curriculum intent

Our overarching intent at CTK is to raise standards in writing and reading. We believe that developing a love for writing, and a life-long engagement with books, is essential for each child to achieve their potential across the curriculum. We know that children who read, and experience being read to by others, achieve significantly improved outcomes when compared with peers that do not read, or are not read to as widely. That is why the teaching of reading and writing are closely linked and often overlap each other. The texts are carefully selected and offer children an exposure to a broad and rich vocabulary, which ultimately supports them on their writing journey. By placing these books at the centre of our learning, teachers use these texts as the context for meeting the requirements of the national curriculum. 


Writing Intent

Through our well-structured curriculum, the children experience writing for different purposes: to entertain, inform, persuade and discuss. We strive to ensure our children are immersed in the process of writing and this allows them to develop the confidence to become authors. Teachers have the opportunity to select appropriate texts, and the flexibility to utilise other resources to support the teaching and learning process. This approach drives learning to an end of unit outcome. The teaching sequence may run up to three weeks, and prioritises understanding the purpose and how this is achieved, explicit contextualised teaching of grammar and punctuation, and the authorial skills of editing, proofreading and publishing writing. 

For further details on our Writing Intent, please click the links below...

How we teach writing at CTK 

The Four Writing Purposes Guidance 

Reading Intent

Our whole-class reading sequence has been implemented to support our children to develop as confident and competent readers, focussing on an in depth understanding of the text. The whole-class approach allows for all children to access the chosen extract or text, which we believe promotes engagement, immersion and a love of reading. Teachers have the autonomy to carefully select extracts or texts that also support writing and the wider curriculum, with a focus on extending vocabulary. The three phases of the approach have an explicit focus, consistent across the school.