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Rice Lane Primary School

Be happy together, Believe together, Achieve together


Our English Curriculum

At Rice Lane Primary School, our English Curriculum complies with the statutory requirements of the 2014 National Curriculum.


The key elements of this are:


Spoken Word – this is delivered across the curriculum, with opportunities for pupils to use in a range of contexts, including drama, role-play, presentation, discussion and debate. Talk for Writing is used throughout the school to embed different features of genres and grammar. 

Word Reading- This is delivered primarily through Letters and sounds in Foundation stage and KS1 and through daily guided reading sessions in KS2. In KS1 individual reading takes place to directly teach skills and allow for individual comprehension skills to be assessed on a regular basis. 


Comprehension – Weekly comprehension activities take place in each year group, from year 1 to year 6, focusing on specific skills. 


Writing – transcription including spelling- This is delivered through our No nonsense Spelling Scheme, with opportunities for parents/carers to support with practice at home through weekly spelling homework. For further suggestions on how to support your child with spelling please refer to our Spelling Booklet for Parents. 

The spelling objectives for each year group can be found by opening the document below.

Spelling Pathway

Grammar, Vocabulary and Punctuation - These elements are taught discreetly as age appropriate skills as well as within the context of reading and writing activities within each English unit and with support from Grammar Hammer Resources.





Reading at Rice Lane Primary School

At Rice Lane Primary, our ultimate aim is for the children to become confident and independent readers who demonstrate high levels of enjoyment, understanding and comprehension, and for them to understand that reading is a life-long skill.

“We learn to read so that we can read to learn.”

We have a clear, consistent, whole school approach to reading.

Reading is closely linked with writing – the two activities reinforce each other. Children become successful readers by using a range of strategies to get to the meaning of the text. At Rice Lane Primary School we believe that literate children should read with confidence, fluency, expression and clear understanding. In order to achieve this they need to be taught the full range of reading strategies, including:

  • phonic knowledge (visual information
  • grammatical knowledge (structural information)
  • word recognition and graphic knowledge (visual information)
  • contextual knowledge (Meaning)

During shared, guided and independent reading, teachers teach these skills and monitor pupils’ reading to allow them to:

  • Develop an interest in words and their meanings, developing a varied and rich vocabulary.
  • Read a range of genres in fiction and poetry
  • Understand, use and are able to access information in a range of non-fiction texts.
  • Develop their own powers of imagination, inventiveness and critical awareness.
  • Discuss books with reference to author, illustrator, genre, theme and characters and express personal responses with increasing fluency and confidence.
  • See the reading process being modelled by their teacher and participate in activities with the whole class, as a member of a smaller group or individually.
  • Have a suitable technical vocabulary through which to understand and discuss their reading.
  • Show an interest in books, read with enjoyment and evaluate to justify their preferences.


Class Libraries

Each class has its own reading area, which allows pupils to access a range of age-appropriate fiction and non-fiction texts. Books are rotated to maintain interest. Pupils have been involved in suggesting themes for their reading areas, which have been developed through a project with the English subject leader.


Working in Partnership with Parents and Carers

The teaching of reading is greatly helped if there is strong communication and support between home and school. Reading workshops are held for parents offering advice on the reading strategies used at the school and how parents and carers can best support their children at home.


Promoting Reading

The school takes part in regular promotional events designed to encourage the love of reading. These include competitions and whole school events around Book Week, World Book Day, holding annual Book Fairs and joint projects with other local schools.


For further information on reading, including recommended reading lists for primary age ranges, visit:

Nursery and Reception Recommended Reads

Year 1 and 2 Recommended Reads

Year 3 and 4 Recommended Reads

Year 5 and 6 Recommended Reads

Parents Workshop (Reading) powerpoint




Teaching Phonics at Rice Lane Primary


At Rice Lane Primary, Phonics are taught through Letters and Sounds, which provides a structured approach to teaching phonics. This is supported with Read, Write inc resources to support letter sound recognition and initial letter formation.


Initial sounds are introduced in Foundation Stage, with opportunities for pupils to practise correct letter formation alongside learning the sounds.  These are introduced in a particular order in order allow the children to begin to blend from the early stages:


s, a, t, p, i, n, m, d, g, o, c, k, ck, e, u, r, h, b, f/ ff, l/ll, ss


Children are taught to blend the sounds in words to support their reading and to segment the sounds to support their spelling.  They use whiteboard and magnetic letters to support this process.


Children progress onto digraphs eg ch, sh, th and they learn alternative spellings for the various vowel sounds


e.g. ay (as in day), a-e (as in ate), ai (as in paid), ei (as in eight)


Children are taught to identify words which can be blended by applying the phonic rules (as green words) and those which cannot e.g. 'the' (as red words).  These 'tricky' spellings are taught through our spelling programme.


As the children develop their phonic knowledge, they are introduced to related reading texts which allow them to apply their skills through fun and enjoyable texts.  


Children in Year 1 take part in a national Phonics Screening Check, the results of which are published. This helps to provide evidence of the success of the school's phonics and reading programmes.



Phonic Knowledge and Skills

Phase One(Nursery/Reception)

Activities are divided into seven aspects, including environmental sounds, instrumental sounds, body sounds, rhythm and rhyme, alliteration, voice sounds and finally oral blending and segmenting.

Phase Two(Reception) up to 6 weeks

Learning 19 letters of the alphabet and one sound for each. Blending sounds together to make words. Segmenting words into their separate sounds. Beginning to read simple captions.
Phase Three(Reception) up to 12 weeks The remaining 7 letters of the alphabet, one sound for each. Graphemes such as ch, oo, th representing the remaining phonemes not covered by single letters. Reading captions, sentences and questions. On completion of this phase, children will have learnt the "simple code", i.e. one grapheme for each phoneme in the English language.

Phase Four(Reception) 4 to 6 weeks

No new grapheme-phoneme correspondences are taught in this phase. Children learn to blend and segment longer words with adjacent consonants, e.g. swim, clap, jump.
Phase Five(Throughout Year 1) Now we move on to the "complex code". Children learn more graphemes for the phonemes which they already know, plus different ways of pronouncing the graphemes they already know.
Phase Six(Throughout Year 2 and beyond) Working on spelling, including prefixes and suffixes, doubling and dropping letters etc.


Rhymes for letter formation – taken from Read Write Inc.
Around the apple
and down the
Down the laces to
the heel an...





At Rice Lane Primary school, our ultimate aim is for children to become confident, critical and imaginative writers who independently apply their skills across a range of genres.  


Writing across the curriculum

Children are given opportunities to apply their skills across the curriculum through a range of cross-curricular writing. We believe that a confident, critical writer should be one that can write for a range of purposes across a range of genres.


Writing targets

Individual writing targets are shared with the children and changed when the class teacher feels it is appropriate, any changes are shared with the child.


Writing assessment

Assessment for writing follows the whole school approach for assessment using Target Tracker. A tick sheet with age related objectives is attached to their English books and is updated regularly. This forms the basis of the child's writing target. 


Talk for Writing

In 2015 we introduced Talk for Writing across the school. This aims to break down the barriers towards writing by enabling children to imitate the language they need for a particular topic orally before reading and analysing it and then writing their own version. Talk for Writing techniques will be used where appropriate within the genre being taught.



Below, you can see some wonderful examples of Year 6 work which shows the process after the children have learnt the text. They children 'box up' their work in to clear sections. They then create their own story maps which leads to them publishing their work. 
Picture 1
Picture 2
Picture 3
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