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English Curriculum

The English curriculum at St Anne’s Catholic Primary School is rooted in the presentation of high-quality texts to children.  Our carefully selected texts reflect the diverse nature and issues of our school, community, country and world.   These texts are the vehicle for the delivery of the writing curriculum as well as supplementing the reading curriculum.


All year groups at St Anne’s follow Literacy Count's Read to Write approach to English.  Through this approach our children have access to high-quality teaching of writing through high-quality literature following the structure of Immerse, Analyse, Plan and Write. The detailed units of work centre on engaging, vocabulary-rich texts, with a wealth of writing opportunities. Children follow clear sequential episodes of learning based around model texts that also allow the development of vocabulary learning and contextualised spelling, grammar and punctuation. EYFS and KS1 adopt a Talk For Writing approach alongside their units and model texts are story-mapped to support the internalisation of the text.

Our curriculum has been clearly mapped out to ensure we cover the entire English Curriculum.



How children’s knowledge of writing and of being a writer progresses at St Anne’s:

Children become knowledgeable about the different reasons in which writers are moved to write: to teach, persuade or influence, entertain, paint with words, reflect and to make a record. Over time, they become increasingly knowledgeable about the different ways in which these reasons can be realised. 

Children become increasingly knowledgeable about the variety of ways in which writers can reach and leave an impression on a variety of audiences through writing.

Children become increasingly knowledgeable about strategies and techniques writers use to realise their writing intentions.

Children become increasingly knowledgeable about how grammar functions within the craft of writing. Through authentic, embedded use, children become knowledgeable about grammatical and linguistic terms.

Children become increasingly knowledgeable about how writers’ use of punctuation and other conventions aids their audience’s ability to read their writing easily and as they intended.

Children become increasingly knowledgeable about how writers proofread their writing effectively and so correct unsure spellings before a piece of writing goes to publication.

Children learn typical spelling patterns and how words are constructed. They also become knowledgeable about different techniques for learning spellings. The use of Spelling Shed to teach specific spelling rules supports this.

Children become more knowledgeable about the importance writers place on word choice and on increasing their vocabulary. This includes seeking synonyms for words when it feels appropriate.

Children become more knowledgeable about automaticity and legibility in handwriting and its importance in relation to future readers accessing their texts.

Children become increasingly knowledgeable about the need for a writer’s writing products to be visually stimulating, accurate and of the highest quality.


How our children’s writing skills progress;

Children become more self-regulating, skilful and adaptable in their use of the different writing processes, including how they plan, draft, revise, edit, publish and perform their writing intentions.

Children are able to apply more writerly techniques and become skilful in discerning which will be most appropriately applied.

Children’s ability and skill to proofread, use a dictionary, and use of other spell-devices increases over time. This means fewer errors find their way through to publication.

Children’s ability to use a thesaurus skilfully increases over time.



How we are preparing children for life after school and how we are trying to tackle social disadvantage;

Children learn about the different ways in which we are moved to write and by developing as writers, they can fully engage with society in a variety of ways.

They learn how to share their knowledge, opinion, imaginative creativity and artistry. They also learn how to influence and to be persuasive, because you either learn to write your own thoughts or opinions, or else are subjected to someone else’s.

By developing independent writers we will ensure that our children can discuss, debate, independently research and explore their own ideas, develop their own writing projects and have an independent response, through writing, to material and subjects taught. They are also able to entertain a variety of audiences through stories and personal anecdote.

Children are keen and will be able to write in personal response to what they are reading.

They learn how to ensure their writing is technically accurate before it reaches publication. This ensures their writing makes the best impression and is taken seriously.

We decrease the risk of school failure which results from a pupil’s inability to share their knowledge and to ‘write to learn’.

We appreciate that business leaders, the job market and academic disciplines require strong writers and so we develop them.


Our reading curriculum ensures that children are enthused and interested in their learning. We want all children at St Anne's to develop a life-long love of reading. As a result, we ensure that our children have access to a rich reading diet. From Reception to Year 6 they are taught explicit reading skills through a mix of whole class shared reading and small group guided reading depending upon their decoding ability. A range of high-quality texts covering a variety of genres ensure children’s specific needs are developed. Children are taught all aspects of word reading and comprehension through the Steps to Read scheme. Steps to Read is a planning support for whole class shared reading through carefully crafted units of work centred around high-quality fiction, non-fiction and poetry texts. 


Children are encouraged to supplement their class reading with their own independent reading. EYFS and KS1 use Read Write Inc Book Bag Books until they have finished the programme. Accelerated Reader is then used to ensure that children are accessing texts that provide the appropriate level of challenge for their ability.


Our English curriculum is further supplemented by separate policies for Phonics and Handwriting.