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Mr J Sharp

English Subject Leader


Mrs P Casey

Year 6 Teacher

English is taught every day in Key Stages 1 and 2. The children have a daily English lesson which lasts 55 minutes as well as Guided Reading (25 minutes) and Spelling (25 minutes). 

In Key Stages 1 and 2 English is delivered through three areas:

  • Speaking and Listening

  • Reading

  • Writing

Within these areas there are also a number of sub-strands:

Speaking and Listening

  • Talking to others

  • Talking with others

  • Talking within role-play and drama

  • Talking about talk


  • Decoding

  • Information Retrieval

  • Inference and Deduction

  • Organisation, Language and Literary Effects

  • Purpose, viewpoint, context and effect


  • Composition and Effect

  • Sentence Construction

  • Spelling

  • Handwriting

Teachers use formative assessments to select targets for these areas and include them in their unit  plans. All classes study narrative, non-fiction and poetry units each year.

English Overview - View

English Policy & Guidelines - View

English National Curriculum Programmes of Study - View

Useful Links:

UK Literacy Association - View

National Handwriting Association - View

Centre for Literacy in Primary Education - View


Spelling Shed will be available soon, login details will be given out later this term.

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Year 1

  • Talk in ways that are easy to hear and makes sense
  • Show some awareness of the listener
  • Demonstrate good concentration when listening
  • Take part in imaginative play and drama
  • Experiment with new words

Year 2

  • Begin to connect ideas when retelling
  • Use a more expressive voice when speaking
  • Make specific word choices
  • Respond to the speaker when listening and ask questions
  • Use gesture and movement to extend ideas in drama

Year 3

  • Use more descriptive language in their speaking
  • Use more structure when speaking
  • Respond to the speaker with comments and questions
  • Attempt different roles in group activities
  • Use speech, gesture and movement to show clear understanding

Year 4

  • Use more complex sentences within their speech
  • Break their speech into clear sections which supports the theme
  • Show clear understanding of what they are talking about
  • Understand why language should be changed for different situations

Year 5

  • Use varied sentence structures
  • Elaborate on basic ideas and feelings
  • Recognise the implicit meanings in the speaker’s language
  • Use deliberate choices of speech, gesture and movement
  • Explain features of own and others’ language use

Year 6

  • Shape talk in deliberate ways for clarity and effect
  • Adapt verbal and non-verbal features to match the audience, purpose and context
  • Know when to use brief and focused speech and also extended talking
  • Make perceptive responses to the contributions of others

Year 1

  • Apply phonic knowledge and skills to decode words
  • Read common exception words
  • Check that the text makes sense and correct errors independently
  • Understands can retell main events and can find specific information
  • Makes predictions showing an understanding of ideas, events and characters
  • Know the names of different parts of books and how to use them
  • Recognise some links between their own life and events/characters in books

Year 2

  • Recognise alternative sounds for groups of letters
  • Read words with two or more syllables
  • Read most words quickly and accurately
  • Recalls main elements of the text content in response to a question
  • Draw simple reasoned conclusions from events and ideas
  • Use a range of alphabetically ordered texts
  • Comments on simple likes and dislikes when comparing books

Year 3

  • Use their knowledge of root words, prefixes and suffixes
  • Read further common exception words
  • Search for and find information in texts more flexibly and identify key words and passages
  • Gives sensible predictions/opinions and justifies them by referring to the text
  • Know the styles and voices of different types of books
  • Compare one book against another and consider main themes, characters, events etc

Year 4

  • Use their knowledge of root words, prefixes and suffixes
  • Read further common exception words
  • Responds accurately and with supporting detail when answering questions
  • Show an understanding of main points, including cause/effect and other relationships
  • Identify the basic features of writers’ use of language
  • Is beginning to reflect on enjoyment and usefulness of different books

Year 5

  • Use their knowledge of root words, prefixes and suffixes
  • Read further common exception words
  • Identifies key points and finds relevant words without prompting
  • Show by their answers that they have read beyond the literal
  • Identify certain words and phrases that create particular responses in the reader
  • Recognise the ways writers present issues and points of view

Year 6

  • Use their knowledge of root words, prefixes and suffixes
  • Read further common exception words
  • Use skimming, scanning and note-taking to identify the gist or key points
  • Draws on detail to give persuasive answers
  • Selects sentences, phrases and relevant information to justify inference and deduction
  • Describe and evaluate how authors use language and the style in which they write
  • Comment on authorial intent, referring to elements of the book that were used to manipulate readers

We follow the principles and progress set out within the Reading Recovery programme. All our reading books are banded by phonics difficulty and the key words children should recognise independently and include books from the following publishers: PM, Oxford Reading Tree, Rigby Star, Alphakids, Lighthouse, Collins.

For more information on Reading Recovery please see:

Year 1

  • Write sentences in an order that has been planned
  • Use simple descriptive language
  • Join words and clauses using ‘and’
  • Begin to punctuate sentences using a capital letter and a full stop, question or exclamation mark
  • Know the meaning of: letter, capital letter, word, singular, plural, sentence, punctuation, full stop, question mark and exclamation mark
  • Apply phonic knowledge as the prime approach to spelling
  • Spell phonically decodable words with 2/3 syllables
  • Begin to spell words with simple prefixes and suffixes
  • Sits correctly at a table, holding a pencil comfortably and with an efficient tripod grip
  • Understands which letters belong to which handwriting family and increasingly forms them correctly

Year 2

  • Basic sequencing of ideas with sections grouped by content and linked
  • Use a wider range of adjectives, adverbs, verbs and nouns to engage the reader
  • Use appropriate features of text types and evaluate the effect
  • Use basic punctuation correctly including: full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes
  • Use statements, questions, exclamations and commands in their writing with some use of conjunctions to link ideas
  • Understand the meaning of: noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense, apostrophe, comma
  • Spell words with different beginnings and endings
  • Use a wider range of prefixes and suffixes
  • Know the difference in meaning between homophones
  • Ascenders and descenders clear
  • Starting to use some of the diagonal and horizontal strokes needed to join letters

Year 3

  • Use paragraphs as a way to group related material
  • Use connecting phrases at the beginning of paragraphs
  • Use adjectives and adverbs to describe settings and events
  • Use conjunctions to express time, place and cause
  • Beginning to use the present perfect form of verbs instead of the simple past
  • Understand the meaning of: preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter vowel, vowel letter, inverted commas
  • Spell words with letters that have different pronunciations
  • Use a wide range of prefixes and suffixes
  • Legible handwriting style with accurate and consistent letter formation
  • Diagonal and horizontal joins to letters without ascenders

Year 4

  • Organise paragraphs around a theme
  • Use action, description and dialogue to create settings, characters and plot
  • Elements of writing have been edited and improved appropriate to the style, form and viewpoint
  • Variety in length and structure of sentences including the use of fronted adverbials to start sentences
  • Use of inverted commas and other punctuation to indicate direct speech
  • Understand the meaning of: determiner, pronoun, possessive pronoun, adverbial
  • Add suffixes to to words with more than one syllable
  • Spell words with alternative pronunciations
  • Use the diagonal and horizontal strokes that are needed to join letters
  • Downstrokes of letters are parallel and equidistant

Year 5

  • Ideas linked across paragraphs using adverbials of time, place and number
  • Use varied but precise language as well as different types of sentences to improve writing
  • Use of the perfect form of verbs to mark relationships of time and cause
  • Use of expanded noun phrases to convey complicated information
  • Understand the meaning of: modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion and ambiguity
  • Spell words with more complex endings
  • Begin to spell words with unstressed letters
  • Spell words that are often confused
  • Write legibly, fluently and with increasing speed by choosing which shape of a letter to use when given choices

Year 6

  • Ideas linked across paragraphs
  • Beginning to experiment with personal style
  • Know the difference between structures typical of informal speech and structures appropriate for formal speech and writing
  • Use the semi-colon, colon and dash to mark the boundary between clauses
  • Understand the meaning of the terms: subject, object, active, passive, synonym, antonym, ellipsis, hyphen, colon, semi-colon and bullet points
  • Spell words with silent letters
  • Learn a wider range of letter strings
  • Write with increased speed so that problems forming letters do not get in the way of their writing down what they want to say
  • Where appropriate handwriting is adapted to a range of tasks

Letters and Sounds - View