Intent
Each year group has been carefully allocated core texts (fiction, non-fiction and poetry) that are used in both reading sessions and as the stimulus to teach pupils to speak and write in the literacy lessons. Having engaging texts ensures that the pupils at St. Monica’s read for pleasure. Over a two-week cycle, literacy lessons are linked to the core text from the reading session. These lessons are repeated fortnightly based on different texts. Writing at St. Monica’s helps develop pupils’ transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech and writing). These are key areas for literacy, as there is a large amount of EAL pupils at St. Monica's. These elements have been identified as areas of weakness in the children’s writing and speaking. Teaching explicit knowledge of grammar and punctuation is important to enable the pupils to have a more conscious control and choice in their writing. Building this knowledge is taught through focused activities and within the teaching of reading, writing and speaking. Once the pupils are familiar with a concept their teacher encourages them to apply and explore this concept in their own speech and writing.
Implementation
Each week, the pupils have a set of spellings to learn or revise. These are tested each Friday. These spellings are linked to the spelling and handwriting focus taught that week. Carefully planned and regular writing opportunities also allow the pupils to develop their writing resilience, ensuring all pupils can write at length. Every week, pupils are given the opportunity to write for a range of real purposes and audiences. Furthermore, pupils are given the opportunity for creative writing which is linked to their Topic. All year groups are given opportunities to develop their ability to think aloud, explore and collect ideas, draft and re-read their writing. Pupils are also taught the importance of proof-reading and monitoring their own writing to make sure it makes sense. Pupils are taught to use success criteria to support their writing and to develop the ability to self and peer assess.
Impact
The impact of St. Monica’s literacy approach is evident in pupils’ growing confidence, fluency, and accuracy across all aspects of reading, writing, and speaking. Pupils make strong progress from their individual starting points, including those with EAL or additional learning needs. Assessment data and pupil outcomes show steady improvement in spelling, grammar, and composition, with more pupils meeting or exceeding age-related expectations each year. Because reading and writing are consistently linked to high-quality texts, pupils develop a secure understanding of language, structure, and vocabulary, which Literacy overview they apply effectively in their own writing. They write with increasing stamina, independence, and awareness of purpose and audience. Frequent opportunities for self- and peer-assessment enable pupils to take ownership of their learning and refine their work with confidence. By the time they leave St. Monica’s, pupils are articulate, motivated learners who can communicate effectively and are fully prepared for the literacy demands of the next phase in their education.