Moor Nook Community Primary School Logo

A smiling boy in a dark jacket plays on colorful soft play equipment outdoors. Other children are blurred in the background. It's a sunny day.

A young boy in a white t-shirt performs a gymnastic move on a low wooden beam. Other children in white shirts sit and watch in a school gymnasium.

Three young children in blue school uniforms are surrounding a globe, each touching it. They appear to be in a classroom.

A smiling girl in a blue school uniform sits at a desk, writing with a pencil. Other children are blurred in the background of a classroom.

A smiling girl with pigtails holds a tambourine. A classroom wall with diverse faces and felt animals is in the background.

A young boy is painting a picture on an easel. He's wearing a colorful painting smock and smiling at the camera. The word "Painting" is displayed on the wall above him, along with some art supplies.

English

English Curriculum Documents

Please see below reading and writing curriculum documents.

Reading Curriculum Document
Our Vision for Reading
 
 
 
It is our intent at Moor Nook Community Primary School to provide pupils with a high-quality education in English that will teach pupils to speak, read and write fluently so that they can communicate their ideas and emotions to others effectively and to equip them with the skills to become lifelong learners.  Giving pupils the key skills in English enables them to access material in all curriculum areas, and provides a foundation for their learning throughout their school career and beyond. 
Statement of intent
We want pupils to acquire a wide vocabulary, a solid understanding of grammar and be able to spell new words by effectively applying the spelling patterns and rules they learn throughout their time in primary school. We want them to write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences. We believe that all pupils should be encouraged to take pride in the presentation of their writing, in part by developing a good, joined, handwriting style by the time they move to secondary school.
Aims
During their education at Moor Nook Community Primary School we aim for all our children to:
Have an interest in books and read for enjoyment whilst developing the skills to read a range of texts fluently and with good understanding. 
Practise, consolidate and develop English skills across the curriculum. 
Speak and listen confidently and respond appropriately to different audiences. Be effective, competent communicators within a range of groups in both formal and informal contexts.
Read with confidence, fluency and understanding for a range of purposes and audiences.
Have an interest in words and their meanings and develop growing vocabulary.
Use ICT skills to improve and consolidate literacy.
Through the teaching of phonics develop an understanding of the spelling system.
 EYFS Secure with year group phonic expectations – phase 3+ by the end of the summer term.
  • Read words by blending sounds with known graphemes.
  • Read some common exception words.
  • Use phonic knowledge to decide regular words and read aloud accurately.
  • Identify rhymes and alliteration.
  • Join in with rhyming patterns.
  • Read and understand simple sentences.
  • Respond to questions that require simple recall in a familiar story/rhyme.
  • Sequence a simple story or event.
  • Make basic predictions.
  • Identify start and end of a sentence.
 Year 1 Secure with year group phonic expectations – phase 5 by the end of the summer term.
  • Explain the meaning of words they know and talk about the meaning of new words.
  • Enjoy and understand a wide range of texts.
  • Recognise and join in with predictable phrases.
  • Re-tell with considerable accuracy.
  • Re-read if reading does not make sense.
  • Discuss significance of title and events.
  • Make inferences on basis of what is being said and done.
  • Say what might happen next in a story.
  • Read aloud with pace and expression, i.e. pause at full stop; raise voice for question.
  • Know why the writer has used the above punctuation in a text.
  • Know the difference between fiction and nonfiction texts. 
 Year 2 Secure with year group phonic expectations.
  • Enjoy and understand books by listening to, and talking about and expressing views on poems, stories and non-fiction texts that they cannot read themselves.
  • Recount and order the main themes and events.
  • Link the meaning of new words to ones already known.
  • Recognise when a word has been read wrongly by following the sense of the text.
  • Comment on plot, setting and characters in familiar and unfamiliar stories.
  • Make inferences about characters and events using evidence from the text.
  • Say what might happen next in a story based on what has happened so far.
  • Read ahead to help with fluency and expression.
  • Read aloud with expression and intonation.
  • Use content and index to locate information. 
 Year 3 Maintains positive attitudes to reading and understanding of what they have read by listening to and discussing a wide of texts.
  • Identify themes in books.
  • Explain the meaning of unfamiliar words by using the context.
  • Raise questions during the reading process to deepen understanding.
  • Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions.
  • Comment on the way characters relate to one another.
  • Predict what might happen from details stated and implied.
  • Identify main ideas drawn from within one paragraph and summarise these.
  • Retrieve and record information from non-fiction.
  • Use intonation, tone and volume when reading aloud.
  • Take note of punctuation when reading aloud.
 Year 4 Show they enjoy reading by reading lots of different types of books and for different reasons.
  • Identify themes and conventions in a wide range of books.
  • Explain the meaning of unfamiliar words by using the context.
  • Re-explain a text with confidence.
  • Ask questions about what has been read to help with understanding a complicated text.
  • Justify inferences with evidence, predicting what might happen from details stated or implied.
  • Predict what might happen from details stated and implied.
  • Give a personal point of view on a text.
  • Identify main ideas drawn from more than one paragraph and summarise these.
  • Explain why a writer has used different sentence types or a particular word order and the effect it has created.
  • Skim & scan to locate information and/or answer a question.
  • Use appropriate voices for characters within a story. 
 Year 5 Read, enjoy, understand and discuss a wide range of texts.
  • Explain the meaning of new vocabulary within the context of the text.
  • Compare events, issues and characters within and between texts.
  • Draw inferences and justify with evidence from the text.
  • Summarise main ideas drawn from more than one paragraph and identify key details which support this.
  • Predict what might happen in increasingly complex texts by using evidence from the text.
  • Talk about why authors use language, including figurative language, and the impact it has on the reader.
  • Tell the difference between statements of fact and opinion.
  • Find and write down facts and information from non-fiction texts.
  • Vary voice for direct or indirect speech. 
Year 6 Read, enjoy, understand and discuss books that are written by different authors, in different styles.
  • Explain the meaning of new vocabulary within the context of the text.
  • Infer characters’ feelings, thoughts and motives from their actions, justifying inferences with evidence.
  • Predict what might happen from information stated and implied.
  • Show understanding of texts by summarising the main ideas over a paragraph or a number of paragraphs, finding key details and quotations as evidence to support their views.
  • Refer to text to support opinions and predictions.
  • Use a combination of skimming, scanning and close reading across a text to locate specific detail.
  • Understand how language, structure and presentation contribute to the meaning of a text.
  • Talk about how authors use language, including figurative language, and the impact it has on the reader.
 
 

Writing Curriculum Document 
Our Vision for Writing
It is our intent at Moor Nook Community Primary School to provide pupils with a high-quality education in English that will teach pupils to speak, read and write fluently so that they can communicate their ideas and emotions to others effectively and to equip them with the skills to become lifelong learners. Giving pupils the key skills in English enables them to access material in all curriculum areas, and provides a foundation for their learning throughout their school career and beyond.
Statement of Intent
We want pupils to acquire a wide vocabulary, a solid understanding of grammar and be able to spell new words by effectively applying the spelling patterns and rules they learn throughout their time in primary school. We want them to write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences. We believe that all pupils should be encouraged to take pride in the presentation of their writing, in part by developing a good, joined, handwriting style by the time they move to secondary school.
Aims

During their education at Moor Nook Community Primary School we aim for all our children to:

  • Speak and listen confidently and respond appropriately to different audiences.
  • Be effective, competent communicators within a range of groups in both formal and informal contexts.
  • Write with confidence, fluency and understanding for a range of purposes and audiences. Use a range of strategies to self-assess, edit and refine their own writing.
  • Develop their powers of imagination, inventiveness and critical awareness.
  • Have an interest in words and their meanings and develop growing vocabulary.
  • Use ICT skills to improve and consolidate literacy.
  • Through the teaching of phonics develop an understanding of the spelling system.
  • Understand how grammar and punctuation are used, building on skills throughout school and applying this knowledge when reading and writing.
  • Develop a legible, fluent and cursive writing style.
EYFS
Sentence 
and text
structure
 Write simple sentences which can be read by themselves and others.
Write own names correctly.
Use the correct grip.
Write name (correct upper and lower case).
Use correct letter formation for familiar words.
Punctuation Recognise and begin to use full stops.
Year 1
Vocabulary
and 
grammar
 Write clearly demarcated sentences.
Use ‘and’, ‘or’ and ‘but’ to join ideas.
Make singular nouns plural by adding ‘s’ or ‘es’.
Use correct formation of lower case, capital letters and digits.
Punctuation Evidence of:
Capital letters
Full stops
Question marks
Exclamation marks
Leave spaces between words.
Use capital letters for names and personal pronoun ‘I’.
Year 2
Vocabulary
and 
grammar
 Write different kinds of sentence: statement, question, exclamation, command.
Use expanded noun phrases to add description and specification.
Write using subordination for time:- when, before, after and reason:- because, if.
Subordinating conjunction – that.
Use present and past tense consistently and correctly.
Use verbs to show action in progress.
Add suffixes ness, er, ful less, est. ly.
Evidence of diagonal & horizontal strokes to join.
Punctuation Correct and consistent use of:
Capital letters.
Full stops.
Question marks.
Exclamation marks.
Commas in a list.
Apostrophe (omission and possession)
Year 3
Vocabulary
and
grammar
 Identify main and subordinate clauses.
Use conjunctions (when, so, before, after, while, because).
Use adverbs (e.g. then, next, soon).
Use prepositions (e.g. before, after, during, in, because of).
Use perfect form of verbs to mark relationships of time & cause.
Correct use of tense.
Legible, joined handwriting.
Punctuation Use of inverted commas to punctuate direct speech.
Paragraphing Group ideas into paragraphs around a theme.
Write under headings & sub-headings.
Year 4
Vocabulary
and
grammar
 Vary sentence structure, using different openers e.g. fronted adverbials, adverbs.
Add adjectives, nouns and prepositions to give more detail
Use expanded noun phrases (e.g. biting cold wind).
Use a variety of determiners.
Make appropriate choice of noun or pronoun.
Consistently use 1st, 2nd and 3rd person correctly.
Write with grammatical agreement (matching verbs to nouns/ pronouns), e.g. she was, they were.
Correct use of tense.
Legible, joined handwriting of consistent quality.
Punctuation Apostrophe for singular & plural possession.
Use commas to mark clauses.
Use inverted commas and other punctuation to indicate direct speech.
Paragraphing Use paragraphs to organise writing.
Use connectives to link paragraphs.
Year 5
Vocabulary
and 
grammar
 Recognise and use relative clauses and relative pronouns.
Show degrees of possibility using adverbs and modal verbs.
Use range of sentence openers – judging the impact or effect needed.
Begin to adapt sentence structure to text type.
Use a range of pronouns to avoid repetition.
Consistent and correct use of tense, verb and subject agreement.
Legible and fluent handwriting style
Punctuation Use bracket, dashes and commas to add extra information (parenthesis).
Commas to clarify meaning or avoid ambiguity
Paragraphing Consistently organise into paragraphs.
Link ideas across paragraphs using adverbials of time, place or number.
Link ideas across paragraphs with the choice of tense.
Year 6
Vocabulary 
and grammar
 Use subordinate clauses to write complex sentences.
Use passive voice where appropriate.
Use expanded noun phrases to convey complicated information concisely (e.g. The fact that it was raining meant the end of sports day).
Use entirely consistent language associated with 1st, 2nd, 3rd person.
Evidence of sentence structure and layout matched to requirements of text type.
Legible, fluent and personal style.
Punctuation Semi-colon, colon, dash to mark the boundary between independent clauses.
Use a colon to introduce a list.
Use a semi-colon within lists.
Correct punctuation of bullet points.
Hyphens to avoid ambiguity.
Paragraphing Wide range of devices to build cohesion within and across paragraphs.
Use paragraphs to signal change in time, scene, action, mood or person.
Use appropriate layout devices to structure a text.