Part of the Glyn Academies Trust


At William Morris we use the New National Curriculum as a basis for our planning within the subject and expect all teachers to follow this principle. Literacy is taught on a daily basis from EYFS to KS 1 and KS2 based on a central high-quality text and supported and enhanced through our topic curriculum areas.  
In Foundation stage, Literacy forms the basis of one of the areas of learning – communication, understanding and reading. Emphasis is on teaching Literacy through stories and books; through topic links; child initiated learning through play, plus adult intervention; and demonstration and use of language. In KS1 to KS2 teaching and learning usually takes place within a whole class. Good practice in reading and writing is shared and modelled in whole class teaching.  Teachers use a variety of interactive teaching methods to deliver an engaging curriculum and achieve learning objectives.  
Our teaching and learning approach across the whole curriculum is based on the Cognitive Load Theory (CLT) developed by Sweller (1988). Within English lessons, we are teaching all children to have a deep and secure understanding of the concepts that they are being taught. In order to do this, our curriculum is designed to reduce cognitive load by ensuring we structure and design lessons in small coherent steps, which organically allows opportunity for the promotion of retention. This allows for an inclusive learning environment where all children are supported to transfer learning from short-term to long-term memory.   
  • To provide a language rich environment that promotes a culture of communication, reading and writing;  
  • To develop in pupils an interest in and a love of books and literature that will not only support their learning across the curriculum but also enrich their lives;  
  • To value and use books as a basis for learning, pleasure, talk and play; 
  • To teach children the craft of writing, including handwriting,  in order to develop in children the confidence and skills to write well for a range of purposes and audience; 
  • To teach the basics – spelling, handwriting, grammar  and punctuation – to ensure accuracy within creativity; 
  • To foster in pupils the confidence, desire and ability to express their views and opinions both orally and in writing; 
  • To raise the standards of communication, reading and writing so that every child makes best progress; 
  • To value and celebrate diversity in culture and language.    
Reading is very important to us at William Morris, it helps us gain new knowledge, develop our imaginations and helps us relax.  Below is a link to a list of books which are recommended to read before you leave primary school.  We hope you enjoy them!
Top tips for reading with your child

This is a simple sequence that can be used to support shared reading. When reading together, adults can pause and:

  • Prompt the child to say something about the book;
  • Evaluate their response;
  • Expand their response by rephrasing or adding information to it; and
  • Repeat the prompt to help them learn from the expansion.

For example, if an adult and child were looking at a page in a book about a zoo, the parent might point at a picture and say, ‘What is that?’ [prompt]. The child replies, ‘zebra’, and the adult responds, ‘That’s right [evaluation]—it’s a black and white stripy zebra [the expansion]; can you say, “stripy zebra”?’ [the repetition].

There are five main types of prompts that can be used as part of the PEER sequence. The prompts can be remembered using the acronym CROWD:

  • Completion—leave a blank at the end of a sentence for children to complete (this works particularly well with books with rhymes or repetitive phrases);
  • Recall—ask children about something they have already read (these prompts support children to understand the story plot);
  • Open-ended—often with a focus on pictures in books (this works well with illustrations and encourages children to express their ideas);
  • Wh—prompts that begin with ‘who’, ‘what’, ‘where’, ‘why’, and ‘when’ (‘what’ questions can be used to develop vocabulary); and
  • Distancing—connects the book to children’s own life experiences and provides an opportunity for high quality discussion.