Reading Curriculum Intent

At Lincoln Carlton Academy, we aim to provide children with a literacy-rich environment, high quality texts and inspiring learning opportunities, which will help them to:

• Gain a life-long enjoyment of reading and books.

• Read accurately, fluently and with understanding;

• Apply a knowledge of structured synthetic phonics in order to decode unfamiliar words with increasing accuracy and speed;

• Be able to read with expression, clarity and confidence;

• Develop a good linguistic knowledge of vocabulary and grammar;

• Read and respond to a wide range of different types of texts;

• Develop a deeper level of emotional intelligence and empathy;

• Read fluently, and with confidence, in any subject in their forthcoming secondary education.

Reading Implementation


The reading journey begins in the second week of the reception year. Little Wandle (a systematic synthetic phonics scheme) is used to deliver phonics lessons in Reception and Year 1 and phonics is taught every day. Teachers and Teaching Assistants follow the plans with fidelity. As well as the discreet teaching of phonics, children in Reception and Year 1 have three guided reading sessions every week where they read a book that is matched to their current phonic knowledge. This book is then taken home for additional practice. Children are also encouraged to take a library book home every week in order to widen their reading experience. Phonics teaching will only continue into Year 2 where children have not passed the Phonics Screening Check.

From Year 2 onward, the focus shifts towards reading with fluency, expression and pace as well as a continued focus on comprehension skills. Reading is taught at least times a week for a period of 30 minutes and these lessons combine word reading and comprehension skills. Teachers complete regular running records to ensure children are reading books from the correct coloured band. They are also encouraged to take a library book of their choice home as well.

Teachers in all year groups read to their class everyday. These books are taken from a carefully compiled list of recommended reads to ensure that children read a range of text types.

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Writing Intent

At Lincoln Carlton Academy we strive to help our children develop into articulate and imaginative communicators. We want to foster a love for language and the written word. Careful links are made across the curriculum to ensure that writing is used as a meaningful communication tool across all subjects. We want children to understand how widely writing is used in everyday life

and therefore how important and useful the skills are that they are learning. We want all our children to:

• Be able to write for a purpose;

• See themselves as real writers;

• Take ownership of their writing;

• See writing as an interesting and enjoyable process;

• Be able to organise and plan their own written work.

Writing Implementation


More formal writing sessions begin in reception where children are taught letter formation, hold a sentence and short composition. This runs alongside a program of gross and fine motor skills that build muscle strength to support writing.

Year 1

Year 1 begins with a transition period between the EYFS curriculum and the National Curriculum. Children continue their phonics journey and have 30 minutes of discrete phonics teaching everyday. Teachers continue to follow Letters and Sounds where they continue to practise and apply segmenting skills to write different labels, captions and then sentences. Teachers will continue to use the strategy, ‘Say it, break it into words (put each word on one finger), write it’ when writing simple sentences.

Children will then take part in a daily writing ‘lesson’ which will last for one hour. These lessons will be based on a number of core, quality texts as laid out in this document. In the autumn term, teachers will keep carpet time to a minimum (5 minutes only at first) and will use this time to engage children in high quality texts that will support their writing journey. After any initial input, children will access continuous provision (both inside and outside) where they will have opportunities to practise the skills they have been taught, during their play. Teachers will use the rest of the session to work with guided groups and individual children to support them in their individual next steps in writing.

After Christmas, teachers will have extended carpet time to around 10-15 minutes where they will spend more time modelling the writing process to the whole class. There will then be an opportunity for all children to complete an independent writing task linked to the learning and differentiated to their needs. The teacher will work with different groups of children on different days to offer feedback and challenge where necessary. Children will still have opportunities to practise the skills taught during continuous provision, but the time spent in purposeful play will reduce as the year progresses in preparation for Year 2.

Years 2 – 6: Planning for Writing

From Year 2 onwards, teachers at LCA follow a framework when planning for writing. The purpose of this framework is to put the audience and purpose at the centre of any piece of writing we ask children to produce. With this approach, we aim to produce ‘writers’ and not just ‘writing’. The framework is made of three different stages: Fit for Purpose, Building Confidence and Reflective Writing

Fit for Purpose

The first section of the framework is designed to engage and immerse the children in the text type they will be exploring. This will include a WOW element to get the children excited and motivated to write. This section allows children the opportunity to dive into the chosen text and pick of the structures and features that make it fit for purpose and the chosen audience. The National Curriculum states that spoken language underpins the development of reading and writing and, with oracy being such a high priority for children at LCA, we weave talk opportunities into every lesson. Using a variety of drama strategies and groupings for talk, children have numerous opportunities to orally explore a text type before they start to write.

Building Confidence

Having studied different texts, pupils immerse themselves in the language and structure of these to create their own toolkit – an aid to writing. This ensures that language patterns, punctuation and key phrases are internalised by the children so that they become confident and competent writers. Repeated practice of writing genres ensures that pupils leave our school capable of writing for different audiences and purposes. Spelling is taught outside of literacy lessons and children understand the importance of learning spellings in a memorable and interesting way. A range of strategies are used to ensure personable learning which supports pupils in becoming competent lifelong spellers. Accurate spelling is expected in all writing across the curriculum and children are taught and given time to edit their spellings and recognise their own errors. The teaching of grammar and standard English is an integral part of these writing lessons and across the whole curriculum. Using the National Curriculum, key grammar and Standard English skills are taught progressively and systematically throughout the school.

Reflective Writing

Children now start to plan their final piece using an age-appropriate planning tool. Teachers model this process in each unit so that children understand the process behind writing. During this process, teachers think out loud, edit and demonstrate how and why they have structured their writing in the way they have. Children then complete a first draft of their piece of writing and then proofread and redraft sections to further improve, always with the audience and purpose for writing in mind. Finally, the children will publish their work and where appropriate they will present it to their audience. The section allows teachers to provide focused feedback to support children to improve their writing outcomes.


The English Curriculum [ WORD, 396.56 KB ]