Our English Curriculum is designed to ensure we carefully consider the starting points of our pupils in speaking, listening, reading and writing and build on their knowledge and skills from what we know. This in-depth knowledge of what our children know and where they need to go next, allows pupils to develop rapidly, ensuring they are able to speak and write fluently in order to communicate their ideas and emotions to others. 

Through their reading and listening skills, others can communicate with them. We hold the ability to communicate in a range of ways, in high regard for our children. 

We strive for our children to develop their voice and are able to share their ideas with others. In support of this, we ensure children are exposed to rich and varied vocabulary to help prepare them for life outside of their home town. Through reading and well-chosen literature pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. 

The aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English at Riverside primary aims to ensure that all pupils:

• Read easily, fluently and with good understanding;
• Develop a love of the written word and enjoy reading for pleasure;
• Develop the habit of reading widely and often;
• Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language;
• Appreciate our rich and varied literary heritage;
• Write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences;
• Use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas whilst having a common respect for others' opinions. 
• Are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

Spoken Language
The national curriculum for English reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. Spoken language underpins the development of reading and writing.

English at Riverside

Early Years Foundation Stage

Within the Foundation Stage (Nursery and Reception), the Early Years Foundation Stage framework is followed. The 'English' aspect of the curriculum is followed through the areas 'Communication and Language' and 'Literacy'.

English teaching is integrated into the overall topics or themes of the half term. Read Write Inc is taught discretely on a daily basis. During EYFS children learn to:

Engage in extended conversations about stories, learning new vocabulary

Re-read books to build up his/her confidence in word reading, his/her fluency and his/her understanding and enjoyment

Anticipate, where appropriate, key events in stories 

Demonstrate an understanding of what has been read to him/her by retelling stories and narratives using his/her own words and recently introduced vocabulary 

Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play 

Understand that print has meaning and can have different purposes.

Understand that we read English text from left to right and from top to bottom

Understand the names of the different parts of a book

Understand page sequencing

Develop their phonological awareness, so that they can spot and suggest rhymes, count or clap syllables in a word and recognise words with the same initial sound.

Blend sounds into words, so that he/she can read short words made up of known letter-sound correspondences

Read simple phrases and sentences made up of words with known letter-sound correspondences and, where necessary, a few exception words

Read aloud simple sentences and books that are consistent with his/her phonic knowledge, including some common exception words 

Say a sound for each letter in the alphabet and at least 10 digraphs 

Use some of his/her print and letter knowledge in his/her early writing

Write some or all of his/her name

Write some letters accurately

Form lower-case and capital letters correctly

Write short sentences with words with known sound-letter correspondences using a capital letter and full stop

Re-reads what they have written to check that it makes sense

Spell words by identifying sounds in them and representing the sounds with a letter or letters 

Write recognisable letters, most of which are correctly formed 

Write simple phrases and sentences that can be read by others 

Enjoy and engage in listening to longer stories and can remember much of what happens

Listen to and talk about stories to build familiarity and understanding

Understand a question or instruction that has two parts

Understand 'why' questions

Learn and use new vocabulary throughout the day and in different contexts.

Listen carefully to rhymes and songs, paying attention to how they sound

Learn rhymes, poems and songs

Engage in non-fiction books

Listen to and talk about selected non-fiction to develop a deep familiarity with new knowledge and vocabulary

Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions 

Start a conversation with an adult or a friend and continue it for many turns

Articulate his/her ideas and thoughts in well-formed sentences

Connect one idea or action to another using a range of connectives

Describe events in some detail

Develop social phrases

Retell the story, once they have developed a deep familiarity with the text; some as exact repetition and some in their own words

Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from the teacher 

Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate 

Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary