Intent Implementation Impact

At Cowley St Laurence CE Primary School our English curriculum is underpinned by the 3 core principles from our curriculum vision: Knowledge, Curiosity, Success

KNOWLEDGE: We use the National Curriculum guidelines to develop a rich, challenging and exciting English curriculum where children can build upon and make connections in their knowledge, with purposeful outcomes.

CURIOSTIY:  Our English curriculum is immersive, providing a clear context for learning and encouraging children’s curiosity and love of learning.

SUCCESS: The aim of the English curriculum is to meet the needs of all learners, challenging them and enabling them to make progress and succeed from their starting points and in their future adult lives.

In English our teaching intentions include:

  • Modelling the highest possible standards of written and spoken English, across the curriculum.
  • Exposing children to topic specific related vocabulary which will enhance and deepen their understanding.
  • Using high quality questioning skills to engage children in dialogue linked to their learning.
  • Ensuring that the purpose of the learning is made explicit to children.
  • Ensuring that lessons are interactive, engaging and immersive and linked to topics to ensure children have a literature enriched curriculum.
  • Robust phonics teaching using the Read Write Inc phonics programme.
  • Teachers ensure that lessons match the learner’s needs, providing challenge for all and additional support where necessary.
  • Continuous formative assessment and responsive planning.
  • Moderation of assessments and judgements (Phase, whole school, Trust and Borough wide).

At Cowley St Laurence CE Primary School, our English curriculum and teaching intentions are implemented in the following ways:

  • Creative Curriculum: Teachers plan and implement a creative curriculum, whereby lessons are linked to the English goals which support extended writing tasks and are interwoven with current topic themes.
  • Timetables: READ lessons are taught weekly to support comprehension and link to the core English text. To support writing there are slow writing lessons which act as a scaffold for the follow on independent writing lessons. A formal Big Write occurs fortnightly which encompasses independent, sustained writing focusing on a genre which has just been taught. Guided reading lessons happen daily and in KS1 and EYFS phonics lessons are daily. Classes from Year Two (once they are off the RWI programme) have a discrete spelling lesson four days a week. All classes from Year One have a discrete grammar lesson weekly.
  • Interventions/Narrowing the Gap: These interventions are put in place to support the most vulnerable children. One to one tutoring for phonics happens at least three or four days in a week. Freshstart (phonics intervention) is taught daily in Years Five and Six. There is also a fifteen minutes speed sound lesson for some as an additional booster class.
  • Phonics: We use the RWI programme to teach phonics which best suits the needs of our learners.
  • Core Texts: Every class reads their whole class text five times a week. These class story books have been selected and recommended by the English Leader to ensure that all classes are using rich, high-quality texts and that they are exposed to a wide variety of authors, cultures and themes.
  • Reading Books: We use Collins Big Cat books for home school reading books. These are high quality, levelled reading books which children are able to change and take home on a weekly basis. There is a wide range of books which are fiction and non-fiction. In addition to this, each classroom has a library of further high quality texts, which children can also take home on a weekly basis to further promote a love of reading.
  • English progression documents: The concepts for spelling, punctuation and grammar which each year group must cover across each term of the academic year have been mapped out clearly. There are clear core texts, teaching through film and non-fiction texts which explicitly state the writing outcomes which teachers plan and deliver their lessons from. Within this there is a progression through the genres document which highlights how to differentiate the work for each year group with a focus on vocabulary.
  • World Book Day: Book week occurs in March each year. A whole school theme is identified and celebrated throughout the week. Additionally, the following activities occur as part of book week: parent readers and peer reading, story time with another teacher and a range of fun activities centred on a love of reading. These celebrations are published amongst our school community.

Our English curriculum has high aspirations for all pupils, irrespective of background or starting point.

  1. Progress: In English, children make good or better progress from their starting point.
  2. Attainment: In English, we aspire for every child to attain in line with, or better than, national expectations. Children are given opportunities to reach the greater depth standard.
  3. Personal development: Children are happy, confident and successful readers, writers and communicators. They develop a love of English that extends beyond the classroom.
  4. Knowledge and skills: The knowledge and skills that the children acquire in school helps to prepare them for their future lives, whatever they may be.