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Literacy, Oracy and Language

L.O.L. Overview:

Literacy empowers children, stimulates their imaginations and widens their thoughts on the world, equipping them for life beyond school. This domain includes spoken language (oracy), reading and phonics, writing, literature, wider aspects of language and communication, including modern foreign language. It is at the heart of the new curriculum developed by Cambridge University and therefore has been revised and developed to suit the educational offer of Hampton Vale Primary Academy.

L.O.L. Mission:

  • At Hampton Vale Academy, we aim to ensure children are taught the skills needed to become fluent, independent and confident readers and writers.
  • We aim to give our learners the skills and knowledge to understand the purpose of reading and writing, and to relish the opportunities offered to develop within the L.O.L. curriculum.
  • We endeavour to give the children an understanding of how the L.O.L. umbrella works together to support not only reading and writing skills, but the application of skills across the curriculum.

Strand: Writing


  • To develop fluent, confident and skilled writers who have the knowledge to inform their own independent writing decisions.
  • For our writers to understand how their writing impacts their audience.
  • For our writers to have had the experience of writing within a wide range of contexts by Year 6.

Our curriculum and phases:

Our innovative writing curriculum is based on high expectations and is aspirational to all. By the end of Year 5 all pupils will have covered the primary writing curriculum. This will allow Year 6 to consolidate writing skills without teaching new subject knowledge.

The curriculum is divided into two parts; writing skills and writing composition. The curriculum’s content has been constructed by the following elements:

Writing Skills Strands

 Each has its own curriculum elements




Writing Composition Strands

Each has its own curriculum elements






How will it be taught?

As adults we write for a given purpose and audience, and based on that purpose we make informed choices: formality, form, sentence structure. Through our teaching approach we explicitly teach pupils how to make those decisions for themselves in a structured and scaffolded approach. Therefore, the purpose and audience in which our pupils will be writing for is at the heart of our curriculum and planning for writing.

Writing will be taught through the stimulus of a core text (story) per half term. The text might be linked to the pupils’ topic they are covering, however the aim of the text is to stimulate and challenge the pupils’ learning at their age range or above.

  • Reception - Year 2 have a strong focus on basic sentence structure and writing skills. By the time pupils leave Year 2 they will have the knowledge and skills that can be built on in from Years 3-6 and applied and practised with a level of increasing independence.
  • Years 4-5 have less Writing Skills content to teach, so that there can be a greater focus on composition and practise. Units will increasingly expect more pupil input and independence as they gain the necessary knowledge.
  • In Year 6 pupils will use the taught skills that have been built on over the years to practise and apply them in a variety of independent writing opportunities.
  • It will be expected that pupils master the knowledge and skills within their year group within a variety of different writing contexts. Teaching and retrieving writing knowledge is embedded into each unit of work.

Each year group have an engaging and high quality story to begin their writing journey at the beginning of each school year. We are currently developing a ‘reading spine’ that will challenge and stimulate our learners in each year group and will be released in due course. However, please see the following stories that will be used in September in our writing units



Ways to support your child:

★     Reading regularly with your child at home to help with reading and vocabulary knowledge.

★     Visit the local library!

★     Write little and often. Give the children opportunities and purposes to write.

  • Book reviews
  • Leaflets
  • Diaries
  • Invitations

Strand: Handwriting


  • To develop proud handwriting culture across school
  • To embed fluent pre-joined cursive handwriting by the end of Phase 1
  • To embed fluent joined cursive handwriting by the end of Year 4

Our curriculum and phases:

Cursive handwriting is implemented from Reception and the skill is developed through the years. It is a government expectation that all children will be able to join fluently by Year 6, and therefore by teaching the children this style of handwriting from when they learn how to write they will only develop this skill through the teaching of joining, rather than learning a new style of handwriting.

Reception - Year 1

Year 2- Year 6

Ways to support your child:

★     Practise writing letters at home… on paper… on the pavement outside… in the flour… anything!

★     Use the letter families and chants to help support correct letter formation

★     Support motor skills development through a range of activities to strengthen fingers. This might range from building with lego to creating a sculpture out of playdough.

★     To help with joining:

★     To help with letter formation we teach formation through letter families

Strand: Reading


  • To develop fluent, confident and skilled readers
  •  To develop children who are passionate about reading and can confidently discuss their likes and dislikes within the texts they have read
  • For our readers to understand how writers use language to impact their audience.

Our curriculum and phases:

Our reading curriculum is based on the 2014 national curriculum and is aspirational to all.

Our curriculum is divided into seven key skills:

Developing a pleasure for reading

Recognising word meaning


Understanding author choice




Recognising text structure

How is it taught?

Reading lessons are structured based on the concept of ‘Space learning’, which allows the children to retrieve and build on previously learned knowledge, as well as applying it in new contexts, during every lesson.

Children start by answering 3-6 ‘Retrieval’ questions, which test their knowledge of what they read in the previous lesson. The children are then introduced to the new reading they will be completing in that session, including the definition and meanings, in context, of any unfamiliar vocabulary. The teacher then reads a selection of pages aloud to the class, modelling good expression, followed by the children reading in partners the remainder of the pages for that day. Children then complete ‘Explain’ or ‘Infer’ questions, based on their reading that day, which are supported with modelling from the teacher and independent practice. The session ends with KS1 pupils completing a ‘Prediction’ question, whilst KS2 children complete a ‘Summarise’ task.

This lesson structure is also supported with two ‘quiz’ days, during which children complete a test which is based on a ‘cold text’ (an unseen text) and a chapter quiz, which they mark themselves, based on the reading they have completed that week.

Ways to support your child:

★     Read a wide range of texts regularly with your child at home and question them on what has been read - this will help to increase their reading speed and vocabulary knowledge.

★     Read a range of texts - you don’t have to be limited to written stories, try listening to audiobooks in the car or at bedtime, or read newspapers aimed at children, like ‘First News’.

★     Visit the local library! This will help children to build a love for reading, choosing books they are interested in, and discussing books they have and have not enjoyed.

Future dates and events:

➢    ‘The Book People’ book fairs - held regularly throughout the school year in the school hall.

➢    Story Cafes - held termly in Nursery, as an opportunity for parents to read with their children in an engaging and informal setting within school

➢    Author visits - once a year we are lucky enough to be visited by an author, who shares their tips for being a brilliant writer, and provides us with an engaging storytelling session

Strand: Oracy


-       To develop well-spoken, confident children who will not only gain communication skills for school, but skills that will help them for the rest of their lives.

-       To have clear and consistent expectations of talk in all areas of school.

-       To support other aspects of learning through debate, oral rehearsal, discussion, deliberation and expressing opinions.

Our curriculum and phases:

-       Reception - Year 6:

Hampton Vale Oracy Skills Ladder:

Hampton Vale Oracy Skills Ladder:

Ways to support your child:

★     Modelling correctly spoken English at home and encouraging children to do the same. If they make a spoken mistake, for example saying ‘I gone to the shops’ instead of ‘I went to the shops’, model how to say this correctly.

★     Encourage children to follow Hampton Vale’s expectation of talk when outside of school.

Strand: Phonics


  • To develop accuracy in the decoding of words.
  • To ensure children are spotting digraphs and trigraphs before segmenting and blending a word.
  • To develop accurate and fluent reading through the teaching of engaging phonics teaching and activities.

Our curriculum and phases:

At Hampton Vale we learn phonics through real stories. We believe that learning sounds through stories not only supports the development of reading, but also nurtures a love for reading from a young age. Each grapheme is taught through a story that links to the phoneme it makes and it is teamed with a ‘caption action’ that helps the children remember the phoneme.

The teaching of phonics develops through ‘phases’. In Nursery and Reception the children are exposed to Phase 2 sounds. These are single graphemes that make a sound.

Phase 2 graphemes:

In Reception and Year 1 the children are introduced to Phase 3 sounds that consist of digraphs (one sound made up of 2 letters) and trigraphs (one sound made up of 3 letters).

Phase 3 graphemes:

In Year 1 and after Phase 3 the children learn alternative graphemes for a sound, these sounds are called Phase 5.

Phase 5 graphemes:

Through all phases children are taught to add zips and buttons to words to support the segmenting of words. The children then use their phoneme fingers to segment and blend the sounds together.

Within each of the phases are also high frequency words that are taught. They are split up into tricky troll words and fairy words. Tricky troll words are words that are not decodable and we just have to learn how to read and spell them. Fairy words are decodable words that we can use our skills of segmenting and blending to help us read and spell them, however, children should learn how to read fairy words as a whole.

Tricky word example:                                                 Fairy word example:


Ways to support your child:

★     Modelling segmenting and blending a word.

★     Practising the sound of the week- writing and reading it.

★     Reading and writing high frequency words (tricky troll and fairy words) little and often.