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English Rationale

Rationale for English


At Newtown Church of England Primary School, we believe that all children are entitled to a broad and balanced English curriculum, which is delivered in a way which recognises the varied needs of our children and allows each individual to maximise their learning potential; preparing them for the application of English skills across the whole curriculum and life beyond education.


Planning for Reading and Writing

  • Teachers plan English in Learning Journey units, led by a quality fiction or non-fiction text, or stimulus.
  • In Early Years, English is planned around early reading, writing and Phonics-Letters and Sounds.
  • Outcomes are planned with a real purpose in mind.
  • Children are actively involved in the integrated skills of oral language, reading and writing and in discussing and comparing a wide variety of texts and forms of English on a daily basis.
  • As part of daily planning, learning objectives and success criteria are identified and shared with the children.
  • The teaching of Grammar is planned for and taught through writing sessions.
  • The Teaching of Handwriting follows the Teach Handwriting Scheme- In Early Years the children are taught to print letters alongside the phonics being taught, moving onto cursive writing when the children are ready. In Key Stage 1 and 2 the children are taught to develop cursive handwriting and are taught the relevant letter joins.
  • Daily reading and writing tasks are planned to follow the Hampshire Curriculum model and task variation meets the needs of all the children.
  • Opportunities for editing and reviewing written work is planned daily and children are encouraged to take an increased responsibility for editing their work, with the reader in mind, as they progress through the school.


Learning Journeys

We believe in immersing our children in texts through reading and analysing the skills of an expert writer. This is important as through this emersion, children become aware of the language skills of a writer and use this as a model for their writing. Using this model, children develop greater competence in the conventions of spelling, punctuation, sentence structures and text organisation.




We recognise that learning to read is one of the most important things that children can learn in school as it is fundamental to accessing all areas of learning and functioning in today’s society.

  • Children are encouraged to read aloud and to share a book and to become immersed in language, hearing and experiencing a wide range and depth of language.
  • Teaching young children to read helps young children to develop their language and listening skills. - Children experience daily reading and sharing stories in Early Years.
  • At Newtown Church of England Primary School, we follow the Letters and Sounds phonics program. Daily phonic sessions in Year R to Year 2 focus on letter (grapheme) and sound (phoneme) correspondence.
  • We have a well -stocked library and children have timetabled library sessions each week.
  • Daily guided reading sessions encourage children to read and analyse a variety of quality texts in small groups.
  • Our home/school reading scheme is progressive, and children are assessed regularly to ensure progression.
  • Reading challenges and competitions promote reading at home and support reading for pleasure and a life-long love of reading.



  • Spelling is taught through the development of Phonemic, morphological and etymological knowledge
  • Phonemic- the correspondence between graphemes (letters) and Phonemes (sounds)
  • Morphological- the spelling of grammatical units within words (root words, compound words, suffixes and prefixes)
  • Etymological- word derivations and origins
  • We follow the “No Nonsense spelling scheme” and teach spelling through "Wizard Spelling", a harry Potter inspired delivery of spelling. Daily spelling sessions include an opportunity to revisit previous learning, acquire new learning about spelling rules, apply this learning and assess. 
  • Enrichment spelling (vocabulary linked to projects, technical words, new language) is taught through in English lessons.
  • Spelling sessions are taught daily and our marking policy ensures that children apply their learning of spelling in writing tasks across the curriculum.