English
The children have the opportunity to develop their skills in:
- Speaking and Listening
- Reading
- Writing
- Spelling and Handwriting.
Our main literacy programme is ‘Read Write Inc’ (known as RWI). The children are taught in ability groups. When children have developed their phonic skills sufficiently to allow them to read confidently and fluently, they move on to Literacy and Language. English skills are further developed through additional cross-curricular activities which are linked to our topic themes.
Alongside our main reading programme (Rigby Star), a variety of supplementary reading material is used. Your child will bring home a reading book. Please read or share these books with your child as this will help to foster an enthusiasm for reading.
Curriculum Statement
Intent
At Sunshine Academy, our English curriculum in Key Stage 1 is designed to ignite a lifelong love of reading and writing in our pupils aged 5-7. It builds on the strong foundations laid in our Reception where learning to read and write with enjoyment is a priority. In KS1 We aim to continue to provide all children with the foundational skills they need to become confident, fluent readers and effective communicators who can express their ideas clearly and creatively.
Our curriculum is built around three core pillars:
Reading: We prioritise developing accurate and fluent word reading through RWI, our systematic synthetic phonic scheme, alongside fostering a deep love of literature through exposure to high-quality texts across a range of genres. We take inspiration from Book Trust recommended reading lists to ensure that we keep upto date with the latest books and newest authors. We use the RWI ‘Windows and Mirrors’ recommendations to ensure that our books are as inclusive as possible, often reflecting the rapidly changing world that the children now live in and the difficulties that may be faced.
Writing: We teach pupils to write with increasing confidence and accuracy, developing their ability to compose narratives, write about real events, and create poetry for different purposes. We are guided by the Writing Framework July 2025 in our approach to writing.
Communication: We ensure all pupils develop strong spoken language skills, building their vocabulary and ability to articulate their thoughts and ideas effectively. Stem sentences and modelling are key.
Implementation
Reading
In Year 1, pupils continue to develop pleasure in reading, motivation to read, vocabulary and understanding by listening to and discussing a wide range of, stories, non-fiction and poetry at a level beyond that at which they can read independently. They become very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics. They are introduced to significant authors and classic stories along with new titles.
In Year 2, pupils listen to, discuss and express views on contemporary and classic stories, poetry and non-fiction. They become increasingly familiar with and retell a wider range of stories, alternative traditional tales, and are introduced to non-fiction books that are structured in different ways.
How we teach reading:
- Systematic Synthetic Phonics: We follow a structured phonics programme (RWI) to ensure all children can decode accurately and develop reading fluency
- Daily Story Time: Teachers read aloud high-quality stories daily, re-reading favourites to build familiarity and comprehension
- Library Access: Weekly library sessions in Y1 enable pupils to choose books that interest them and develop reading for pleasure. Y2 make monthly visits to the local library where they are all members.
- Home-School Partnership: We provide guidance to parents on supporting reading at home and encourage daily reading practice. We provide workshops to support parents/carers with their child’s reading journey. We provide our own Book at Bedtime for children to access at home.
Writing
Year 1 pupils start forming short narratives once their handwriting, spelling and sentence structure is secure. In Year 2, pupils begin to write both fictional and real narratives about their own experiences and those of others, write about real events and write for different purposes.
How we teach writing:
- Modelling: Teachers model the writing process, thinking aloud to demonstrate how real authors work
- Phonics Application: Pupils apply their phonics knowledge to spell words accurately
- Handwriting: We provide daily teaching and practice to develop a comfortable pencil grip and legible, fluent handwriting
- Purpose and Audience: Pupils learn to adapt their writing for different purposes and audiences
- Editing and Reflection: We encourage pupils to reflect on and improve their own work, developing independence
Spoken Language and Vocabulary
- High-Quality Interactions: Staff engage pupils in rich discussions to develop their knowledge and vocabulary across all areas of learning
- Oracy Skills: All pupils are explicitly taught how to communicate effectively through spoken language, articulate ideas, and engage with others
- Vocabulary Building: We deliberately teach and extend pupils' language, with plenty of repetition and opportunities to use new words in context
- Performance: Pupils read aloud for peers in class or for parents/cares in assemblies, building confidence in speaking aloud
Supporting All Learners (see also Our commitment to SEND and Inclusion in English)
We ensure that all pupils, including those who are disadvantaged, have SEND, or face other barriers to learning, can access our ambitious curriculum through:
- Early Identification: We quickly identify any pupils who are falling behind and provide targeted support
- Keeping Up, Not Catching Up: We prioritise daily intervention to address gaps immediately rather than allowing them to widen
- Adapted Teaching: Teachers make appropriate adaptations to meet individual needs while maintaining high expectations
- Additional Adults: Teaching assistants are deployed strategically to support pupils in accessing high-quality teaching from their class teacher
Impact
By the end of Key Stage 1, our pupils will:
- Read accurately and fluently, using their phonics knowledge to decode unfamiliar words
- Read with age-appropriate comprehension and demonstrate enjoyment of reading
- Write coherent narratives, recounts, and reports with increasing accuracy in spelling and punctuation
- Form letters correctly with legible, fluent handwriting
- Communicate their ideas clearly and confidently in spoken language
- Have developed a rich vocabulary that supports their learning across the curriculum
- Be well-prepared for the demands of Key Stage 2
Assessment and Monitoring:
- We assess reading fluency and comprehension regularly to identify any pupils needing additional support
- Writing is assessed against age-related expectations, with moderation ensuring consistency
- Phonics screening checks in Year 1 ensure all pupils are on track
- We track progress for all groups of pupils, including disadvantaged pupils and those with SEND, to ensure they achieve well
This curriculum statement reflects our commitment to providing every child at Sunshine Academy with the essential literacy skills they need to succeed, whilst fostering a genuine love of reading and writing that will serve them throughout their lives.
"The more that you read, the more things you will know. The more that you learn, the more places you'll go." Dr. Seuss
Curriculum Overviews
Year 2 English OverviewProgression in Skills
Communication and Language - Progression of Skills.pdf
Literacy and Reading - Progression of Skills.pdf
Literacy and Writing - Progression of Skills.pdf
RWI - Expectation of Phonics Progress - Sept 24.pdf
Supporting your Child with Reading
Supporting your Child with Reading - Year 1
Supporting your Child with Reading - Year 2
Supporting your Child with Writing
Supporting your Child with Writing - Year 1
Supporting your Child with Writing - Year 2
Sunshine Book List
Gallery