This domain contains speaking and listening, reading and writing.

Speaking and Listening

Here at Bearwood all learning starts with speaking and listening, from role play in Nursery through to rewriting and performing a version of Romeo and Juliet in Y6.

Reading

The children experience a rich reading diet at Bearwood.

In EYFS stories are read to the children every day; they participate in a daily 30 minute phonic session and parents and children are encouraged to share the books that they regularly take home.

In KS 1 stories are read to the children every day; the children that still need it participate in a daily 30 minute phonic session; all children have daily guided reading where they develop their reciprocal reading skills and parents and children are encouraged to share the books that they regularly take home.

In KS 2 novels and short stories are read to the children every day; all children have daily guided reading where they develop their reciprocal reading skills; Y5 and 6 take part in the Accelerated Readers scheme and parents and children are encouraged to share the books that they regularly take home.

Writing

Year 1

• As part of their ‘Rumble in the Jungle’ project the children listen to, read, re tell and write stories from a range of cultures and predictable pattern language. They also write captions, make lists and label pictures in their animal hospital.

• When they are working on the ‘Let’s Party’ topic they listen to, read, re tell and write stories with a familiar setting. They also follow, give and write instructions on how to get ready for their party. During ‘Let’s Party’ they also listen to, perform and write their own verses of the Sound Collector.

• As part of the ‘Christmas Let’s Party’ the children write: lists, labels, descriptions, a Christmas list for someone else, create their own catalogue using description and ask questions, such as, what would you buy? (using modal language)

• During the ‘Out of this World’ theme an alien visits and the children listen to, read, re tell and write stories about fantasy worlds and they write a recount of the alien visit to Bearwood.

• During ‘Ready, steady, grow’ they listen to, perform and write their own verses of poetry on them of growing and plants and they write information texts about plants as part of this theme.

• As part of their ‘What an Adventure!’ project they follow, give and write instructions on how to make a pirate hat: they write information texts about pirates and they use Each Peach Pear Plum to create poetry with pattern and rhyme.

• As part of their ‘Once Upon a Time’ project they follow, give and write instructions on how to make porridge. They also listen to, read, re tell and write their own versions of traditional and fairy stories.

Year 2

• They read, compare and write the Funny Bones stories with familiar as part of the ‘Inside Out’ project . During this theme they also read, write and perform Silly stuff poetry.

• As part of the Fire! Fire! project they read and write a selection of diaries. They also read, give and write explanations on how the Great Fire of London spread.

• Give, follow and write Instructions on how to make a time travel bag during the ‘Time Travel’ project and they read and write extended stories as part of this topic.

• As part of the ‘Animal Discovery’ topic they create poetry based on really looking and fact files about the animals found at Calthorpe Haven. They also read and write non – chronological reports about animals and their habitats.

• After their visit to the seaside they write a recount. They also create shape poetry about the sea as part of the’ I do like to be beside the seaside’ project.

• As part of their ‘Come Dine with Me’ project they follow and create their own recipes and they listen to, read, re tell and write traditional stories that have food as the theme.

Year 3

• As part of their ‘Before Man’ project they read, perform, write and perform their own dinosaur poetry and they create non chronological reports about dinosaurs to be shared at their museum.

• During their ‘Hooray for Bollywood’ topic they watch, read, perform and write their own Bollywood scripts which are then filmed and premiered. They also write a set of instructions for the Bollywood dance that they create in P.E.

• Read, re tell and write Adventure stories as part of their ‘Rainbow Fabric’ project. They also create calligrams and shape poems to print onto their Rainbow Fabric.

• As part of their ‘Night at the Museum’ theme they read, tell and write their own myths to be shared in a variety of ways at their museum.

• They write stories with familiar settings during their ‘Through the Window’ project and they write formal letters expressing their viewpoint about how to improve the Bearwood.

• Through the ‘Coming Alive’ project they write information texts about growing and the hatching of chicks.

Year 4

• Read, rehearse and write explanation texts about the water cycle linked with their ‘Splash’ project and they listen to, read, re-tell and write stories set in imaginary worlds as part of this theme.

• During ‘Switched on’ they debate issues that are important to them and read and write stories based on issues and dilemmas. They also create information texts about electricity and all things electrical and they write recounts about???

• As part of their ‘African Adventure’ project they listen to, read, re tell and write traditional stories from other cultures. They also read, perform and write their own traditional African poems.

• During their ‘Chocolate’ topic they watch, listen to and read a variety of persuasive texts and identify the key features. They then use those to market their own chocolate bar. They also write a recount of their visit to Cadbury World and write letters and emails.

• They watch, read, perform, write and film their own play scripts when they are working on the ‘Lights, camera, action!’ project. They also write information texts about how to use a green screen as part of this topic.

• Listen to, read, re-tell and write stories with historical settings as part of their ‘Survival’ theme.

• Unit 2 Poetry- Exploring form (2 weeks)

Year 5

• Listen to, read and re-tell the stories of Michael Morpurgo so that they can write in the style Kensuke’s Kingdom as part of their ‘Shake, Rattle and Roll’ project. They also explore poetic style in order to write a rock and roll song.

• They visit, read, write and perform their own pantomime when they are working on the ‘Oh no it isn’t!’ theme. They also follow, give and write sets of instructions as part of this topic.

• Read and write about There’s a Boy in the Girls’ Bathroom as part of their ‘It’s Not Fair’ project. They create their own persuasive texts to persuade people to buy Fair Trade products and persuade the school community to buy the products that they have made in order to raise money for charity.

• During the ‘Emergency’ project Year 5 look at the issues of bullying and peer pressure through a variety of text types.

• Create a historical trail as part of ‘The Dig’ project. This involves the children writing: explanation texts, biographical writing and newspaper reports.

• As part of their ‘Ch..Ch.. Changes’ topic they write autobiographies; stories and graphic novels, on their iPads, about a new super hero and scientific explanations about reversible and irreversible changes.

Year 6

• Read, discuss and write biographies based on the life of a famous artist, as part of their ‘Oh What a Picture!’ project. They also debate whether graffiti is art or vandalism as part of writing balanced arguments.

• During the ‘Vile Victorian’ topic the children listen to, read, re-tell and write stories with a historical theme and they create multi-modal stories as a sequel to Street Child by Berlie Doherty. • Read, tell and create stories with flashbacks as part of their ‘Soap’ theme. They also create journalistic writing linked with micro organisms and an epidemic.

• During their ‘Gr8’project the children explore a world religion and create non-chronological reports about it. They also read, perform and write poems about world greats using imagery.

• Read and create a wide range of genres as part of the SPOOCs project during their ‘Who lives in a house like this?’ topic.

• During ‘Oh What a Performance’ the children watch, read and perform Romeo and Juliet. They also write their own versions of the play and perform them.