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English Curriculum


At Foley Park Primary Academy, we believe that literacy and communication are key life skills. Through the English curriculum, we will help them develop the skills and knowledge that will enable them to communicate effectively and creatively through spoken and written language and equip them with the skills to become lifelong learners. We want children to enjoy and appreciate literature and its rich variety.


The English curriculum at Foley Park is delivered using the National Curriculum English Document (2014). The Early Learning Goals are followed to ensure continuity and progression from the Early Years Foundation stage through to the National Curriculum (NC).  Where appropriate, literacy units will link to creative curriculum themes to promote cross curricular learning. We teach our topics through books and ensure that each class receives personalised learning according to their specific needs.





Reading is an important part of the English curriculum in our School. Reading books are organised on a levelled system ensuring the children read books appropriate to their ability (the children’s reading should be 96% accurate in these books). These books will be provided and sent home on a daily basis for parents to read with their children. We use books from a range of schemes. Once children have reached a good level of fluency, they become ‘free readers’ and can choose their own texts.


Each parent is given the opportunity to liaise with teachers through reading record books which record when the children have been listened to in school by a member of staff or a volunteer, and at home, and any issues or positives there may be.


Reading in EYFS is taught through small group story sessions initially building to a more structured guided reading session by the Summer term of Reception.

Guided Reading sessions are taught in Year 1 and Year 2 to teach the explicit reading skills in small, focus groups.


Whole Class reading skills are taught in Years 3-6 to teach VIPERS skills. (Vocabulary, Inference, Prediction, Explanation, Retrieval and Summarising). Vocabulary skills are given extra time in the curriculum. Each class learns 25 words per half term to develop their language skills. The words are linked to their text and their topic.




Shared and modelled writing, takes place within English lessons. This allows the teacher to demonstrate good writing practice to the children while using their ideas. Teachers ensure that the writing demonstrated shows high expectations and covers the success criteria they would expect to see in the children’s writing.


Talk for writing is used successfully across the school to help children to gather ideas and structure their writing.


Children are expected to write frequently in a range of forms. This may be responses to a text, filling in text feature grids, short writing tasks such as writing as a character or writing a whole story or report as an extended piece of writing. At Foley Park, we don’t teach specific genres of writing; we teach purposes for writing which are: to entertain, to inform, to explain and to discuss.




Parents are welcome to join in a phonics session and see it in action.

Our next sessions available will be: 

Wednesday 20th November 

Thursday 5th December.

Please contact the phonics manager, Mrs Lucas to arrange a visit if you are unable to make these dates. 


Phonics is taught daily in Early Years Foundation Stage and Key Stage One. Our phonics programme follows the structure of the DfE 'Letters and Sounds' document. We teach phases 1-5 from Nursery through to Year 1.


In Nursery this will involve a 15 minute daily session of phonics delivery where they are immersed with phase one phonic activities.

Phase One of Letters and Sounds concentrates on developing children's speaking and listening skills and lays the foundations for the phonic work which starts in Phase 2. The emphasis during Phase 1 is to get children attuned to the sounds around them and ready to begin developing oral blending and segmenting skills. Phase 1 is divided into seven aspects. Each aspect contains three strands: Tuning in to sounds (auditory discrimination), Listening and remembering sounds (auditory memory and sequencing) and Talking about sounds (developing vocabulary and language comprehension).


Reception and Key Stage 1 have a 30 minute synthetic phonics session with a wide opportunity for application of skills. We use the Read Write Inc sound cards and phrases to introduce new sounds along with Jolly songs and actions. 

Phase 2,3 and 4 are taught in Reception. 

Phase 4 and 5 are taught in Year 1.


Phase 2 - In Phase 2, letters and their sounds are introduced one at a time. A set of letters is taught each week. As soon as each set of letters is introduced, children will be encouraged to use their knowledge of the letter sounds to blend and sound out words. For example, they will learn to blend the sounds s-a-t to make the word sat. They will also start learning to segment words. 


Phase 3 - By the time they reach Phase 3, children will already be able to blend and segment words containing the 19 letters taught in Phase 2. A sound over 2 days from the consonant digraphs. During Phase 3, children will also learn the letter names using an alphabet song, although they will continue to use the sounds when decoding words.


Phase 4 - In Phase 4, no new graphemes are introduced. The main aim of this phase is to consolidate the children's knowledge and to help them learn to read and spell words which have adjacent consonants, such as trap, string and milk.


Phase 5 - Children entering Phase Five will already be able to read and spell words with adjacent consonants, such as trap, string and flask. They will also be able to read and spell some polysyllabic words. In Phase Five, children will learn more graphemes and phonemes. For example, they already know 'ai' as in rain, but now they will be introduced to 'ay' as in day and 'a-e' as in make. Alternative pronunciations for graphemes will also be introduced, e.g. ea in tea, head and break.


Year 2 children revise all sounds learnt and are taught spelling patterns using the Read Write Inc Spelling programme with interactive resources. 





At Foley Park Primary Academy, wherever possible, Science links to our learning challenge.  Teachers have the professional flexibility to plan from a variety of resources to ensure that the 2014 NC objectives are met and to maximise the learning experience for their class.  Our overview shows the coverage of each phase of learning needs.  As Years 3&4 and also Years 5 & 6 work in partnership, we cover the units over two years. 

Our organisation of children when teaching Science depends on a wide variety of factors including the lesson objective, situation, differentiation or matching and additional adults in the room, etc.


All science teaching will involve plenty of "hands on" : finding out from first-hand experience and testing hypotheses, in line with "working scientifically" from the National Curriculum document.


Full scientific enquiry, involving the concept of fair testing, will occur in each unit of work where appropriate.  There will be many other lesson where aspects of investigations are reinforced.  As the children progress through school a greater emphasis is placed on investigative work.  Scientific ideas should be developed through practical investigation wherever possible.


Investigations will always be followed by thorough reinforcement of the knowledge and understanding gained from the experience.  Children will be given the opportunity to devise and implement their own investigations from Y2-Y6


Religious Education