English Curriculum

At Sacred Heart, we recognise the essential role that English plays in shaping confident communicators and lifelong learners. Our curriculum inspires a genuine passion for reading, writing, and oracy, empowering pupils to articulate their ideas with clarity and creativity. Designed with clear learning pathways from Reception through to Year 6, our framework ensures that foundational skills and core knowledge are built systematically year upon year. Fully aligned with the aims of the National Curriculum, we aim to provide every child with the tools they need to succeed academically and thrive in wider society.

Reading

At Sacred Heart, we recognise the importance of all children being able to read, not only to be successful in school but to widen their vocabulary and deepen their imagination. We aim to have children who are fluent, speedy readers who can comprehend the texts they have read. We want children to leave our school with a love of reading and to appreciate the importance of reading.

Early Reading & Phonics

At Sacred Heart, we use Read Write Inc for our Systematic Synthetic Phonics programme.  The programme is followed with rigor and fidelity by all teachers and teaching assistants who deliver the lessons. Phonics is taught discreetly, daily and in small groups to ensure that learning is matched very closely to children’s needs.  Children are assessed every half term and children are formatively assessed throughout phonics lessons to ensure that sound gaps are identified and children are being challenged appropriately.

Once children are confident and fluent reading the book in their book-band they take this home with a corresponding book-bag book to practise fluency and previous sounds they have taught.  QR codes of sounds taught in their group that week are also sent home weekly for extra practise at home.

Using RWI’s Strong Start Tracker, any children who at risk of falling behind are identified quickly and receive extra tutoring using the RWI Fast Track programme.

Alongside the phonics book, a library book is also taken home in KS1. This is a story to be enjoyed at home.

Once children have finished the phonics programme, reading becomes focused on prosody and comprehension. Key vocabulary from texts is taught explicitly so misconceptions are not created or left unresolved.  Children who have completed the phonics programme then use Accelerated Reader. Children are assessed at the end of each half term to ensure their book level is challenging enough. Accelerated Reader motivates children to read more books and invites children to engage in their meanings. At Sacred Heart, we understand the importance of fluency and prosody underpinning children’s understanding of texts.

Fixing Fluency (EEF Project)

Teachers in KS2 deliver the ‘Fixing Fluency’ programme to develop children’s fluency, prosody and understanding of age-appropriate texts. A variety of strategies are used such as echo reading, choral reading, text marking, repeated reading, peer feedback and performance reading.

EFF Blog - Fixing Fluency

Research School - Fixing Fluency (External Link)

Repeated texts

Across all classes there are a bank of repeated texts. In KS1 this is a carefully selected list of picture books, songs and nursery rhymes. In KS2, this includes high-quality picture books and novels. This gives all children the opportunity to access high-quality literature and to enjoy reading the same texts repeatedly.

Talk Through Stories

Children in Reception and Year 1 are taught Talk Through Stories daily.  The programme aims to expose children to high-quality texts, tier two vocabulary and most importantly, gain a love of reading. Children use the same story over a two-week cycle. The story is read to them in an exciting and engaging way. Children learn different phrases and vocabulary from the story. The vocabulary is taught explicitly and used in different contexts so children understand the meaning of the word.

Writing and Transcription

Transcription (Handwriting)

At Sacred Heart, we focus on securing foundational writing mechanics early on, allowing children to develop their automaticity so they can concentrate on composition. Consistent, deliberate practice is key to developing effortless handwriting skills. From Reception, we lay these foundations by explicitly building fine motor control and essential pre-writing capabilities.  Once pupils demonstrate confident tool control and a comfortable grip, they progress to structured letter formation taught in the distinct letter families outlined below.

The order in which letters are taught has been considered carefully. As children’s accuracy and automaticity develop, they apply what they have learnt to writing words, captions and sentences. These too have been sequenced to coincide with children’s phonetic knowledge. Teachers use dictation to support children in formation, spelling, punctuation and grammar.

EEF - Fluent transcription skills as the foundations for writing

Writing Composition

Throughout school we have a carefully sequenced writing curriculum that encompasses handwriting, spelling and composition. Each unit has a purpose and the vocabulary is introduced and builds throughout each year to help children be successful in their writing. Children’s writing is inspired by quality texts or trips. The writing process isn’t a linear process and there are lots of opportunities built into the curriculum for new learning and to revisit prior learning to secure foundational knowledge. All units follow a similar process but this will vary slightly from unit to unit and between year groups as teaching is adapted for each child’s need. Model texts are deconstructed, children are given time to practise new and previously learnt knowledge and skills and then applied. Resulting in a piece to practise or perform.