The overarching 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 aims to ensure that all pupils:

  • read easily, fluently and with good understanding
  • develop the habit of reading widely and often, for both pleasure and information
  • 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
  • are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

Here at Trinity, to ensure that the children have an opportunity to develop their skills in all of the above areas, we have adopted the Talk for Writing approach to our literacy teaching. Through Talk for Writing, children investigate and imitate a model text. This gives children to opportunity to play the tune of tale before learning to write it. They will then develop their understanding of how to write for a particular focus by adapting the model text. The final stage of the process is to apply what they know through independent writing. 

Throughout this process, we take great delight in sharing lots of other stories and literature, to investigate the way the text is written and how we can learn from those authors. Children are then given lots of opportunities to practice these skills in their independent writing. 

We believe that children reading for pleasure is paramount to children’s success in both reading and writing. Therefore our approach to the teaching of reading is underpinned by a love of books. The Talk for Writing process enables children to share stories, be a part of the story creation, and create their own. During lesson time, children will also be taught a variety of skills to help them to: make sense of what they’ve read, make inferences, retrieve information or ideas, sequence information, summarise and make predictions about what is about to happen next. All while hearing a variety of texts.

To read more about our approach to the tecahing reading, please look at our reading intent statement below

With the increased focus on grammar, punctuation and spelling, some key terms are now being used in school that as adults we may be unfamiliar with. Please see a glossary of terms for the English programmes of study within the National Curriculum below.


Phonics is taught daily across Key Stage 1 using a structured multi sensory approach. This means that we make sure that the children have the opportunity to hear, see and feel the sounds and letters. The children are taught pure sounds (‘b’ rather ‘buh’) to help them decode words that they see and quickly build those sounds, blending them together to make simple words. At the same time as learning to read the letters, the children are also taught how to write them too. Some words cannot be blended together phonetically so we teach these words separately.

We consolidate our knowledge with lots of games, encouraging the children to think about the sounds that they can hear and the combinations of letters needed to make these sounds.

Our children have produced a lovely video of the accurate sound pronounciation for supporting your children: 

We follow the Letters and Sounds Programme and more information about this can be found at:

Our expectations of progress through the programme is as follows: 

PhasePhonic Kowledge and Skills
Phase One (Nursery/Reception) Activities are divided into seven aspects, including environmental sounds, instrumental sounds, body sounds, rhythm and rhyme, alliteration, voice sounds and finally oral blending and segmenting.
Phase Two (Reception) up to 6 weeks Learning 19 letters of the alphabet and one sound for each. Blending sounds together to make words. Segmenting words into their separate sounds. Beginning to read simple captions.
Phase Three (Reception) up to 12 weeks The remaining 7 letters of the alphabet, one sound for each. Graphemes such as ch, oo, th representing the remaining phonemes not covered by single letters. Reading captions, sentences and questions. On completion of this phase, children will have learnt the "simple code", i.e. one grapheme for each phoneme in the English language.
Phase Four (Reception) 4 to 6 weeks No new grapheme-phoneme correspondences are taught in this phase. Children learn to blend and segment longer words with adjacent consonants, e.g. swim, clap, jump.
Phase Five (Throughout Year 1) Now we move on to the "complex code". Children learn more graphemes for the phonemes which they already know, plus different ways of pronouncing the graphemes they already know.
Phase Six (Throughout Year 2 and beyond) Working on spelling, including prefixes and suffixes, doubling and dropping letters etc.