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Teaching and Learning of Literacy and English

At Oak View Primary and Nursery School, we aim to create, inspire and empower children through fostering their love of language and literature. We aim to create a generation of articulate, highly literate, confident and imaginative children. We aim to develop pupils’ abilities within an integrated programme of Speaking & Listening, Reading & Writing.  Pupils will be given opportunities to interrelate the requirements of English within a broad and balanced approach to the teaching of English across the curriculum, with opportunities to consolidate and reinforce taught literacy skills. At Oak View Primary and Nursery School, we strive for children to be a ‘Primary Literate Pupil’. By the age of eleven, we aim for a child to be able to:

  • read and write with confidence, fluency and understanding, orchestrating a range of independent strategies to self-monitor and correct;
  • have an interest in books and read for enjoyment;
  • have an interest in words, their meanings; developing a growing vocabulary in spoken and written forms;
  • understand a range of text types and genres – be able to write in a variety of styles and forms appropriate to the situation; be developing the powers of imagination, inventiveness and critical awareness;
  • have a suitable technical vocabulary to articulate their responses.

English vs Literacy?

The teaching of ‘English’ encompasses the ability to read, write and speak in this language.  These are the secretarial skills needed which underpin the teaching of literacy. The teaching of ‘literacy’ will include visual literacy skills, developing a love for language and authors. The children will learn to enjoy, analyse and reflect upon a range of texts explored from different genres.

Speaking and Listening

At Oak View Primary and Nursery School, we aim for all children to:

  • feel confident and valued when they express themselves through the spoken word;
  • respect and value all languages;
  • learn through discussion with others;
  • listen to, evaluate and respect the opinions of others;
  • become competent listeners and speakers.

Organisation for Speaking and Listening

Through recognising that talk has equal status with other areas of the English curriculum, speaking and listening activities are planned for. Group work is an effective way of encouraging children to listen and respond to each other whilst using language for different purposes. Planning for talk in a range of formal and informal situations will encourage children to use different dialect forms, including Standard English, in appropriate contexts. Resources should be provided to promote and enhance speaking and listening opportunities. These may include listening areas, story sessions, whole class discussion times, collaborative group work across the curriculum, role play and drama and games.

Writing in our School

Writing takes place daily across the curriculum in a manner of ways. These may include:

  • shared writing
  • guided writing
  • independent writing
  • extended writing

Each year group has been assigned a bank of high quality texts which support teaching and learning. A range of fiction, non-fiction and poetry units are covered in each year group. Our yearly literacy overviews ensure that there is a progression of skills and learning as children move through the school. Our ‘Talk for Writing’ whole school approach to the teaching of literacy will ensure the children are familiar with the text type and have explored a good model of writing from which to identify language features. Children are then, using creative constraints, given the opportunity to emulate this type of writing. A cycle of review, evaluation and editing will enable children to identify weaknesses and make the subsequent improvements.      (Please view ‘Talk for Writing section).

Reading in our School

We aim to provide a range of sessions and opportunities to both develop decoding skills and understanding/comprehension skills. This is achieved through providing opportunities to read with adults, in a Guided Reading session (which each child will participate in twice weekly) and also to encourage reading for pleasure. The Guided Reading sessions will aim to develop higher level thinking skills needed to become analytical and critical readers; Bloom’s taxonomy will support this. Each classroom has its own supply of high quality fiction, poetry and non-fiction texts in a designated ‘reading area’. The children are encouraged to read either independently, in a paired reading situation or in a group or whole class situation. The selection of texts is monitored by adults in school. Whilst not wanting to deter the children from reading, we will ensure content is appropriate and challenging. Children reading at a lower level may be reading books from a reading scheme. This is monitored and reading books will be changed by adults in school.  All children have a Reading Record as a means of communication between home and school. Children are expected to read at least twice a week at home and this is checked and monitored by staff in school. There are wider opportunities for reading in class. These include the class reader and the use of the school library.

English Curriculum

Suggested Long Term Planning – Years 1 to 6 The Long Term Plans allow for two planning approaches: Planning which follows the teaching sequence for writing: Uses the three phases of the teaching sequence, leading to a quality written outcome. Topic based planning using a text as a stimulus (‘Take One Book’): Allows teachers a …


What is grammar? Grammar is the whole system and structure of a language. The grammar of a language consists of the following: Syntax – the arrangement of words within a sentence Morphology – the study of how words are structured. This can include prefixes, suffixes and verb endings Phonology – study of sound system in …


All children from Reception to Year 2 have a daily phonics lesson in school. As a school, we follow Letters and Sounds, and letter sounds and names are taught in the specific order suggested in the letter and sounds document. Children entering the nursery are exposed to the skills of blending and segmenting as well …


We believe as a school that it is important to teach children to learn to read before they can read to learn. We place great importance on the skill of reading as it is a lifelong skill that opens many doors.  Children bring books home to share with parents and carers when they start in …

Talk for Writing

As a whole school, we follow Pie Corbett’s ‘Talk for Writing’ model for teaching narrative writing skills. As a result of this, we aim to achieve high quality writing and a love of literacy. We strive to increase reading experiences and deepen understanding. There are daily phonics, spelling or sentence level games to release inhibitions, …