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English / Literacy

English Curriculum

At Queen Edith we believe that literacy and communication are key life skills. Through the English curriculum, we will help children to develop the skills and knowledge that will enable them to communicate effectively and creatively through spoken and written language and equip them with the skills to become lifelong learners. We want children to enjoy and appreciate literature and its rich variety.

The English curriculum at Queen Edith is delivered using the National Curriculum English Document. The Early Learning Goals are followed to ensure continuity and progression from the Early Years Foundation stage through to the National Curriculum. Where appropriate, literacy units will link to creative curriculum themes to promote cross curricular learning.


Reading is an important part of the English curriculum at Queen Edith. By the time they leave us to move onto secondary school, we want all children to be able to read fluently, with enjoyment and good understanding. They should be able to write clearly, accurately and creatively, sharing their ideas with confidence. As well as this, they should also have mastered being able to speak confidently and listen to others carefully and with respect.

We help children to acquire these skills through dedicated daily literacy lessons, but also by focusing on the key skill of Communicating across the whole curriculum.

Reading record books are used to record when the children have been listened to in School by a member of staff or a volunteer, and at home, and any issues or positives there may be. Children who have moved on from the reading scheme have access to the school’s free reader book selection.

Shared reading takes place within English lessons to provide enriching experiences through more challenging texts. Teachers also share stories with the class displaying an enthusiasm for reading and setting a positive example as a reader.

As part of the Literacy curriculum each child takes part in guided reading sessions. These sessions are led by the class teacher and allow the children to develop their reading and comprehension skills.

At the bottom of this page you will find suggested reading lists for children in KS2.


Shared and modelled writing takes place within English lessons. This allows the teacher to demonstrate good writing practice to the children while using their ideas. Teachers ensure that the writing demonstrated shows high expectations and covers the success criteria they would expect to see in the children’s writing.

Talk for writing is used successfully across the school to help children to gather ideas and structure their writing.

Children are expected to write frequently in a range of forms. This may be responses to a text, filling in text feature grids, short writing tasks such as writing as a character or writing a whole story or report as an extended piece of writing.

In the  English curriculum, grammar, punctuation and spelling now play a key role in the children’s writing. These skills are taught and then inserted into writing tasks so that the children can put their learning into practise. These skills are referred to during English lessons and children are encouraged to integrate their grammar and spelling learning within their writing.

Literacy overviews

We have worked hard to try and make exciting links between the topics in each year group and the texts that they are focusing on in their literacy lessons. Please click below to view the literacy overviews for each year group.

For more information please click on the link to view our Reading and Writing Policies on our Policies page.

For World Book Week, the whole school is reading “Welcome” by Barroux. It is about three polar bears who are separated from their home, and are refused entry onto other animals’ islands. In Year 4, we wrote about what the polar bears were thinking after being rejected for the third time. The children were challenged to write it as an internal monologue, rather than narrating the story. The children excelled at giving an insight into the bears’ emotions. In order to bring their monologues to life, we recorded each child reading their writing. You can find the audio file with your child’s voice on it stored under their table group name.