English – Reading & Writing
At our school, we celebrate the rich diversity of languages spoken by our pupils—over 30 in total. This vibrant tapestry of cultures is one of our greatest strengths. Yet we also recognise that proficiency in speaking, reading, and writing English is essential for every child’s success, both in school and beyond.
English is the thread that weaves through every subject and every interaction. It empowers children to access the curriculum fully, to express their thoughts with confidence, and to connect meaningfully with others. From the moment our pupils join us, we prioritise language development—starting with a strong foundation in reading and writing. Through high-quality texts, engaging vocabulary work, and regular opportunities to speak and listen, our curriculum nurtures articulate, thoughtful communicators.
For us, language is more than a skill—it’s a doorway to identity, confidence, and opportunity. In classrooms, assemblies, and across the playground, we create a language-rich environment where every voice is heard and every child learns to speak up, speak out, and speak well.
English: Writing
Talk for Writing – National Showcase School
As a Talk for Writing (TfW) Showcase School, we warmly invite educators to attend our open mornings and experience TfW in action. Visitors will have the opportunity to observe live lessons, explore pupils’ work, and gain valuable insight into the impact of the approach on teaching and learning. These visits also offer the chance to speak directly with our leadership team about how TfW has been implemented in our school and the journey of improvement it has inspired.
St. Michael’s is one of four TfW Showcase Schools nationally. We are immensely proud of our status as a TfW Showcase School.
English Curriculum Map
How we teach writing:
English (Talk for Writing)
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St. Michael’s is a one-form entry primary school located near the heart of Birmingham. We are proud of our richly diverse community, with the majority of our pupils coming from minority ethnic backgrounds and 16 languages spoken at home. This diversity strengthens our belief in the vital role of talk across the curriculum and its power to nurture confident storytellers and skilled writers.
In July 2023, we were honoured to be accredited as a Talk for Writing Showcase School by Pie Corbett. This recognition celebrates our successful implementation and leadership in English. Since beginning our Talk for Writing journey in 2021, we have seen first-hand how prioritising oral language enables children not only to develop confidence in storytelling, but also to command a rich, literary language both verbally and in writing.
Talk for Writing—created by Pie Corbett and supported by Julia Strong—is a dynamic teaching approach grounded in how children learn best. Pupils first imitate the language they need through oral rehearsal, then move on to reading and analysing model texts, and finally craft their own innovations before developing independent pieces.
Through this carefully structured process, children learn to write for a range of audiences and purposes across the curriculum. A key strength of the approach is how it helps pupils internalise language structures through ‘talking the text’ and close reading. Teachers guide children from dependence to independence, supporting them in becoming fluent, imaginative, and purposeful writers.
Our English curriculum is underpinned by a carefully selected reading spine of high-quality fiction, poetry and non-fiction. These texts reflect the diverse community we serve, challenge stereotypes, affirm identity, and model excellence in language. Through imaginative units of work, our well-resourced whole-school plan enables teachers to focus on adapting learning to meet the needs of every child.
Poetry
Unlocking Language Through Poetry at St. Michael’s
At St. Michael’s, our vision for English includes a vibrant, challenging poetry curriculum that inspires curiosity, fosters creativity, and expands children’s understanding of language and the world around them. We believe poetry is a powerful medium for developing both the technical and emotional aspects of literacy. That’s why we carefully select poems that not only stimulate imagination but also stretch our pupils’ thinking.
Our carefully chosen poetry texts enable:
- Teachers to model expert prosody and expressive reading;
- Pupils to strengthen reading fluency and deepen comprehension;
- Rich opportunities to explore the dynamic between poet, audience, and message;
- Meaningful exposure to ambitious vocabulary and literary techniques.
We take pride in our curriculum’s strong foundation in the Opening Doors anthology by Bob Cox. This collection reflects our commitment to equity, excellence, and social justice—ensuring every child is represented, challenged, and included.
Notably, our Year 6 pupils engage with the poignant ‘Sympathy’ by Paul Laurence Dunbar, exploring themes of identity and resilience, while our Year 3 children delve into Robert Browning’s classic narrative, The Pied Piper of Hamelin, learning how language can captivate and command.
Through poetry, we empower every child to find their voice—and to use it with confidence, creativity, and compassion.
Non-Fiction
Empowering Young Minds Through Non-Fiction
At St. Michael’s, we are committed to equipping our pupils with the tools they need to navigate and thrive in our information-rich world. Our English curriculum offers a high-quality, carefully curated selection of non-fiction texts that reflect the diverse, real-world content children encounter every day.
Our non-fiction provision enables pupils to:
- Acquire knowledge from a wide range of disciplines;
- Hear texts that challenge stereotypes and reflect their own lived experiences;
- Develop reading fluency and comprehension through structured exposure to challenging material;
- Explore the relationship between author and audience and its effect on the reader;
- Understand and use rich vocabulary, non-fiction voice, and presentational features;
- Master the specific reading strategies unique to non-fiction genres;
- Use non-fiction texts as powerful models for real-world, purposeful writing.
Teachers model expert reading using expressive prosody, and pupils are empowered to become critical readers and confident writers. Through this approach, children learn to craft their own information texts with intention—making deliberate choices around voice, language, and structure.
In essence, our non-fiction curriculum fosters not only literacy but agency—helping each child become an informed, articulate, and reflective communicator.
Fiction
Literature That Inspires, Language That Endures
At the heart of our English curriculum lies a commitment to high-quality fiction—texts that demonstrate literary excellence, embrace exceptional vocabulary, and reflect the lived experiences of our children. These texts act as both mirrors and windows: offering pupils the chance to see themselves reflected while exploring worlds far beyond their own.
Our fiction provision immerses children in a wide range of narrative structures—stories of quests, lost-and-found adventures, and battles with beasts—equipping them with the storytelling ‘tools’ they need to shape their own powerful writing. Pupils learn how to:
- Craft compelling openings and satisfying conclusions;
- Develop memorable characters through rich characterisation;
- Build immersive settings and develop suspense;
- Write dialogue that reveals depth and moves the plot forward;
- Apply descriptive language across genres, including poetry and non-fiction.
The depth and ambition of our fiction texts also enable:
- Teachers to model expert reading with expressive prosody;
- Pupils to deepen vocabulary and reading fluency;
- Exploration of how authorial intent shapes meaning for an audience;
- Engagement with a wide variety of authors, illustrators, genres and literary forms;
- Opportunities for children to investigate different lives, cultures, and perspectives;
- Exposure to books that invite re-reading and open the door to rich, creative responses.
At St. Michael’s, we know that stories shape minds and change hearts. Through our carefully curated fiction curriculum, we nurture confident, thoughtful readers and imaginative, purposeful writers.
Transcription
Mastering the Mechanics of Writing
At St. Michael’s, we know that confident, accurate writing begins with fluency in the building blocks of transcription and grammar. Our enacted curriculum ensures that pupils systematically develop these essential components—enabling them to write with increasing precision and independence.
From Early Years to Year 6, children engage in daily practice of transcription, spelling, and grammar. This consistent and intentional focus builds both fluency and automaticity. By developing these skills early, we reduce cognitive load, allowing pupils to concentrate on the richness of content, structure, and composition in their writing.
Most importantly, this fluency empowers children to apply their writing confidently not only in English lessons, but across the curriculum—enabling them to communicate ideas clearly and effectively, whatever the subject.
Unit Coverage Document
Example: Year 5 – Summer Units (Fiction, Poetry and Non-Fiction) All year groups and units have an accompanying ‘Unit Coverage’ document.
English: Reading
Intent:
Reading: The Gateway to Knowledge and Opportunity
At St. Michael’s, we believe that reading is the master key—unlocking knowledge across the curriculum and opening doors to future possibilities. That’s why reading lies at the very heart of our curriculum: wide-ranging, inclusive, and deeply enriching.
We provide our pupils with a broad and ambitious reading experience, equipping them not only with the technical skills required to decode and comprehend, but also with the background knowledge and cultural capital to connect meaningfully with the texts they encounter. Through this, we nurture a love of reading that extends far beyond the classroom.
Reading doesn’t just stand alone—it weaves through every subject we teach. Whether exploring history, science, or the arts, pupils draw on their reading fluency and understanding to access ideas, spark curiosity, and deepen their learning.
At St. Michael’s, every child is a reader—and every reader is empowered.
Implementation:
At St. Michael’s, we provide a balanced approach to reading and throughout their time here, children will experience the following:
A Balanced Approach to Reading at St. Michael’s CE Academy:
EYFS
- Early Reading (Systematic teaching of Phonics)
- 1:1 Reading
- Guided Reading (Teacher guides)
KS1
- Guided Reading (Teacher guides)
- 1:1 Reading
KS2 and Year 2
- Whole class Reading
Whole School
- Independent Reading
- Reading aloud to children (daily)
Additionality
- 1:1 Reading (Reading Intervention Champion)
Nurturing a Culture of Reading at St. Michael’s
At St. Michael’s, we believe reading is a habit that shapes minds and opens hearts. We actively encourage all children to read every day, both in school and at home, fostering fluency, curiosity, and joy.
From the very beginning of their journey in Reception, pupils are taught to read through a structured and systematic programme designed to build strong foundational skills. They begin with books carefully matched to their phonics knowledge, ensuring early success and confidence.
As children progress, they move seamlessly into developing comprehension skills and enjoying a wide range of high-quality texts—carefully selected to align with the National Curriculum Programme of Study. Regular reading sessions provide space for both skill-building and reading for pleasure, helping to instil a lifelong love of literature.
Each year group also engages with ambitious whole-class texts and teacher read-alouds. These texts have been chosen not only for their literary merit but also for how they reflect the realities of our school community—including themes of faith, identity, and cultural heritage—so that every child feels seen, heard, and inspired.
Windows, Mirrors and Doors
Windows, Mirrors, and Doors: Opening Minds Through Reading
“To experience people, cultures and worlds beyond your own can deepen and enrich a reader’s understanding of the world and their place in it.”
— CLPE, Reflecting Realities (2020)
At St. Michael’s, our reading curriculum is designed not only to teach children how to read but to help them understand themselves and the world around them. We thoughtfully select texts that serve as:
- Windows into different lives, cultures, and perspectives—helping children build empathy by encountering stories that are unfamiliar and sometimes challenging.
- Mirrors that reflect pupils’ own identities, experiences, and realities—affirming that their voices, backgrounds, and beliefs belong in literature.
- Doors into imaginative and expansive realms—inviting children to step into new worlds, discover powerful knowledge, and envision possibilities far beyond their current experience.
Through this approach, reading becomes more than a skill—it becomes a transformative journey of understanding, connection, and belonging.
Building Confident Readers at Every Stage
At St. Michael’s, our reading journey begins with tailored support and grows into shared exploration. In Early Years and Year 1, children are taught to read through a mix of individual instruction, guided group work, and whole-class reading using a diverse selection of high-quality texts. Every child has the opportunity to engage with and discuss the same rich material, nurturing a shared reading culture from the very beginning.
From Year 2 to Year 6, we implement a Whole-Class Reading approach. All pupils read and explore the same carefully selected texts—whether fiction, non-fiction or poetry—ensuring access to ambitious vocabulary and a wide range of literary experiences. Sessions include the use of embedded texts, which provide crucial background knowledge and enrich understanding of the main text.
Our reading sessions also provide structured opportunities to develop fluency and deepen engagement through:
- Choral reading
- Echo reading
- Accountable independent reading
To ensure every child achieves success, we provide additional support for those who need it through targeted interventions focused on fluency and comprehension. This includes our dedicated 1:1 Reading Fluency Intervention Programme, based on the successful Hertfordshire Reading Fluency Project.
At St. Michael’s, we are committed to developing not just readers—but confident, reflective learners who grow through language.
Reading Spine
Reflecting Realities Through the Books We Share
At St. Michael’s, we believe every child should see themselves in the stories they read. First published in 2017, the CLPE Reflecting Realities report highlighted a vital need: to ensure more children’s books, especially those aimed at ages 3–11, include characters from Black, Asian, and minority ethnic backgrounds. This call for representation continues to shape our approach to reading.
We are passionate about curating a reading curriculum that reflects the identities, cultures, and experiences of our pupils. The stories we choose serve as mirrors to their realities and windows into the lives of others—fostering empathy, understanding, and belonging.
The document below outlines the diverse range of texts we share with our children from EYFS to Year 6. Each book has been selected not only for its literary quality, but also for its power to represent, challenge, and inspire.