Many of our flagship schools have had Ofsted Inspections or Local Authority Reviews where nice things have been said about the work we have done through consultancy or insets or how the Literary Curriculum has been implemented to support Reading and Writing outcomes. They will happily talk to you about the impact they feel this has had on:
We are also very excited about schools who are using the Literary Curriculum who get back in touch to tell us how they are getting on.
Here are some quotes that we feel capture the points above from recent inspections of schools who have fully implemented the Literary Curriculum.
Teachers choose texts which challenge pupils of all abilities.
Curriculum innovations are having an impact on outcomes for pupils, particularly in the progress they now make in writing.
Teachers select books carefully in every class to help disadvantaged pupils improve their reading and comprehension skills. As a result, the teaching of writing is now matched more precisely to what pupils need to learn next.
The teaching of writing is enabling teachers to weave the teaching of spelling and grammar into the unit of learning. The impact of spelling and grammar activities can be seen in the way pupils are now using their newly acquired skills in subsequent pieces of work.
Since using @theliteracytree Spelling Seeds, teaching spelling in context, the impact has been amazing! This week’s we have used Beowulf to analyse homophones and identify the difference between the noun and the verb. So proud!
The clear and detailed planning sequences are another huge advantage of the Literary Curriculum. This solid foundation gives teacher the time to consider how to personalise the learning to the needs of particular classes, as well unleashing enormously imaginative ‘hooks’ into a book.
The school’s investment in reading has been the catalyst for raising standards in writing. Every class works from a core text on a three-weekly cycle. Each text is carefully chosen to develop pupils’ imagination, vocabulary, language structure and a love of reading. Where possible, careful links are made to the wider curriculum so that pupils apply their reading skills to writing in a range of contexts.
We have thoroughly enjoyed working with The Literacy Tree. Their personalised approach, catering for the needs of the school, allowed us to effectively gain a deeper understanding of teaching reading.
Planning sequences are simple to follow, full of innovative ideas and often come with resources attached. The quality of writing in school has significantly improved, and the plans support our creative yet academic culture.
My class couldn’t put Beetle Boy down and the Literary Leaf for it offered great opportunities for discussion and engagement. I, along with my students, always looked forward to our reading lessons. The activities were simple yet offered opportunities for rich discussion, complex inference and, most importantly, they created a learning environment where a love of reading was at the forefront. My whole class could access the learning and enjoyed taking part in it. After finishing the book, many of them rushed home to convince their parents to buy the next book in the series. Some children even thanked me for it in their end of year thank you cards!
The English curriculum is underpinned by a breadth of high-quality texts which both engage and extend pupils’ understanding. For example, Year 5 pupils develop their understanding of how male and female stereotypes are constructed through reading Neil Gaiman’s ‘The Sleeper and the Spindle’.Through the study of a breadth of texts, including picture books, pupils explore their emotional responses to characters, settings and themes with perception and understanding. The reading curriculum reinforces and strengthens pupils’ empathy for the experiences of others. Empathic writing, where pupils write in the form of a character from the text, is threaded throughout their study of texts. As a result, pupils enjoy reading and are able to articulate their ideas very well.Teachers use high-quality texts to support pupils’ writing skills very well. Pupils study how grammar and word choices shape the impact of a text on a reader. Pupils use their grammatical knowledge skilfully to improve their own writing. Pupils also extend their vocabulary extremely well through reading a breadth of texts and apply thoughtful language choices to their own writing. As a consequence, pupils make rapid progress in writing in all year groups.
Children at Dulwich Wood have developed a real love of reading and awareness of authors since we started using the Literary Curriculum resources. Because each sequence begins with a hook that enthuses and engages the children, it offers creative and real life opportunities linking to our whole school Learning Journeys. Teachers find the resources really accessible and can easily adapt them to other books and areas of the curriculum.
Children sometimes don't even realise they are learning new spelling rules as lessons are linked through the Literacy text that they are already familiar with. They are now excited about learning new spellings and vocabulary and are spotting reoccurring patterns in words and using these naturally in their writing.
Because the texts are so engaging children (and adults) are quickly drawn into them. This supports their vocabulary and reading skills as well as supporting their writing.
As soon as we introduced the curriculum we observed an immediate impact in the engagement of the children. The beauty of the curriculum is that it completely immerses children in a single story for an extended period of time and interest and enthusiasm in literacy lessons rocketed across the school. The children are able to hang on to an enjoyable story, using it as the foundation for writing for different purposes and fuel their interest of richer, more descriptive language.
Exposing our children to high quality, age-appropriate literature from a range of authors has allowed them to really write for purpose, be mindful of their audience and showcase the learning they have experienced in their own writing. Our children particularly enjoy the stimulating entry point experiences that allow us to introduce the text to the pupils in an exciting and gripping way.
The approach adopted by the Literary Curriculum has ignited a passion for writing across our community, transformed our English provision and raised the standards of writing in all key stages. We cannot thank you enough!
@theliteracytree We are really enjoying teaching spelling through a text using your #SpellingSeeds. Today in our spelling lesson we introduced The Minions by @roald-dahl looked at the blurb, and wrote some definitions of some of the words to create a simple dictionary!
The planning sequences are excellent and therefore the teachers felt incredibly well-supported expanding the sequences to meet the needs of their classes. Virtually overnight, the production of writing from the children was transformed. The children wanted to write!
High-quality texts are used as a springboard for learning across the curriculum and this motivates pupils to learn.
Children learn to be creative because of the wide range of interesting activities available. The activities are linked, where possible, to a book, which helps children to engage with their learning more effectively and extends their knowledge and understanding of the world.
KS: Upper KS2
Year Group: Year 6
KS: Upper KS2
Year Group: Year 6
KS: Lower KS2
Year Group: Year 3