Curriculum Design

at St Luke’s CE Primary School

Our English curriculum will be implemented by teaching through high-quality, age-appropriate texts. These opportunities then immerse the children and they respond by writing for a range of genres. This supports the children’s understanding that the aspects of reading, writing and speaking are intrinsically linked. Their grammar and punctuation knowledge is linked to the text to build cohesion so that their writing structure and learning is purposeful. Children also have the opportunity to plan and write a piece of writing with a clear context and purpose before evaluating the effectiveness of writing by editing and, where appropriate, redrafting. We teach our pupils to speak clearly, to convey their ideas fluently and confidently and to ask
questions. Our pupils are encouraged to read for pleasure and to read widely.

We use the “Pathways to Poetry” programme to support the children’s knowledge of poems and poets across the school and this is linked to their oracy as each class uses performance poetry to support the children’s speaking and listening skills.

We use the “Pathways to Spell” programme to support our children’s spelling, so promoting their fascination of words and word patterns which will be embedded in their writing.

We use the “Litte Wandle” phonics scheme for our phonics programme. Phonic awareness helps the development of reading by segmenting and blending sounds.

Impact

Our children will be equipped with the linguistic knowledge to read, write and speak fluently. They will have been exposed to a wide variety of texts and genres and so will be able to express their opinion of the wider world. They will feel more confident to speak out, express their opinion, explore the world of literature and use their command of the English language to be involved in all areas of the curriculum and in the world beyond the classroom. The impact will be measured through children’s books, pupil voice, statutory tests and teacher assessment. Attainment in, and attitude towards, English sessions will be recorded in the annual parental reports.

Spoken Language

The national curriculum for English reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. Spoken language underpins the development of reading and writing.

The quality and variety of language that pupils hear and speak are vital for developing their vocabulary and grammar and their writing. Teachers should therefore ensure the continual development of pupils’ confidence and competence in spoken language and listening skills. Pupils should develop a capacity to explain their understanding of texts and other reading, and to prepare their ideas before they write.

Poetry

We ensure children are exposed to a breadth of different genres in their reading that gives the children knowledge of how different texts work. Children apply this knowledge into their writing, to produce a range of writing, across a variety of genres, including narrative; (e.g. extended stories, stories by the same author, myths and legends, adventure stories and traditional stories), non-fiction (e.g. persuasive texts, non-chronological reports, information texts, recounts, reports and letters) and poetry (e.g. rhyme, nonsense rhymes, shape poems, acrostic and descriptive poetry).

Handwriting

In KS1, children will be taught to form letters daily using the Penpals scheme. Children will be taught handwriting two times a week for 10 minutes linked to the spelling/phonic focus. Teachers generate handwriting packs for those who find it difficult to join accurately. In addition, those children who may need extra support, attend Motor Skills United.

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English

at St Luke’s CE Primary School

Impact

Spoken Language

Poetry

Handwriting

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Curriculum Design

Reading & Phonics

Writing

Spelling, Grammar and Punctuation

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