Intent 

Our English Curriculum is based upon the English National Curriculum guidelines and requirements.   English is a fundamental life skill and at St Thomas More Catholic Voluntary Academy we believe that a quality English curriculum should create a positive reading and writing culture in school where both are promoted, enjoyed and considered a pleasure for all pupils. We aim to teach pupils how important these literary skills will be in the real world and by giving this context to their learning the children understand the value of English to them now and in their futures. 

We recognise the importance of nurturing a culture where children take pride in their writing, can write clearly and accurately and adapt their language and style for a range of audience and purposes. We give pupils the opportunity to become confident in the art of speaking and listening and who can use discussion to communicate and further their learning. 

We believe that children need to develop a secure knowledge-base in English, which follows a clear pathway of progression as they advance through the primary curriculum. Achievements in writing are celebrated regularly in class, through displays and celebration assemblies.

Implementation

Writing

At St Thomas More, we have developed a novel-led writing curriculum to provide children with a cohesive, immersive and enriching writing experience. From Reception, children follow the Drawing Club approach, using high-quality texts and stories to inspire their learning, develop vocabulary and build confidence as writers. 

As children move through school, high-quality texts provide a rich context for exploring vocabulary, grammar and punctuation and understanding how writers engage their audience. Children explore model texts, create writing toolkits and are taught grammar and punctuation within the context of their learning outcome. 

Teachers model the writing process, supporting children to plan, draft, edit and improve their work. Our carefully sequenced curriculum builds skills progressively, ensuring that all children are supported and challenged to become confident writers. 

Children write for a range of audiences and purposes, covering fiction, poetry and non-fiction outcomes linked to the novels they study. This inclusive approach ensures every child has the opportunity to develop their voice, make purposeful language choices and produce high-quality writing. 

At St Thomas More, our spelling approach is closely linked to our Little Wandle phonics programme, creating a consistent approach to phonics, spelling and vocabulary across the school. 

Spelling

From Year 3 onwards, children follow the Twinkl Spelling Scheme, which provides a clear and progressive approach to developing spelling knowledge and confidence. While many children remain within their year-group spelling programme, we endeavour to teach to the stage, not the age, ensuring that children are supported and challenged according to their individual spelling needs. 

Spelling is taught four times a week, with regular opportunities to learn, practise and apply spelling patterns and rules. Homework supports this learning, allowing spellings to be communicated with parents and practised and embedded throughout the week. 

We use the language of ‘prickly spellings’ from Year 2 for those tricky common exception and statutory words that cannot always be easily sounded out. We also teach homophones daily, helping children to recognise words that sound the same but have different meanings and spellings. 

Importantly, spelling is corrected and consistently picked up across all areas of learning, so that children understand the importance of accurate spelling beyond their spelling lessons. This consistent approach helps children to develop confidence, independence and accuracy as spellers and writers. 

Handwriting 

In Reception and Year 1, children are taught letter formation using Sassoon Primary Print, in line with our Little Wandle phonics programme. This provides children with a strong foundation in correct letter formation and transcription skills. 

From Years 2–6, children follow a school-developed handwriting scheme with a planned and progressive sequence of lessons towards continuous cursive handwriting. The scheme ensures that children progressively develop the skills required to meet the National Curriculum expectations for writing transcription. 

Handwriting is taught four times a week, with teachers explicitly modelling and supporting correct letter formation, joins, sizing and presentation. We endeavour to teach to the stage, not the age, ensuring children receive the support and challenge appropriate to their individual needs. 

Correct letter formation and handwriting are consistently reinforced across all areas of the curriculum, helping children to develop fluent, legible and confident handwriting.

Impact

The impact of our English curriculum is measured through a combination of formal assessment, pupil outcomes and ongoing monitoring, including:

• attainment and progress in writing, and grammar, punctuation and spelling, tracked termly against age-related expectations and national curriculum outcomes, including the Year 1 Phonics Screening Check and end of Key Stage 1 and Key Stage 2 outcomes;
• children’s ability to write clearly, accurately and effectively for a range of purposes and audiences, applying grammar, punctuation and spelling skills with increasing confidence and independence;
• children’s confidence as speakers and listeners, able to discuss, question and justify their ideas both in English lessons and across the wider curriculum;
• a visible culture of pride in  writing across the school, reflected in celebration assemblies, displays of children’s work, and pupils’ own attitudes towards English;
• regular monitoring, including learning walks, lesson observations, book looks and moderation of writing, to ensure consistent, high-quality teaching of English across the school.

As a result of this consistent, well-sequenced approach, we aim for every child at St Thomas More Catholic Voluntary Academy to leave primary school as a confident writer, speaker and listener, equipped with the literacy skills they need to thrive in the next stage of their education and in life beyond school.