Header Image Header Image


English Intention

Our aim is to ensure that every child becomes a reader, a writer and confident speaker by the time they leave Mauldeth Road Primary School. We believe that a quality English curriculum should develop children’s love of reading, writing and discussion. We aim to inspire an appreciation of our rich and varied literary heritage and a habit of reading widely and often. We recognise the importance of nurturing a culture where children take pride in their writing, can write clearly and accurately and adapt their language and style for a range of contexts. We want to inspire children to be confident in the art of speaking and listening and who can use discussion to communicate and further their learning.

We believe that children need to develop a secure understanding of English, which follows a clear pathway of progression as they advance through the primary curriculum. We believe that a secure basis in literacy skills is crucial to a high quality education and will give our children the tools they need to participate fully as a member of society.



  • To ensure that children read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live.

  • To establish an appreciation and love of reading.

  • To gain and build on knowledge learnt across the English curriculum, develop their comprehension skills and apply these to different subject areas. 


  • With regards to writing, we intend for pupils to be able to plan, revise and evaluate their writing. 

  • They will also develop an awareness of the audience, purpose and context and an increasingly wide knowledge of vocabulary and grammar. 

  • We also intend for pupils to leave school being able to use fluent, legible and speedy handwriting.

The National Curriculum

English is a core subject in the curriculum and is delivered through daily taught sessions. We use the 2014 National Curriculum as the basis for implementing the statutory requirements of the programmes of study for English. The programmes of study for English are set out year-by-year for key stage 1 and two-yearly for key stage 2.  


English Lessons

The teaching of English takes place daily through dedicated English lessons and across the curriculum. These lessons allow children to develop skills in speaking, listening, reading and writing. They enable children to express themselves creatively and imaginatively and to communicate effectively. We aim to develop in children the ability to communicate effectively in speech and writing and to listen with understanding. We aim to make the children enthusiastic, critical, fluent and responsive readers who can learn and gain pleasure from the written word.

To develop our pupils as readers, we teach them to read accurately and fluently using a range of strategies. We help them to understand and respond to what they read using inference and deduction and we encourage them to read a wide range of fiction and non-fiction books independently and with enjoyment.

In class, Guided Reading sessions give children the opportunity to read alone, in pairs and in small groups. Whilst we like children to take their reading books home and practise, reading is mainly taught in these guided sessions.

We aim to develop in children a range of writing skills, providing them with the opportunities to write in a variety of forms for different purposes and audiences. We want children to write fluently and accurately, convey their thoughts and ideas and write for both pleasure and communication. We believe that before children commit to paper, they should be able to verbally express their ideas. Children will often work with talk-partners and use drama activities to help do this.

Writing Overview


  Term 1 Term 2 Term 3 Term 4 Term 5 Term 6

Year 1

Narrative – Stories with familiar settings

Non Fiction - Notebook entry and persuasive letter

Poetry - Sound poems

Narrative - Stories from Other Cultures

Non-fiction – Information Texts


Narrative (Book Week TBC)

Non-fiction - Diary entry, recount (Great Fire of London)

Poetry - Rhyming Couplets

Narrative – Talk for writing

Non-fiction – Instruction Texts


Narrative – Fictional recount

Non-fiction – Information Texts


Year 2

Narrative – Setting and character descriptions

Poetry - Autumn Poems

Narrative – Talk for writing

Non-fiction – Recount and diary entry

Non-fiction Instructions


Non-fiction – Letter writing and a Book Review

Poetry - Rhyme and pattern

Narrative – Talk for Writing

Non-fiction – Letter

Poetry – List Poetry

Narrative – Australian folk tales

Non-fiction Non- Chronological Report

Non-fiction- Writing a postcard


Narrative - Setting description

Non-fiction – Non- Chronological Report

Take one poet – poetry appreciation

Year 3

Narrative - Alternative versions of Fairy Tales

Non-fiction - Diary entry

Non-fiction – Reports

Poetry -  Kennings and Haikus

Narrative – Character description

Setting description

Non-fiction Non-chronological report

Persuasive Letter Writing



Narrative – Talk for Writing

Non-fictionDiscussion text linked to Deforestation 


Non-fiction - Explanation texts

Poetry - Free verse


Year 4


Narrative - Talk for Writing

Non-fiction - Instructions

Poetry - Poems to perform


Non-Fiction - non-chronological reports

Fiction - setting description

Poetry - Riddles

Narrative - stories by a significant author (familiar settings)

Non-fiction - Diary entry

Poetry - List Poems and Kennings

Narrative - Talk for writing

Non-fiction - Discussion


Non-fiction - Explanation Texts

Narrative - descriptive writing (Black hat)

Poetry - classic poetry


Narrative - Quest myths

Non-fiction - non-chronological report


Year 5

Narrative – Rudyard Kipling stories

Narrative – Talk for writing (key focus on sentence progression)

Poetry -  Different forms, poetic devices


Non-fiction – persuasive writing

Poetry -  Classic poems

Narrative – Playscripts (Shakespeare) and setting description (Midsummer Night's Dream)

Non-fiction – Explanations (linked to science topic on space)


Narrative – Book Week (Greta and the Giants)

Non-fiction - persuasive letter based on Book Week theme

Non-fiction – Non-chronological report



Narrative – Stories with a Historical Setting (incl. letters and diaries)

Non-fiction – Historical recount (Victorian Manchester)


Non-fiction – Argument and debate

Poetry - Vocabulary building

Year 6

Narrative –  Modern Fiction

Non-fiction – Biography 


Narrative - Gothic Writing

Non-fiction - Persuasive letter

Non-fiction - Recount

Narrative – Quest/Adventure Stories

Poetry - Ted Hughes


Narrative/ Non-narrative - WW2

Non-fiction - Non-chronological report

Narrative Boy in Striped Pyjamas- Informal letter to friends

Letter home from evacuee

Non-fictionFormal write up of Science investigations


Narrative - Classic Literature - Shakespeare

Romeo & Juliet - discussion text and letter

Non-fiction -Persuasive advert



Children in Foundation Stage and Key Stage 1 follow the Read Write Inc. Phonics programme, which is taught on a daily basis. Read Write Inc. Phonics teaches children to read accurately and fluently with good comprehension. They learn to form each letter, spell correctly and compose their ideas step-by-step. 

Children learn the English alphabetic code: first they learn one way to read the 40+ sounds and blend these sounds into words, then learn to read the same sounds with alternative graphemes. They are also taught to read and spell ‘tricky words’ – words with spellings that are unusual or that children have not yet been taught. Children are regularly assessed on their phonic understanding and grouped according to the stage they are working on. 

Year 1 Phonics Screening Check

The statutory Year 1 Phonics Screening Check takes place during a specific week in June. Every child in the Year 1 cohort will complete the check.

The check is a list of 40 words which children will read one -to-one with a familiar teacher in school.  It will assess phonics skills and knowledge learned through Reception and Year 1.

It will check that your child can:

  • Sound out and blend graphemes in order to read simple words e.g. n-igh-t
  • Read phonically decodable one-syllable and two-syllable words, e.g. cat, sand, windmill.
  • Read a selection of nonsense words which are referred to as ‘pseudo words’.
  • Parents are informed of their child’s progress from the checks in the end of year school report to parents.


In Key Stage 2, spelling is taught throughout the week using the No Nonsense Spelling programme, which provides a comprehensive progression in the teaching of spelling across the year groups.


Handwriting patterns are taught in Early Years to prepare for correct orientation and a sense of left/right flow. Children learn correct letter formation and begin to join their letters, as they learn graphemes in phonics sessions in Reception and KS1. Letter formation is reinforced as part of spelling practice to encourage consolidation of grapheme-phoneme correspondence. All children are taught and encouraged to fully join their handwriting from year 3.

Contribution of English to teaching in other curriculum areas

The skills that children develop in English are linked to and applied across other subjects in our curriculum. The children’s skills in reading, writing and spoken language enable them to communicate and express themselves in all areas of their work in school.

Equal Opportunities

Every child has equal access to the English curriculum regardless of ability, age, gender or cultural background. We provide all the children with a wide range of activities and encourage every child to develop his/her full potential. It is important  that children develop their own sense of worth and an increasing sense of their own place in the community and the wider world. In addition, there are many opportunities in the teaching of English to foster the attitudes of consideration, understanding and tolerance of others.




Files to Download

Mauldeth Road Primary School
Mauldeth Road,
M14 6SG

Mr Andrew Kilcoyne

T: 0161 224 3588

Student Login