Reading at Key Stages 1 and 2

The National Curriculum programmes of study for reading at Key Stages 1 and 2 consist of two equally important dimensions:

• Word Reading

• Comprehension (both listening and reading)

Our teaching ensures pupils develop strong skills in both areas, using approaches appropriate to each.

Word Reading

Skilled word reading requires:

• Rapid decoding – quickly working out the pronunciation of unfamiliar words.

• Automatic recognition – reading familiar words accurately and effortlessly.

Both depend on pupils understanding that letters represent the sounds of spoken language. For this reason, the National Curriculum requires that systematic synthetic phonics is emphasised during the early teaching of reading. At [School Name], phonics is taught daily from the moment children begin school, ensuring they secure the foundations needed to become confident, fluent readers.

Reading Comprehension

Good comprehension draws on:

• Linguistic knowledge, particularly vocabulary and grammar.

• Wider world knowledge, which helps pupils make sense of what they read.

Comprehension develops through regular exposure to high-quality talk, shared reading, and discussion of a wide range of stories, poems, and non-fiction. Pupils are taught to explore texts thoughtfully, ask questions, make inferences and predictions, and develop evaluative skills.

The National Curriculum requires that all pupils read widely and often, across both fiction and non-fiction, in order to:

• Build knowledge about the world.

• Foster a lifelong love of reading.

• Develop rich, adventurous vocabulary.

• Support learning across the curriculum.

• Nurture imagination, curiosity, and creativity.

Curriculum Expectation by the End of Key Stage 2

By the end of their primary education, all pupils must be able to read fluently, with accurate word reading and secure comprehension, enabling them to access the full secondary curriculum with confidence.

At St Matthew's Academy we are committed to ensuring every child becomes a skilled, enthusiastic reader who is ready for the next stage of their education.

Writing at Key Stages 1 & 2

The writing curriculum at Key Stages 1 and 2 is built around two fundamental, equally important dimensions:

1. Transcription – which includes spelling and handwriting

2. Composition – which covers articulating ideas and organising them in speech and writing

Teaching at [School Name] ensures that children develop strong skills in both of these areas. In addition to these, pupils are explicitly taught how to plan, revise, and evaluate their writing — all part of the composition dimension.

Transcription: Spelling & Handwriting

Fluent writing begins with effective transcription:

• Spelling: Pupils are taught to spell quickly and accurately by understanding the relationships between sounds and letters (through phonics), as well as the morphology (word structure) and orthography (word spelling patterns) of English. This supports both early writing and more advanced vocabulary as children progress.

• Handwriting: Over time, pupils develop a handwriting style that is fluent, legible, and appropriate for their age. Early on, this means correct letter formation; later, it includes increasing speed and deciding whether to use joined handwriting in a way that suits the task. 

These aspects are statutory under the National Curriculum’s writing programme of study.

Composition: Planning, Drafting & Organising

Strong writing is more than just technically correct — it also communicates effectively. Our curriculum helps pupils to:

• Articulate and communicate ideas: Pupils learn to think about their audience, purpose, and context, choosing words, grammar, and structure accordingly.

• Plan their writing: Children are supported to note initial ideas (often drawing on reading, discussion, and research), and to use models of high-quality writing as inspiration.

• Revise and evaluate: Pupils review their drafts to improve coherence, clarity, vocabulary, grammar, and overall impact.

These processes of planning, revising, and evaluating are formally embedded in the National Curriculum’s composition programme. 

Aligning with the 2025 Writing Framework

In July 2025, the Department for Education published a new Writing Framework for primary schools. Key points that inform and guide our writing teaching include:

• The framework is evidence-based, drawing on classroom research, expert contributions, and teacher experiences. 

• It offers practical advice on how to teach writing effectively across Reception, Key Stage 1, and Key Stage 2 — including for pupils who need additional support. 

• While the national curriculum programmes of study remain legally in force, the framework is designed to complement and strengthen schools’ implementation of writing teaching. 

Interdependence of Transcription and Composition

It’s vital to understand that transcription and composition are deeply interconnected:

• Without secure transcription skills (good spelling and legible handwriting), pupils may struggle to write down their ideas smoothly.

• Without strong composition skills (idea generation, planning, editing), writing may lack structure, clarity, or purpose.

Our approach ensures that pupils are supported in both dimensions, so that they can write fluently, creatively, and with confidence.

By the End of Primary School

By the end of Key Stage 2, pupils should be able to:

• Spell confidently (drawing on phonics, morphology, and orthographic patterns)

• Produce fluent, legible handwriting (or an efficient style, adapted to the task)

• Plan, draft, revise, and evaluate their writing for different audiences and purposes

• Use a broad and rich vocabulary, varied sentence structures, correct grammar, and punctuation

These skills prepare children to become confident writers who can thrive in secondary education and beyond.