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Hanborough Manor CE School English Curriculum

Teaching and Learning

At Hanborough Manor CE School, enjoyment and exploration of the English language is a priority. English is essential for communication in both written and spoken form. Good language skills are vital in allowing children to express their views about the world and in order to express themselves creatively. We believe that developing a love of language in our children is vital to achieving success at school and later in life. We value all aspects of the English language: speaking, listening, reading and writing.


Our Aims

Our aims in teaching English are that children will:

-develop the necessary skills to use the English language confidently, appropriately, and accurately to the best of their ability;

-be able to speak clearly and fluently;

-be able to listen to the spoken word attentively with understanding and pleasure;

-be literate.


Specific time is given to the teaching of English. Reading and writing are taught through Talk for Writing (approximately 5 hours a week). Children are introduced to a genre through a model text and other examples of the genre. The class will create a text map in FS, KS1 and lower KS2 to help them learn the text. Classes may use drama techniques to help the children understand the characters or summarise part of a story. The class model text leads into reading activities around the language and structure used. Next, the children will innovate the text by changing aspects of Punctuation, Grammar and Spelling. Finally, the children will invent their own text in response to a stimulus. Throughout the process, children will be given the opportunity to evaluate and edit their work.


Drama Opportunities

In addition to drama opportunities in English lessons, children take part in Christmas performances, Showcase presentations, class assemblies and end of year shows.



The school follows the ‘continuous cursive’ style of handwriting and the children use ink pens from Year 3 on, using line guides and blank paper. Handwriting is taught daily in Y1 and twice weekly in Y2.



Teachers use The National Curriculum and statements from Target Tracker to ensure particular spelling rules are taught in the appropriate year group. In addition to this KS2 will also learn key word lists as stated in the National Curriculum with KS1 following ‘Letters and Sounds’. Teachers will also keep a ‘mark book’ to record children’s scores where applicable (usually weekly with a spelling test).



Every child in school has a reading diary. The expectations are:

Teachers - will hear children read through a mixture of whole class, group and individual reading sessions.

Children - will bring in and take home their reading diary so it can be written in every time they read (at home and at school). In KS2, pupils are encouraged to write in their own reading records. This will be a comment or a page reference.

Parents - there is an expectation that they will write that they have heard their child read. In FS & KS1 this is 5 times per week and in KS2 this is 3 times per week.


National Expectations



Foundation Stage


RA 5 years – 6.5 years



Year 1






Year 2


RA 6.5 – 7 years



RA 7-7.5 years



RA 7.5-8 years

Year 3


RA 8-8.5 years



RA 8.5-9 years

The reading ages above MUST NOT be used on their own because it rarely measures comprehension. Even when a child has a matching reading/chronological age this does not mean they have reached the NC expectations for reading.


Most children in Years 2-6 will use the Accelerated Reader program to assess their reading fluency and comprehension. A Star Reading test (approximately 30 minutes on the computer) is completed at least 3 times a year. Pupils will complete a quiz once they have finished reading a book as an ongoing form of assessment. A coloured sticker system and a number range (referred to as the Zone of Proximal Development) is used so that children can select books that match their reading level.



The analysis of data along with the ongoing assessment of pupil’s progress enables the SENCo to work alongside teachers to target the specific needs of children. The use of targeted interventions are put into place to support and further develop pupils understanding and knowledge.

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