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St Ann's English Curriculum

  • The school’s English curriculum is designed to develop a love of reading, writing and discussion. It has been designed to be purposeful and engaging and places English and literature at the heart of the curriculum.  
  • We aim to develop fluent readers who can recognise printed words as well as comprehend what they have read. In addition to this, the aim is to develop self-motivated and self-extending readers who are engaged in the reading process  
  • It is based upon the use of high-quality texts in a complimentary curriculum manner and the learning is progressive throughout the primary years.  
  • Our children come into the setting with limited vocabulary and life experiences therefore the intent of the English curriculum is to improve children’s reading, writing and speaking and listening skills whilst developing an increased vocabulary that they can apply to all of these disciplines.  

Our approach to teaching English is based upon a ‘complementary curriculum’ design. The aim of this approach is to place English and literature at the heart of the curriculum. High quality texts are used for whole class reading texts, guided reading texts and texts used in other areas of the curriculum which link to the theme of the topic to ensure that children gain an in depth understanding.

The basis of our reading system is The Scarborough Rope. Developed by Hollis Scarborough, the rope model ties together the many individual strands which make an accomplished reader, bringing together the word recognition and language comprehension strands to create a skilled reader.

The basis for the writing curriculum is using high quality English texts which are chosen to complement the overarching theme for the term or half term. The children will study one main text (usually fiction) in English texts which is further supported with non-fiction and poetry texts, sometimes within English lessons but also within guided reading sessions, topic sessions and as class readers if appropriate. These high quality texts intend to deepen the children’s vocabulary knowledge and support the development of ‘sticky’ knowledge and vocabulary identified at the beginning of each unit of work. The learning is progressive through the primary years. We are aware that children need many opportunities and approaches to writing as they progress through primary school to ensure that they develop into skilled writers.

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