At St Peter’s we have created a curriculum that encourages children to become enthusiastic and engaged with English. Our pupils experience rich and varied learning opportunities that help them to become confident and enthusiastic learners. We want our children to have a positive attitude towards communication and to be able to independently express their emotions and their ideas. Through our English Curriculum, we strive to teach the children how important their reading, writing, speaking and listening skills will be in the real world. By giving this context to their learning, the children understand the value of English to them now, and in their futures.


Curriculum Design


At St Peter’s we want all of our pupils to be capable readers, writers, spellers and speakers, who can transfer their English skills to other curriculum subjects and who are prepared for the next steps in their education. Our English lessons develop pupils’ spoken language, reading, writing, grammar and vocabulary. English is often taught in a cross-curricular way, linking up with other areas of the curriculum.


We teach our pupils to speak clearly, to convey their ideas fluently and confidently and to ask questions; the use of Talk for Writing activities across the school supports this. We know the value of excellent vocabulary and this is developed and practised across our curriculum constantly. We use Talk for Writing to encourage pupils to express their ideas, discuss their ideas and to develop more sophisticated vocabulary.


Our pupils are encouraged to read for pleasure and to read widely through our reading scheme and the Accelerated Reading programme. Our guided reading sessions cover a wide variety of both fiction and non-fiction books and help to advance the children’s comprehension skills. Parents are given reading guidance and clear expectations about reading at home.


We use Read, Write Inc. for our phonics programme. Phonic awareness helps the development of reading by segmenting and blending sounds and the children will be heard reading regularly, both individually and in groups.


We develop writing skills so that our children have the stamina and ability to write at the age expected standard. To support children in moving towards independent writing we provide a wide range of activities including the use of film and imagery, music, IT, modelled, shared and guided writing, peer assessment and discussion. We provide varied and exciting opportunities for writing for purpose and we encourage pupils to see themselves as authors and poets. We promote the importance of written work by providing a writing purpose and opportunities for children’s writing to be read aloud and listened to by an audience. Handwriting sessions are regularly incorporated into the English lessons.


We have developed a range of extra activities which are used to promote English within the school including; World Book Day, weekly class writers’ awards, and author visits.




Reading : Key Stage 1 Key Stage 2

• Listen to traditional tales.
• Listen to a range of texts.
• Learn some poems by heart.
• Become familiar with a wide range of texts of different lengths.
• Discuss books.
• Build up a repertoire of poems to recite.
• Use the class and school libraries.
• Listen to short novels over time.

• Read and listen to a wide range of styles of text, including fairy stories, myths and
• Listen to and discuss a wide range of texts.
• Learn poetry by heart.
• Increase familiarity with a wide range of books, including myths and legends,
traditional stories, modern fiction, classic British fiction and books from other
• Take part in conversations about books.
• Learn a wide range of poetry by heart.
• Use the school and community libraries.
• Look at classification systems.
• Look at books with a different alphabet to English.
• Read and listen to whole books.

Writing Key Stage 1 Key Stage 2

• Write stories set in places pupils have been.
• Write stories with imaginary settings.
• Write stories and plays that use the language of fairy tales and traditional tales.

• Write stories that mimic significant authors.

• Write narrative diaries.

• Write stories set in places pupils have been.
• Write stories that contain mythical, legendary or historical characters or events.
• Write stories of adventure.
• Write stories of mystery and suspense.
• Write letters.
• Write plays.
• Write stories, letters, scripts and fictional biographies inspired by reading across the curriculum.


• Write labels.
• Write lists.
• Write captions.
• Write instructions.
• Write recounts.
• Write glossaries.
• Present information.
• Write non-chronological reports.

• Write instructions.
• Write recounts.
• Write persuasively.
• Write explanations.
• Write non-chronological reports.
• Write biographies.
• Write in a journalistic style.
• Write arguments.
• Write formally.


• Write poems that use pattern, rhyme and description.
• Write nonsense and humorous poems and limericks.

• Learn by heart and perform a significant poem.
• Write haiku.
• Write cinquain.
• Write poems that convey an image (simile, word play, rhyme and


Only the following are statutory at KS1: 

  • personal experiences
  • real events
  • poetry
  • different purposes.

Only the following are statutory at KS2: 

  • narratives
  • non-fiction
  • poetry
  • different purposes.

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