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At St Filumena’s we aim to promote high standards of language and literacy by equipping children with a strong command of the spoken and written word. We believe that developing a love of our language in our children is vital in achieving success at school and later in life.


Intent – What we are trying to achieve?


At St Filumena’s we believe that a quality English curriculum should develop children’s love of reading, writing and discussion. We aim to inspire an appreciation of our rich and varied literary heritage and a habit of reading widely and often. We recognise the importance of nurturing a culture where children take pride in their writing; write clearly and accurately and adapt their language and style for a range of contexts. We want to inspire children to be confident in the art of speaking and listening and who can use discussion to communicate and further their learning.

We believe that children need to develop a secure knowledge-base in written and spoken English, which follows a clear pathway of progression as they advance through the primary curriculum. We believe that a secure basis in literacy skills is crucial to a high-quality education and will give our children the tools they need to participate fully as a member of society.

Children will meet the National Curriculum expectations in English, which will be taught by highly qualified, enthusiastic staff who will support children to develop mastery of creative writing through genre based teaching and whole class guided reading sessions to inspire enthusiasm and interest.

In English, children will develop the skills to read, write, speak and listen and develop a real understanding and appreciation of the world learning from the best that has been developed and said. By reading a wide range of genres such as historical fiction, classic fiction, traditional tales, poetry, myths and legends they will be presented with high quality texts as a model their writing.


Implementation – How do we translate our vision into practice?


We have a rigorous and well-organised English curriculum that provides many purposeful opportunities for reading, writing and discussion. English is taught using genres which are specific to each year group and revisited as part of spaced learning. Talk for writing is encouraged in EYFS and KS1 that prepares our children to become confident speakers and writers. The Talk for writing principles of immersion, imitation and innovation are continued in KS2. Teachers plan lessons appropriate to their classes, but also ensure that cross-curricular links with the wider curriculum or the concurrent vehicle are woven into the programme of study where possible.

Specific learning intentions for each lesson guide children to achieve their potential. This ensures work is demanding and matches the aims of the curriculum. Teachers use shared, modelled and guided writing to scaffold children’s writing skills where necessary.

Quality First Teaching responds to the needs of all children. Spaced learning is a key focus of all formative and summative assessment with teachers actively marking work in lessons to identify misconceptions early.

Editing skills are taught to develop mastery of the English language where children familiarise with the necessary style of writing and begin to spot and fix errors independently with confidence.


Impact – What is the impact of our curriculum on the students?


The impact on our children is clear: progress, sustained learning, and transferrable skills. With the implementation of writing being well-established and taught thoroughly in both key stages, children become more confident writers and by the time they are reach Upper Key Stage 2, most genres of writing are familiar to them, and the teaching can focus on creativity, writer’s craft, sustained writing and manipulation of grammar and punctuation skills.

Children talk with passion during pupil voice opportunities about their experiences and can demonstrate a resilience harboured from learning within a safe, challenging environment.

Children of all abilities and backgrounds achieve well in English. Children talk enthusiastically about their learning in English and are eager to further their learning in the next stages of their education.

Children enjoy reading regularly, for information and for enjoyment/pleasure and they discuss books with excitement and interest.

Children enjoy writing and use the features of different genres and styles. They can write for different purposes and audiences.

Children are proud of their writing, and they know that others value their writing. Their skills progress (grammar and punctuation) throughout the school is evident in children’s books.

Developmental marking provides positive support and directs the children on their next steps to improve their writing.

Teachers moderate children’s work in school and in cluster meetings with other schools within the MAC to ensure accurate assessments are made.

Teachers track children’s progress each half term.  This informs future planning and any further intervention needed.

Standardised tests in Reading and Spelling, Punctuation and Grammar are used in all year groups in December, March and June to quality assure teacher judgements.

Pupil progress meetings each term ensure different groups and individual progress is monitored by SLT and interventions are organised to support progress. Staff are supported via bespoke CPD where needed.


Please click on the different stars below to find out more detail of the specific areas in English