Sacred Heart Primary School English Curriculum
'Good readers try hard and help others - reading tells you about other people's lives' - Omeerah, Year 3
Welcome to our English curriculum page. Here you will find all sorts of important information about how we teach English across our school. You will also find a number of useful resources that we use to show how our children learn the necessary skills and knowledge in order to become successful communicators, writers and readers. Parents and Children will also find resources that they can use to help them develop Reading, Writing, Spelling, Grammar and Punctuation skills.
'I like reading because it helps you to learn and to know more words' - Janiah, Year 1
English Progression of Skills - KS1 to KS2
English Long Term Planning - Year 1 - 6
'I know I'm reading well when I learn the words from memory not just the sounds - I used to Fred talk words, but now I can read them for myself' - Torah, Year 1.
Reading is a priority at a school. Our aim is for our children to have a love of reading and to recognise that we read for a range of purposes. Children will read to by adults regularly as a model of good reading. Children will read to themselves everyday and will be listened to regularly. All children will also develop their understanding of a wide range of fiction and non-fiction texts during their time with us.
'We read in other subjects, not just English - for example, we read a leaflet in history' - Harman, Year 5.
'A good reader can read in their head' - Harveer, Year 1.
'I enjoy reading - it's relaxing and helps me focus' - Sadia, Year 5.
We use the Centre for Literacy in Primary Education's (CLPE) 'Power of Reading' approach to the teaching of Reading. Each unit of worked is underpinned by an ambitious, engaging quality text which is relevant to the children's learning needs and backgrounds. We aim to provide children 'windows' into other cultures and experiences to develop cultural capital and appreciation of our diverse world and 'mirrors' to help develop their own interpersonal skills and understanding of themselves as they grow up.
'Reading can teach us about history - we can learn from history' - Omeerah, Year 3.
''Reading teaches us about friendships' - Sanjeeda, Year 5.
Reading teaches us not to bully, like when we read The Boy at The Back of Class - it teaches us to not let yourself down' - Olly, Year 4.
'Fox taught us about betrayal' - Drake, Year 5.
This approach is followed from Nursery to Year 6.
Reading for Pleasure
All children in school will have a book available to them which will be matched to where they are in their learning journey. These books are to be read at school and at home. Children will be listened to by adults and older children (Year 5 and 6) who have been chosen for their love of reading and demonstration of our school values. Children will also have library books available to them (which they can choose freely) to for themselves or with an adult at home.
'I read in my head most of the time as it is quicker but I reader specific books [aloud] with my Mom - we're reading The Ickabog' - Drake, Year 5
Time is given throughout to read for pleasure (as a morning task or an afternoon task) and for other purposes (such as to gain information in other subjects such as History or Science).
Here is how books across our school are banded (organised) based on Phonics ability, comprehension and age appropriate interests:
'Banded books help you learn to read' - Omeerah, Year 3.
Writing (Including Punctuation and Grammar)
We use the 5Rs to work towards a Writing Outcome: Read, Rip, Rehearse, Write and Review. Children follow this logical progression for each genre focussed writing outcome. This sequence mimic the writing process that children will become familiar and fluent in during their time at school. Grammar and punctuation is taught within Writing lessons, with children being exposed to high quality examples through reading texts and through exposure to high quality modelling. Children are given opportunities to apply this immediately in to their writing (grammar and punctuation coverage can be found on the English Progression map).
We cover a wide range of genres, with children being given the flexibility to apply these to responses to what they have read, writing in role, writing for a real life purpose, cross curricular writing and other opportunities (such as writing competitions or themed days).
Across our school we have adopted the 'Continuous Cursive' handwriting style. During Early Years, children are taught to form letters of the appropriate size and correct formation in Print. Children will use the Read Write Inc. letter formation rhymes to help them at this stage.
From Key Stage 1, children are taught to add entry and exit strokes to their letters. Towards the end of Year 2, children are taught to join these strokes, thus adding the appropriate horizontal and diagonal joins. Throughout Key Stage 2, children are still taught handwriting and are encouraged to focus on maintaining legibility and joins whilst writing at speed. When children have been judged to make sufficient progress in handwriting, they will be awarded with a 'Progress to Pen' licence and will be able to use a Mechanical Pencil in their writing. If children show continued diligence in their writing, they will be awarded with a Pen licence and will be to use a handwriting pen in their work.
As a school, we Letterjoin as an additional resource to supplement our teaching of handwriting.
Below you will find the Letterjoin handwriting script we use across school:
Spelling is taught in all year groups across the school. In Key Stage 1 and EYFS, spelling is mostly taught through Phonics though there are some spelling rules that are taught outside of this. Once children reach Key Stage 2, spelling is taught through short sessions focusing on different spelling rules. Below you will find the documents that we use to help us structure how spelling is taught across the school and how we identify gaps in children's spelling.