--- title: "Reading Overview" url: "https://bhcet.org.uk/foundational-knowledge-and-skills/reading" school: "Bishop Hogarth Catholic Education Trust" --- Admissions Consultation BHCET schools [Click Here](https://bhcet.org.uk/admissions-consultation) # Reading Overview Foundational Knowledge & Skills ## Reading The Reading framework sets out the foundational knowledge and skills pupils should develop across Years 7, 8 and 9. The expectations build progressively so that pupils become increasingly fluent, independent and confident readers across a range of subjects, text types and levels of complexity. Building towards automaticity The expectation is that students in each year group can independently engage with and apply the skills outlined. Automaticity is key. Year 8 students should continue to apply Year 7 skills and knowledge accurately, while Year 9 students should continue to apply Year 8 skills and knowledge accurately. Securing these foundational skills provides a solid grounding of core and transferable reading skills for GCSE study. **Year 7** Securing these skills and knowledge **Year 8** Extending, developing and applying these skills and knowledge **Year 9** Refining these skills and knowledge ### Phonics #### Year 7 - [Blends sounds to read simple Tier 2 and 3 vocabulary ](https://bhcet.org.uk/foundational-knowledge-and-skills/reading/toolkit#y7-phonics-tier2-tier3) #### Year 8 - [Applies phonics to read increasingly complex words in order to read longer texts fluently ](https://bhcet.org.uk/foundational-knowledge-and-skills/reading/toolkit#y8-phonics-complex-words) #### Year 9 - [Applies phonics knowledge automatically when decoding unfamiliar academic vocabulary ](https://bhcet.org.uk/foundational-knowledge-and-skills/reading/toolkit#y9-phonics-automatic) - [Uses morphological knowledge (prefixes, suffixes, root words) to interpret complex terminology ](https://bhcet.org.uk/foundational-knowledge-and-skills/reading/toolkit#y9-morphological-knowledge) - [Reads confidently across subject disciplines without reliance on phonetic support ](https://bhcet.org.uk/foundational-knowledge-and-skills/reading/toolkit#y9-confident-across-disciplines) ### Fluency & Decoding #### Year 7 - [Reads with appropriate rhythm and expression ](https://bhcet.org.uk/foundational-knowledge-and-skills/reading/toolkit#y7-rhythm-expression) - [Reading stamina means students can engage with increasingly complex texts ](https://bhcet.org.uk/foundational-knowledge-and-skills/reading/toolkit#y7-reading-stamina) #### Year 8 - [Fluent, confident reading of complex and unfamiliar texts ](https://bhcet.org.uk/foundational-knowledge-and-skills/reading/toolkit#y8-fluent-complex-texts) - [Sustains focus on longer texts and across subject-specific texts ](https://bhcet.org.uk/foundational-knowledge-and-skills/reading/toolkit#y8-sustain-focus-subject-texts) #### Year 9 - [Reads complex and extended texts fluently, with accuracy and appropriate expression ](https://bhcet.org.uk/foundational-knowledge-and-skills/reading/toolkit#y9-complex-extended-fluency) - [Sustains focus across challenging texts, including those with complex syntax ](https://bhcet.org.uk/foundational-knowledge-and-skills/reading/toolkit#y9-sustain-complex-syntax) - [Adjusts pace and expression to reflect meaning, tone and purpose ](https://bhcet.org.uk/foundational-knowledge-and-skills/reading/toolkit#y9-pace-expression) ### Comprehension & Inference #### Year 7 - [Understands and can summarise a range of simple texts ](https://bhcet.org.uk/foundational-knowledge-and-skills/reading/toolkit#y7-summarise-simple-texts) - [Looks beyond literal meaning in order to make simple inferences ](https://bhcet.org.uk/foundational-knowledge-and-skills/reading/toolkit#y7-simple-inferences) - [Efficient retrieval of information from longer and more complex texts ](https://bhcet.org.uk/foundational-knowledge-and-skills/reading/toolkit#y7-retrieval-longer-texts) #### Year 8 - [Understands and can summarise a range of complex and unfamiliar texts ](https://bhcet.org.uk/foundational-knowledge-and-skills/reading/toolkit#y8-summarise-complex-texts) - [Looks beyond literal meaning and can articulate implicit information, bias and viewpoints ](https://bhcet.org.uk/foundational-knowledge-and-skills/reading/toolkit#y8-implicit-bias-viewpoints) - [Understands and can explain a writer’s perspective on abstract theories and conceptual ideas ](https://bhcet.org.uk/foundational-knowledge-and-skills/reading/toolkit#y8-writer-perspective) - [Synthesises information from different parts of a text or different sources/texts ](https://bhcet.org.uk/foundational-knowledge-and-skills/reading/toolkit#y8-synthesise-sources) #### Year 9 - [Makes perceptive and developed inferences, supported by precise textual evidence ](https://bhcet.org.uk/foundational-knowledge-and-skills/reading/toolkit#y9-perceptive-inferences) - [Analyses implicit meaning, including bias, ambiguity and multiple interpretations ](https://bhcet.org.uk/foundational-knowledge-and-skills/reading/toolkit#y9-implicit-bias-ambiguity) - [Evaluates how ideas develop across a whole text ](https://bhcet.org.uk/foundational-knowledge-and-skills/reading/toolkit#y9-whole-text-development) - [Synthesises information across texts to form critical and conceptual responses ](https://bhcet.org.uk/foundational-knowledge-and-skills/reading/toolkit#y9-synthesise-across-texts) ### Reading for Purpose & Audience #### Year 7 - [Understands that writing has different purposes and audiences and can identify associated features ](https://bhcet.org.uk/foundational-knowledge-and-skills/reading/toolkit#y7-purpose-audience) - [Adapts a range of reading strategies depending on the task ](https://bhcet.org.uk/foundational-knowledge-and-skills/reading/toolkit#y7-reading-strategies-task) #### Year 8 - [Identifies different purposes and audiences and evaluates their effectiveness ](https://bhcet.org.uk/foundational-knowledge-and-skills/reading/toolkit#y8-purpose-audience-effectiveness) - [Independently selects and deploys a range of reading strategies during a task ](https://bhcet.org.uk/foundational-knowledge-and-skills/reading/toolkit#y8-select-reading-strategies) #### Year 9 - [Evaluates how effectively writers shape texts for different audiences and purposes ](https://bhcet.org.uk/foundational-knowledge-and-skills/reading/toolkit#y9-shape-audience-purpose) - [Analyses how language and structure are used to influence the reader ](https://bhcet.org.uk/foundational-knowledge-and-skills/reading/toolkit#y9-language-structure-influence) - [Makes critical judgements about the success of a text in achieving its purpose ](https://bhcet.org.uk/foundational-knowledge-and-skills/reading/toolkit#y9-critical-judgements-purpose) ### Disciplinary Reading #### Year 7 - [Applies a range of reading strategies explicitly taught by the teacher, including skimming, scanning, detailed reading and SQ3R ](https://bhcet.org.uk/foundational-knowledge-and-skills/reading/toolkit#y7-disciplinary-strategies) #### Year 8 - [Selects and applies appropriate reading strategies independently ](https://bhcet.org.uk/foundational-knowledge-and-skills/reading/toolkit#y8-disciplinary-reading) #### Year 9 - [Selects and adapts reading strategies strategically depending on task, text and subject ](https://bhcet.org.uk/foundational-knowledge-and-skills/reading/toolkit#y9-adapt-reading-strategies) - [Evaluates the effectiveness of different strategies in supporting understanding ](https://bhcet.org.uk/foundational-knowledge-and-skills/reading/toolkit#y9-evaluate-reading-strategies) - [Applies disciplinary reading independently across subjects and unfamiliar contexts ](https://bhcet.org.uk/foundational-knowledge-and-skills/reading/toolkit#y9-disciplinary-independent) ### Reading for Pleasure #### Year 7 - [Sustains focus on longer and more demanding texts independently ](https://bhcet.org.uk/foundational-knowledge-and-skills/reading/toolkit#y7-reading-for-pleasure) #### Year 8 - [Reads widely, confidently and independently, including a range of text types and genres ](https://bhcet.org.uk/foundational-knowledge-and-skills/reading/toolkit#y8-reads-widely) #### Year 9 - [Reads widely and critically across genres, forms and increasingly challenging texts ](https://bhcet.org.uk/foundational-knowledge-and-skills/reading/toolkit#y9-reads-widely-critically) - [Makes informed personal responses, justifying preferences with reference to texts ](https://bhcet.org.uk/foundational-knowledge-and-skills/reading/toolkit#y9-personal-responses) - [Demonstrates independence in selecting and sustaining engagement with reading ](https://bhcet.org.uk/foundational-knowledge-and-skills/reading/toolkit#y9-independent-reading) ### Reading Toolkit The supporting Reading Toolkit provides detailed descriptions, cross-curricular examples, teaching models and intended outcomes for each expectation. Select any expectation above to go directly to its supporting guidance. [Explore the full Reading Toolkit → ](https://bhcet.org.uk/foundational-knowledge-and-skills/reading/toolkit) ![Bishop Hogarth Catholic Education Trust](https://files.schudio.com/bishop-hogarth-catholic-education-trust/images/logo/Bishop_Hogarth_and_Hexham_Logo_new_(4).png) ### Bishop Hogarth Catholic Education Trust The Headlands Darlington Co. 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