Click on the tabs to explore the English curriculum for each year group
“The more that you read, the more things you will know. The more that you learn, the more places you’ll go.” – Dr Seuss
The aim of our English curriculum is to provide opportunities that enable our learners to;
- Discover a love for reading and experience a variety of texts and authors from diverse backgrounds
- Learn a range of strategies to support pupils with their reading and spelling so that they have more ownership over their learning.
- Achieve as authors, selecting the tone of voice carefully for the purpose and audience of their writing.
- Together work in partnership through the explicit teaching of oracy and communication skills which builds confident and speaking skills
Our English Curriculum Implementation
At Sheddingdean, we teach children the key skills that they need in order to read.
For early reading, Read Write Inc. Phonics is used, where children are assessed half termly and then placed into a Phonic set that matches their ability. See our ‘Learning to read’ page for further information and useful links.
For Year 2 and above, we use the VIPERS scheme to help our children develop their understanding of a text. Vipers focuses on teaching the key reading skills which learners must acquire in order to be able to read across the curriculum effectively. Please see the reading skills we teach below.
V – Vocabulary
I – Inference
P – Prediction
E – Explain
R – Retrieve
S – Sequence (KS1) / Summarise (KS2)
Each cycle, pupils are introduced to a text, they first practise their fluency and then explore vocabulary. They work their way through the relevant VIPERS skills before beginning the cycle again with a new text.
Each term, children in KS2 and those off the Read, Write Inc. Program in KS1, take a Star Test using the program Accelerated Reader. This then generates a ZPD (Zone of Proximal Development) for the children so that they have a focused range of stories to access that will challenge them effectively and build on their existing reading skills.
Children also have regular reading time to read books matched to their ability as well as love of reading, where staff share stories with the pupils.
Each class also has at least one allocated library slot per week to take out books in their ZPD or those that they simply want to read at home.
Reading records are used in KS1 to support the development of reading in the home and in KS2, we use a reading log at the back of the home learning books.
We used a range of high quality texts from a variety of diverse authors for our writing. Each writing cycle has a hook to get the children excited with their new text. They are then taught the relevant curriculum skills needed for their writing and a cycle ends with children producing their written outcome for their intended audience and purpose.
Oracy has been introduced in 2023 using the Voice 21 program. Children develop discussion guidelines that they agree to adhere to and develop their learning through talk and learning to talk.
Talk tactics are used to support pupils in instigating a conversation as well as building on ideas, probing, challenging and summarising.
Within our curriculum, oracy is built in to allow pupils to develop their vocabulary and spoken language skills.
In Early Years and KS1, the Read, Write, Inc. program is used to teach the spelling through segmenting and blending sounds.
In KS2, we teach the sound or rule each week and pupils practise these daily through quick fluency sessions at the beginning of each English lesson.
Across Year 2 and KS2, we have spelling buddies. At the start of the year, children are assessed on the relevant Common Exception and Statutory Word List for KS1, LKS2 and UKS2. Pupils are then paired with someone of a similar ability and are given up to six words from those lists that they did not spell correctly.
Children practise weekly with their buddy and test each other. Once they have proved they can spell the word correctly, they will receive another set of words.
Staff CPD is led by the reading leader or head teacher half termly to spotlight areas or move on to the next phase of the development cycle for English.
The reading leader is also available for coaching staff where needed.
Our English Curriculum Impact
Assessment of English is ongoing to inform teachers of their planning, lesson activities and differentiation.
Summative assessment is completed at the end of each unit to inform leaders of the improvements or skills that need to be embedded and helps to advise the next CPD cycle.
Summative assessments include:
- Termly spelling tests of the statutory word lists.
- Termly Star Reading tests on Accelerated Reader.
- Termly NFER reading tests for KS2.
- Half termly phonic assessments for KS1 and weaker readers in KS2, who are receiving phonic interventions.
English is monitored across all year groups using learning walks, book looks and pupil voice.