The National Curriculum
Please click the links below to view/download the required documents
At Ludlow Infant Academy we use the Letter and Sounds Phonics program for teaching phonics. Click here to read more
If you require additional information regarding the curriculum, please speak to your class teacher.
Teaching of Reading - "The more that you read, the more things you will know. The more you learn, the more places you’ll go.”— Dr. Seuss Click here to read more
At Ludlow Infant Academy we aim for our children to become valuable and fully rounded members of society who treat others with respect and tolerance, regardless of background. We promote the basic British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance for those with different faiths and beliefs. Click here to read more
We continue to encourage and value our pupil's voice and friendship buddies, lunchtime leaders and School Council/Eco-Elves play an active role in school life. Pupil's on-going commitment has a very positive impact on our learning enviroment here at Ludlow and we are incredibly proud of their combined achievements to date. We are confident they will continue to impress us with their ideas and passion.
School council represents the school from Reception to year 2 with a boy and girl being elected in each class. School council pupils play an extremly important role in the school representing their class with their views on changes and improvements. School councillors have to show initiative, be an extremley good role model; being able to share ideas with others. Our School councillor's are all trustworthy, honest, well mannered and patient.
In Reception, we teach the main way of making the first 44 sounds. At first, children are taught sound discrimination and are taught 3-4 sounds per week. They blend and segment these sounds. For example, they learn that c-a-t can be blended to make the word cat. They will also learn that man can be segmented into 3 sounds, m-a-n. We stretch out the word so the children can hear the sounds. These skills of blending and segmenting are essential for reading and writing. We teach these skills through fun games and activities.
In Year 1, we continue with the different phases and teach the blends of the different consonants, for example tr as in train and fr as in frog, building on the work in Reception. We also teach the alternative sounds, such as the different ways to make the long a sound – ai as in rain; a_e as in bake.
In Year 2, we continue to introduce the less common alternatives, such as the j sound in hedge/cage (-dge/ge). Year 2 work also involves learning different word endings
Some useful vocabulary about phonics
Phoneme - the smallest unit of sound in a word
Grapheme – how a sound is written down
Digraph – two letters making one sound, e.g. thin, boat
Trigraph - three letters making one sound, e.g. high, chair
Blending – putting sounds together to make words, e.g. c-a-t to make cat
Segmenting – identifying individual sounds in words, tap is made of t-a-p
Reading at Ludlow Infant Academy
We are highly committed to developing all children as readers as we recognise it to be a key skill for lifelong learning and enjoyment. Children learn to read using a range of skills – phonic decoding, language comprehension and word recognition. They are taught these skills through whole class, guided reading and individual reading sessions, as well as through literacy and phonic lessons. We place great emphasis on enjoyment of reading and use books throughout our curriculum to engage the children.
Writing at Ludlow Infant Academy
Writing at Ludlow Infant Academy starts from early mark-making to more developed pieces. Writing is linked to topics and we aim to inspire children to write in order to communicate their ideas, experiences and responses. We use a wide variety of texts to help children to develop their skills to write a range of genres. Children are encouraged to ‘rehearse’ their ideas for writing through talk, allowing them to experiment with new words and sentence structures. The classroom environments are set up to give children the chance to write for a variety of purposes and develop their skills independently. Children are actively involved in considering how they can improve their writing further. Work is planned for children at the right level for their ability and they are challenged at an appropriate pace.