Skip to content ↓

Proud to be part of


The English curriculum is designed to inspire, develop communication skills and provide our children with the tools they need to express their ideas, views and feelings.

English consists of reading, writing, spoken language, handwriting, phonics, spelling, vocabulary, punctuation and grammar. Each of these aspects are taught both as subjects on their own and alongside other areas of the curriculum.

We use the English programme of study for Key Stage 1 as the foundation of our English curriculum.


We follow the the Little Wandle Letters and Sounds programme, starting in the first two weeks of the EYFS Reception year. Phonics is taught for 30 minutes every day and the sessions are always whole-class. Any child who is assessed and found not to be at the expected standard is immediately added to the Little Wandle Keep Up and Catch-Up Programmes.

Children are given a phonic-based reading book to take home after they have read it with their teacher during the week. It is very closely matched to their phonic ability. These books are kept by the child at home for one week so that they are able to read it fluently.


At Lincoln Carlton Academy, we believe that the ability to read and comprehend is central to learning and should be part of every child’s daily diet. Not only does reading regularly promote word reading and fluency, but it also helps children to acquire new knowledge and expand their vocabulary.

We recognise that teaching the skills of reading to children is the key to them being competent and confident readers. We aim to develop a love for reading and give children the opportunity to read a range of fiction and non-fiction texts across genres.

Texts to be shared with each year group are carefully mapped out and have been chosen to ensure children are exposed to a range of fiction, non-fiction and poetry texts across the year, covering the expectations as set out in the National Curriculum.


Throughout the year, every year groups writes in a variety of different genres. There is a balance of fiction, non-fiction, and poetry, as well as a mixture of authors, modern texts and classics.

In the first stage of the framework, children become immersed in the text, perhaps through an engaging ‘hook’ or WOW day. This stage is centred around speaking, listening and language development and children are exposed to new and exciting vocabulary. They really get ‘under the skin’ of the text, work out its purpose, and who the audience might be.

The second stage uses the text as a model for the child’s own writing. The focus is on teaching, modelling, and developing the key processes and skills needed for the child to be successful in stage three. There will a combination of shared writing, guided writing, and independent, short pieces of writing. The learning is carefully sequenced and includes opportunities for children to work on their own individual targets in writing. Throughout this stage, children are encouraged to proofread their work and act on feedback from their teacher.

Stage three is when children apply the skills they gave learned with greater independence. They will use an age-appropriate format to plan their piece of writing, followed by a series of drafts and redrafts where needed. Children are expected to continually improve their work by acting on feedback to edit and improve their writing while always keeping the audience and purpose in mind. Sometimes they may publish their work so that it can be shared with the intended audience.

Further details about our English curriculum intent, implementation and impact can be found in the English Curriculum document below.