English
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Our curriculum leader for English is Sam Bavester
Spiritual, Moral, Social and Cultural development through the teaching of English
Spiritual English supports spiritual development by engaging children with poetry, fiction and drama. Through English children can explore and engage with the feelings and values found in a wide range of genre. Moral English supports moral development by enabling children to look, discuss and evaluate a range of social and moral issues found in a wide range of genre including newspapers, fiction, television and other media. Social English supports social development by helping children to understand how written and spoken language has changed over time. It also covers social attitudes to the use of language. Cultural English supports cultural development by exposing children to a wide range of written and spoken language from a range of cultures. In addition, it supports children to become confident and competent in the national language which is vital to identity as a British citizen. |
Our English curriculum is made up of the key components of Reading, Writing and Communication.
READING

Our approach to teaching reading
At Houghton Primary School reading is taught within a culture where reading is valued and celebrated. Adults share their love of reading with the children and work to make reading 'irresistible'. They read to and with the children across the school. They seek opportunities to bring reading 'alive' across the curriculum and aim to promote enjoyment alongside skill development.
Phonics are taught systematically to all children from Reception and through Key Stage 1. They continue to be taught systematically in Key Stage 2 as necessary to children who need to continue to develop their phonic knowledge and understanding.
Reading is taught within English and across the curriculum within a skills based curriculum. Teachers ensure that the core skills identified within the essential learning objectives are taught and assessed across the curriculum, within individual subjects and within ‘topic’ work.
Children read both to themselves and out loud in group and guided reading sessions with an adult at least once a week. Within these sessions they discuss a range of texts and are taught specific reading skills.
From mid-Year 2 children read independently for a minimum of 20 minutes each day. They participate in the Accelerated Reader programme in order to motivate children and to encourage the reading of whole books.
Teachers use the key learning objectives for their class, planning according to the needs of the children identified through on-going and termly assessments.
In Key Stage 1 we use Oxford Reading Tree (ORT) materials to support our teaching of reading. Children read within a band on ORT, but can choose from a range of books outside of ORT which have been 'book banded' within the same band. Phonics is taught using Letters and Sounds. In Key Stage 2 children choose books from our Accelerated Reader library within a band relating to assessment of their reading.
Key Stage One | Key Stage Two |
Opportunities to:
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Opportunities to:
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- To read words accurately
- To understand texts


Our approach to teaching writing
Writing is taught within English lessons and across the curriculum. We try to find opportunities and stimuli which excite children and engage them purposefully in writing. Teachers ensure that the core skills identified within the essential learning objectives are taught, marked and assessed across the curriculum, within individual subjects and within ‘topic’ work.
Skills are applied at least fortnightly within a ‘Big Write’ task which is unaided. ‘Big Write’ tasks are planned across the curriculum. Teachers use the essential learning objectives and milestones for their class, planning according to the needs of the children identified through on-going assessments. Writing is assessed summatively once a term, using the children’s unaided writing to identify areas of strength and for development.
Key Stage One
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Key Stage Two | |
Narrative |
Opportunities to write:
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Opportunities to write:
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Non-Fiction |
Opportunities to write:
Opportunities to present information
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Opportunities to write:
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Poetry |
Opportunities to write:
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Opportunities to write:
Opportunities to learn by heart and perform a significant poem
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- To write with purpose
- To use imaginative description
- To organise writing appropriately
- To use paragraphs
- To use sentences appropriately
- To present neatly
- To spell correctly
- To punctuate accurately
- To analyse writing
- To present writing

Our approach to teaching communication
Communication skills are taught within English and across the curriculum. Teachers plan opportunities and stimuli for purposeful communication which enable children to develop confidence and clarity in their talk as well as securing good listening and presenting skills. Through the development of a culture where speaking and listening is valued and recognised as essential to learning children communicate well with their peers and with adults. Teachers ensure that the core skills identified within the key learning objectives are taught and assessed across the curriculum, within individual subjects and within ‘topic’ work.
Teachers use the learning objectives for their class, planning according to the needs of the children identified through on-going and termly assessments. They provide a range of opportunities for communication within small groups, within the class and to larger audiences across the year.
Key Stage One and Key Stage Two |
Opportunities to:
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We have identified 5 key learning objectives for communication:
- To listen carefully and understand
- To speak with clarity
- To develop wide and interesting vocabulary
- To tell stories with structure
- To hold conversations and debates
