What Do We Want Our Pupils to Achieve?
English is at the heart of the curriculum. We expect our pupils to aspire to be confident learners in all aspects of English, able to express themselves articulately in both written and verbal communication and able to achieve high standards in all aspects of English. Our intention is that they develop a life-long love of reading and language that will serve as a learning solid foundation as they move into secondary education and ultimately into adulthood where they will become assured, capable global citizens.
How is English taught?
Please see the Reading and Writing tabs.
National Curriculum Years 1 - 6
Reading in Reception
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Oxford Owl - Reception
The Requirements of the English National Curriculum Year 1 to Year 6
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Oxford Owl - Year 1
1. Find English & reading in Year 1.
2. Click on English Curriculum for Year 1.
Please copy and paste the link below into your browser for information on the requirements of the English National Curriculum in Year 2.
Oxford Owl - Year 2
1. Find English & reading in Year 2.
2. Click on English Curriculum for Year 2.
Please copy and paste the link below into your browser for information on the requirements of the English National Curriculum in Year 3.
Oxford Owl - Year 3
1. Find English & reading in Year 3.
2. Click on English Curriculum for Year 3.
Please copy and paste the link below into your browser for information on the requirements of the English National Curriculum in Year 4.
Oxford Owl - Year 4
1. Find English & reading in Year 4.
2. Click on English Curriculum for Year 4.
Please copy and paste the link below into your browser for information on the requirements of the English National Curriculum in Year 5.
Oxford Owl - Year 5
1. Find English & reading in Year 5.
2. Click on English Curriculum for Year 5.
Please copy and paste the link below into your browser for information on the requirements of the English National Curriculum in Year 6.
Oxford Owl - Year 6
1. Find English & reading in Year 6.
2. Click on English Curriculum for Year 6.
We believe that reading is at the heart of the curriculum and is given high priority across the school.
We have developed a reading curriculum that begins with a solid foundation of daily phonics teaching in the early years and throughout Key Stage 1. We use the Read, Write Inc. programme to achieve this.
We ensure that daily guided reading lessons occur from Year 2 through to Year 6. (In Year 1, teachers focus upon phonics teaching in the autumn and spring terms using the established Read, Write Inc. programme. Pupils use the phonetic sound and writing activities associated with Read, Write Inc. before formally starting guided reading sessions in the summer term of Year 1. This ensures that pupils have a solid foundation in phonics. In our experience, pupils with a secure foundation in phonics make faster progress when they start guided reading in the summer term of Year 1).
From Year 3 to Year 6, pupils use quality chapter texts for their guided reading sessions. The teacher reads with one group each day and focuses upon vocabulary, the way in which the author has written, inference questions, deduction questions etc. The other groups work on activities associated with that chapter. This may be dictionary work, comprehension questions or a punctuation task.
Pupils also have the opportunity to read books from our school libraries as well as from their own class libraries and we have purchased the Bug Club online reading programme to expose our pupils to an even greater range of texts on their devices. We have designed our own Reading record at Key Stage 2 that provided ‘mini’ tasks for our pupils to complete daily on their chosen book.
We are also keen to develop pupils’ skill in answering questions using the skills of inference and deduction and we therefore use programmes such as HeadStart and Cracking Comprehension to achieve this.
At the Rosary Catholic Primary School, phonics starts in Early Years and continues through to Year 2. We use Read, Write Inc to deliver phonics - a well established and high impact programme of phonetic sounds.
In June every year, pupils in Year 1 are tested in phonics. This is called Phonics Screening. Your child will be asked to read a selection of made-up words e.g. vop using their knowledge of the phonic sounds and their skills of blending. They will also be tested on real words e.g. made
Some pupils may need to continue phonics teaching into year 3 although this is more likely to be pupils who are new to the country or who have struggled with their understanding of phonics previously. If your child is receiving phonics teaching in Year 3, you will be informed at the beginning of Year 3.
Useful Phonics Websites
We use the Power of Reading programme as the basis of our English writing work. Pupils from Year 1 to Year 6 study six high quality Power of Reading texts each academic year. Pupils study texts that help them to enrich their writing through extending their vocabulary and phrasing. These texts contribute to pupils’ love of reading and writing through the richness of language, interesting plotlines and character development. Based upon these texts, pupils write an extended piece of writing. We call this the Big Write.
Power of Reading Texts
The Puffin Book of Fantastic Poems
The Lonely Beats
One Day On Our Blue Planet
The Lion and the Unicorn
Mouse Bird Snake Wolf
Noah Barleywater Runs Away
The Iron Man
The Pebble in My Pocket
Claude in the City
Grace and Family
The Robot and the Bluebird
Poems to Perform
The Adventures of Odysseus
Just So Stories
The London Eye Mystery
Ug: Boy Genius of the Stone Age
The Miraculous Journey of Edward Tulane
Werewolf Club Rules
Oliver and the Seawigs
The Tin Forest
Stay When You Are and Then Leave
The Princess’ Blankets
Pupils are provided with spellings each week. Each spelling list provided follows a structured programme of spelling ‘word families’. We use the ‘Look, Say, Cover, Write, Check’ method of learning to spell. Pupils are tested on their spellings weekly. Our expectation is that pupils will then use these words/spellings correctly in subsequent written tasks.
Grammar is taught weekly. We follow the requirements of the National Curriculum for each year group. Please click on the Grammar tab for more detail.
Pupils learn correct letter formation in Early Years through the Read, Write Inc. programme and we follow the Nelson Scheme for handwriting in KS1 and KS2.
We believe that grammar and vocabulary development are crucial in maintaining high standards of attainment in English. Grammar is taught discreetly on a weekly basis although we do ensure that the content of the grammar curriculum is evident in pupils’ writing. We also ensure that pupils are exposed to a wide variety of vocabulary through their Power of Reading texts, guided reading, theme content etc. Grammar is taught following the principle of repetition across the year to assist in the development of long-term memory
|Word||Regular plural noun suffixes –s or –es [for example, dog, dogs; wish, wishes], including the effects of these suffixes on the meaning of the noun
Suffixes that can be added to verbs where no change is needed in the spelling of root words (e.g. helping, helped, helper)
How the prefix un– changes the meaning of verbs and adjectives [negation, for example, unkind, or undoing: untie the boat]
How words can combine to make sentences
Joining words and joining clauses using and
|Text||Sequencing sentences to form short narratives|
|Punctuation||Separation of words with spaces
Introduction to capital letters, full stops, question marks and exclamation marks to demarcate sentences
Capital letters for names and for the personal pronoun I
Formation of nouns using suffixes such as –ness, –er and by compounding [for example, whiteboard, superman]
Formation of adjectives using suffixes such as –ful, –less (A fuller list of suffixes can be found on page 46 in the year 2 spelling section in English Appendix 1)
Use of the suffixes –er, –est in adjectives and the use of –ly in Standard English to turn adjectives into adverbs
Subordination (using when, if, that, because) and co-ordination (using or, and, but)
Expanded noun phrases for description and specification [for example, the blue butterfly, plain flour, the man in the moon]
How the grammatical patterns in a sentence indicate its function as a statement, question, exclamation or command
Correct choice and consistent use of present tense and past tense throughout writing
Use of the progressive form of verbs in the present and past tense to mark actions in progress [for example, she is drumming, he was shouting]
Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences
Commas to separate items in a list
Apostrophes to mark where letters are missing in spelling and to mark singular possession in nouns [for example, the girl’s name]
Formation of nouns using a range of prefixes [for example super–, anti–, auto–]
Use of the forms a or an according to whether the next word begins with a consonant or a vowel [for example, a rock, an open box]
Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after, during, in, because of
Introduction to paragraphs as a way to group related material Headings and sub-headings to aid presentation
Use of the present perfect form of verbs instead of the simple past [for example, He has gone out to play contrasted with He went out to play]
|Punctuation||Introduction to inverted commas to punctuate direct speech|
|Word||The grammatical difference between plural and possessive –s Standard English forms for verb inflections instead of local spoken forms [for example, we were instead of we was, or I did instead of I done]|
Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases (e.g. the teacher expanded to: the strict maths teacher with curly hair)
Use of paragraphs to organise ideas around a theme
Appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition
Use of inverted commas and other punctuation to indicate direct speech [for example, a comma after the reporting clause; end punctuation within inverted commas: The conductor shouted, “Sit down!”]
Apostrophes to mark plural possession [for example, the girl’s name, the girls’ names]
Use of commas after fronted adverbials
Converting nouns or adjectives into verbs using suffixes [for example, –ate; –ise; –ify]
Verb prefixes [for example, dis–, de–, mis–, over– and re–]
Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun
Indicating degrees of possibility using adverbs [for example, perhaps, surely] or modal verbs [for example, might, should, will, must]
Devices to build cohesion within a paragraph [for example, then, after that, this, firstly]
Linking ideas across paragraphs using adverbials of time [for example, later], place [for example, nearby] and number [for example, secondly] or tense choices [for example, he had seen her before]
Brackets, dashes or commas to indicate parenthesis
Use of commas to clarify meaning or avoid ambiguity
|Word||The difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing [for example, find out – discover; ask for – request; go in – enter]
How words are related by meaning as synonyms and antonyms [for example, big, large, little].
Use of the passive to affect the presentation of information in a sentence [for example, I broke the window in the greenhouse versus The window in the greenhouse was broken (by me)].
The difference between structures typical of informal speech and structures appropriate for formal speech and writing [for example, the use of question tags: He’s your friend, isn’t he?, or the use of subjunctive forms such as If I were or Were they to come in some very formal writing and speech
Linking ideas across paragraphs using a wider range of cohesive devices: repetition of a word or phrase, grammatical connections [for example, the use of adverbials such as on the other hand, in contrast, or as a consequence], and ellipsis
Layout devices [for example, headings, sub-headings, columns, bullets, or tables, to structure text]
|Punctuation||Use of the semi-colon, colon and dash to mark the boundary between independent clauses [for example, It’s raining; I’m fed up] Use of the colon to introduce a list and use of semi-colons within lists Punctuation of bullet points to list information How hyphens can be used to avoid ambiguity [for example, man eating shark versus man-eating shark, or recover versus re-cover]|
In each year group, a different spelling rule is taught each week as this fulfils the requirements of the National Curriculum.
We use the Look, Say, Cover, Write, Check method of learning to spell.
Pupils are tested weekly on the spellings provided. Our expectation however is that pupils will remember and use these correct spellings in subsequent written tasks.
National Curriculum Spelling Lists
The National Curriculum highlights key words which children need to know how to spell at different points. These spellings can be found by clicking on:
100 High Frequency Words (for infant children)
Year 3 and 4 Spelling ListYear 5 and 6 spelling ListPlease ensure that your child learns their spellings every week. They should learn and revise them each evening so that they become confident spellers. And remember, learning and remembering spellings is not just for the spelling test! We expect children to learn them and to remember them for use in their writing.
How Can I Help My Child?
For strategies to help your child with spelling, please click on:
Spelling strategies for Parents