Our Lady Immaculate Catholic Primary School

New Writing

English Quality Texts Curriculum Map (Click Here)

English Policy (Click Here)

Whole school quality texts

At Our Lady Immaculate, our aim is to promote high standards of English throughout the school through stimulating and engaging literacy lessons.

The 2014 National Curriculum aims to ensure that all pupils:

  • Read easily, fluently and with good understanding
  • Develop the habit of reading widely and often, for both pleasure and information
  • Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
  • Appreciate our rich and varied literary heritage
  • Write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
  • Use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
  • Are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

We put good quality children’s literature at the heart of English teaching, through a highly regarded  approach using quality texts . This approach promotes a high standard of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. This, in turn, helps build a rich curriculum where intent and implementation leads to the impact and improved outcomes for children.


There is a wealth of research to show that one of the most effective ways to become a good writer is to be an avid reader; to unpick language from books and use this as a model for quality writing.

This approach is founded by ‘The Centre for Language in Primary Education’ which has supported schools in raising engagement and attainment in reading and writing for all pupils for thirteen years and more recent research from the EEF ( Educational Endowment  Foundation) , Improving Literacy in key stage 1 and Key stage 2. The Book Trust ‘The Write Book’ research project found that ‘Using high quality books to inspire and emulate writing encourages children to think of themselves as writers’.

The latest guidance from Ofsted recognises the importance of young children being introduced to good quality literature as an essential way of enabling them to build a wide and rich vocabulary

 ‘The active encouragement of reading for pleasure should be a core part of every child’s curriculum entitlement because extensive reading and exposure to a wide range of texts make a huge contribution to students’ educational achievement.’ All-Party Parliamentary Group for Education, 2018

Many authors cite reading widely and enthusiastically as their number one writing tip.

Across School

From our Nursery classes up to year 6 , books have been carefully chosen to fit within a broad and balanced curriculum. We use high quality texts for each year group to study and teachers develop a rich reading curriculum that enhances reading comprehension and provides meaningful contexts and purposes for writing.

This involves planning an engaging English curriculum using a wide range of high-quality texts for each year group every half-term. We have designed an English curriculum that is centered around both classic and long-standing much-loved books and novels as well as new and upcoming authors and texts and books with no text . We have invested in bringing in a range of quality texts, including buying some of the whole class sets of books and novels that each class are studying.

Part of our whole-school approach will be to provide a ‘Hook’ to engage and excite the children about their new text. Then immerse them in their class texts, exploring the way the author uses language and to explore this to develop our children as writers.

You’ll see us promote our whole school texts and class activities via our website and Twitter.

We’ll send newsletters about the books that each class are studying and texts that we are excited about, with recommendations for reading at home.

These are the books each year group will encounter as a focus to linking writing through reading :

Nursery :

You Choose 

Pippa Goodheart

You Choose Your Dreams

Pippa Goodheart

The Foggy, Foggy Forest 

Nick Sharratt

Shh, We Have a Plan

Colin Haughton

Billy’s Bucket 

Kes Gray

How to Catch a Star

Oliver Jeffers

 Little Red Hen 


The Enormous Turnip


The Lion Who Wanted to Love 

Giles Andreae

Giraffes Can’t Dance

Giles Andreae


Dear Zoo 

Rod Campbell

Reception :


Julia Donaldson


Sue Hendra

Lost and Found 

Oliver Jeffers

Sam’s Sandwich 

David Pelhan


On Sudden Hill 

Linda Sarah

All Aboard for the Bobo Road 

Stephen Davies

 Year 1 :

The Naughty Bus 

Jan Oke

Traction Man

Mini Grey

Major Glad, Major Dizzy 

Jan Oke

Stick Man

Jacqueline Wilson

Little Red Riding Hood 

Ed Bryan

The Three Little Pigs

Ed Bryan

The Way Back Home 

Oliver Jeffers


Oliver Jeffers

I Want My Hat Back 

Jon Klassen

The Great Paper Caper

Oliver Jeffers

‘Here We Are’ 

Oliver Jeffers

‘We’re all Wonders’

R.J. Palacio

 Year 2 :

Polar The Titanic Bear 

Daisy Corning Stone Spedden

The True Story of the 3 Little Pigs (RR) 

John Sciezka

Jim and the Beanstalk

Raymond Briggs

Fantastic Mr Fox 

Roald Dahl

The Hunter 

Paul Geraghty



The Bog Baby 

Jeannie Willis

The Lion and the Unicorn 

Shirley Hughes

 Year 3/4 :

Cycle A
The Iron Man 

Ted Hughes

The Inventions of Hugo Cabret 

Brian Selznick

Hetty Feather 

Jacqueline Wilson

The Orchard Book of First Greek Myths 

Saviour Pirotta


Escape from Pompeii 

Christina Balit

Voices in the Park 

Anthony Browne


Cycle B

David Walliams

The Firework Maker’s Daughter 

Philip Pullman

The Angel of Nitshill Road (RR) 

Anne Fine


Rob Lloyd Jones

Charlotte’s Web 

EB White

Turtle Bay 

Saviour Pirotta

 Year 5 :


Emily Sands

Tom’s Midnight Garden 

Phillipa Pearce


Mitch Johnson


RJ Palacio

Boy in the Tower 

Polly Ho Yen



The Greenling 

Levi Pinfold

 Year 6:

The Silver Sword 

Ian Serrallier

The Diary of a Young Girl 

Anne Frank


Roald Dahl

The Arrival 

Shaun Tan



Louis Sachar


Michael Morpurgo

For more information about this project and the thinking behind it, see below


It was reported that children thought their creative writing had improved since they did the project (88 per cent in the first year of the project and 87 per cent in the second year) ·

They also said that they liked creative writing more as a result of the project (79 per cent in the first year of the project and 78 per cent in the second year) · 

They enjoyed having time to read a whole book as a class and time to write individually.

Teachers said that it improved the technical elements of their writing such as vocabulary, descriptive writing skills and sentence structure ·

It also developed more interest in and enthusiasm for books and writing in that they wrote voluntarily at home and in free time at school, often when they had never done so before.

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