over the course of a story Discusses how text layout and organisational devices impact on the read in non - fiction texts. Summarises the relationship between characters at different points in the story using evidence from the text e.g. dialogue.

 

CLPE Reading Progression

At Grove Road, we have high expectations of all children and the aim of our phonics teaching is to ensure they have a firm foundation on which to build reading skills.

Phonics is taught systematically every day in the Early Years and Year 1 classes. From Year 2, the approach is carried on in spelling sessions and also in intervention programmes for children who need extra support.

High-quality phonics teaching helps children develop their reading, writing, spelling and general communication skills. It helps secure the crucial skills of word recognition that enable children to read fluently, allowing them to concentrate on the meaning of the text. Activities are designed to teach word decoding and recognition skills as well as comprehension skills.

Beginner readers are taught:

  • Grapheme-phoneme correspondences in clear stages (linking spellings and sounds).
  • The important skill of blending (synthesising) phonemes.
  • Segmenting words into their constituent phonemes to aid reading and spelling.

The teaching of phonics is systematic. It follows a carefully structured programme building on previous learning to secure children´s progress in line with the guidance given in ‘Letters and Sounds’. It is taught discretely and daily at a brisk pace. There are opportunities to apply phonic knowledge and skills across the curriculum and in activities such as whole class and guided reading, as well as reading independently. The children´s progress in developing and applying their phonic knowledge is carefully assessed and monitored. This systematic sequencing and cycling is reflected in our Phonics Flowcharts, used by teachers to deliver high quality phonics lessons in school.

We have a consistent and rigorous approach to teaching phonics and refer to the key document ‘Letters and Sounds’ to sequence and uplevel phonics sessions – from Phase 1 in Nursery right through to Phase 6 in Key Stage 1 where children start to come away from phonetic plausibility in favour of spelling strategies. Across Early Years and Key Stage 1, we also love using the Bug Club and Phonics Bug software to support our teaching and home-learning. 

There are a wide range of reading books in classrooms and the school library. The principal reading schemes of the school are Oxford Reading Tree, Bug Club and Accelerated Reader (in older year groups), alongside other schemes so that we can cater for the interests and needs of all our children.  We encourage parents to read frequently with their children using their school reading books and books from home.

We have a consistent and rigorous approach to teaching phonics and refer to the key document ‘Letters and Sounds’ to sequence and uplevel phonics sessions – from Phase 1 in Nursery right through to Phase 6 in Key Stage 1 where children start to come away from phonetic plausibility in favour of spelling strategies. Across Early Years and Key Stage 1, we also love using the Bug Club and Phonics Bug software to support our teaching and home-learning. 

There are a wide range of reading books in classrooms and the school library. The principal reading schemes of the school are Oxford Reading Tree, Bug Club and Accelerated Reader (in older year groups), alongside other schemes so that we can cater for the interests and needs of all our children.  We encourage parents to read frequently with their children using their school reading books and books from home.

Our Phonics Scheme

Phonics Screening Check

Towards the end of Year 1, children must sit the Phonics Screening Check. Within this, they must read 20 ‘real’ words and 20 ‘pseudo’ (made up) words to demonstrate their phonic knowledge and decoding skills. This will always be completed in a safe space with a trusted adult. To find out more about this, please look at this link: https://www.youtube.com/watch?v=IPJ_ZEBh1Bk

In Early Years and Year 1, the children will be learning how to read and spell mainly through learning phonics. From Year 2 upwards, we begin to teach children how to spell using different strategies, through our spelling programme 'No-Nonsense Spelling'.
Our teachers deliver daily spelling lessons and we teach children how to spell using different strategies. We give the children approximately 5 spellings each week to practise during lessons and at home - these are words they have been finding tricky when writing in class. We believe in learning spellings in a practical, specific way, with research indicating that these strategies are much more powerful than traditional methods of learning spellings by rote. 
The learning strategies on the pages below are introduced incrementally throughout our spelling programme and can then be used to support learning spellings at home.

Please look at our No-Nonsense Spelling Pathway for Years 2-6 below.

No Nonsense Spelling Pathway

Our School in Books

Reading diverse, inclusive compilations of books is one of the key foundations of our children’s learning journey here at Grove Road. Children should see books as windows to look through into other worlds, as doors to intrepidly step through into new environments and as mirrors within which they can see their wonderfully unique selves reflected back. Below, we have pulled together a short list of books that we feel represent our school and what we believe we offer to our fabulous children and the wider community. Please speak to your child’s class teacher or our Lead Reader, Mr Harrison, if you would like to borrow any of these to share at home.

Emmett and Caleb by Karen Hottois and Delphine Renon

Love takes many forms and we believe each and every unique relationship should be celebrated. The best relationships are rooted in kindness, empathy and mutual respect, just like Emmett and Caleb’s relationship in this wonderful book. We also believe that every child has their own strengths and passions and that through collaboration we can share these with others whilst discovering more about what makes them awesome.

The Journey by Francesca Sanna:

We are a ‘School of Sanctuary’, meaning that we are committed to “supporting the thousands of young people seeking sanctuary in the UK, creating a culture of welcome, and raising awareness of the issues faced by refugees and asylum seekers” (https://schools.cityofsanctuary.org/). The Journey ends with the family looking into the future with a mixture of trepidation and optimism: we imagine our school lying over the next hill, ready to welcome them into our community with open arms.

I Speak Like the River by Jordan Scott and Sydney Smith:

Everyone, even the quietest individuals, have their own unique voice and we do everything we can to create an environment where they can share it in their own wonderful way. Our specialist on-site unit provides an incredible level of care for very high need, vulnerable children who thrive when they come to us. We understand that, like a river, we often need quieter and louder times and we appreciate that everybody needs to create and travel along their own bespoke path to success.

Yokki and the Parno Gry by Richard O’Neill, Katharine Quarmby and Marieke Nelissen:

Stories are our lifeblood, they’re at the heart of everything we teach, and we love to hear the stories behind our children and their families. Every unit we teach is underpinned by our diverse book spines and we love seeing our children look through books as windows or as mirrors, through which they can see new worlds or begin to understand themselves more deeply.

Maia and What Matters by Tine Mortier and Kaatje Vermiere:

There is so much beauty in the world, but also a lot of sadness – especially at the moment. We don’t shy away from the nitty gritty and those tough conversations, these are the times where children can really open up and discover who they are. We see the greatest levels of beauty and love in the relationships around us, so we put them at the heart of everything we do.

Hidden Figures by Margot Lee Shetterley, Winifred Conkling and Laura Freeman:

As a school, we genuinely believe that everyone has the capacity to change the world. It is our duty as educators to help children to realise their potential and to thrive, becoming leaders of change and ambassadors of kindness within the community on a local, national and global scale.

Malamander by Thomas Taylor:

Everyone needs to find themselves, but often we need a helping hand: we educators are the Lost and Founders, just like young Herbie. We see beauty in the eye of the storm clouds that can often surround troubled youngsters and we weather those storms together. We also love trying to solve a good mystery!

The House with Chicken Legs by Sophie Anderson:

Magic and mystery lies at the heart of our experience-led curriculum. We all love surprises, from wooly mammoth stampedes to burning bakeries, and the learning that comes from these experiences is invaluable. We also love exploring the cultures and communities within our diverse school, especially when we get to learn exciting new things! Our school building also has its own weird and wonderful personality, just visit and you will see!

The Midnight Guardians by Ross Montgomery:

Us teachers are so protective of our children. Sometimes we suit up in our armour and fight dragons, sometimes we sniff out challenges and sometimes we grow to our greatest size to give big cuddles when they’re needed (albeit from a distance at present!)

Amari and the Night Brothers by B. B. Alston:

This book really celebrates how people can be so much more than they first seem on the surface and how we never give up on each other! Family and friends come first and success comes through hard work and loving what we do. In our school, we believe that every member of our community has an incredible amount of potential and that everyone is an expert in something.

Orion Lost by Alastair Chisholm:

We couldn’t resist including this, simply because we’re immersed in a world of technology that doesn’t always work the first time! Well, that and it shows that children can do so much more when they’re trusted and respected to take on challenges!

     

 

 

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