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The book is the hook

The Literary Curriculum is a complete, thematic approach to the teaching of primary English that places children`s literature at its core.


Children explore over ninety literary texts and experience at least seventy-five unique significant authors as they move through the school.


As a whole-school approach, it provides complete coverage of all the National Curriculum expectations for writing composition, grammar, punctuation and vocabulary, as well as coverage of spelling, phonics and reading comprehension in Spanish and English.

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Books create the perfect context for purposeful writing to take place for children to write for meaningful and real reasons. From writing letters, a guide to look after your lost thing, a conservation campaign or even a novel.

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We can create immersive experiences for children that provide a platform for learning. By creating points of immersion, where children are plunged into the theme, setting or atmosphere of the book before they even read it, we can hook the children´s interest and create real points of resonance that they will remember and that will give them something to write about.

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The trickier elements of the curriculum can be taught by “stealth”. Once children are inside the “bubble of the book”, it´s possible to get them using the most complex grammatical devices without them even knowing they are doing it. We would usually advocate waiting to reveal the grammatical terminology until after they have use it.

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Literature can create incredible resonance when children are guided through it. When books are carefully curated and children are guided through them in a structured and “safe” way, they are the books we remember the most, that create a most resonance with our lives and that ultimately have the most impact upon us.

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Books are more questions than give answers and this creates critical readers. The best books leave us pondering and questioning things about characters, relationships and ultimately our own lives.

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Book-based provision creates opportunities for purposeful published outcomes. When children are given real reasons to write, it impacts positively on their written outcomes, for different audiences and media, like posters, newspaper and leaflets.

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It creates opportunities for children to develop empathy by relating to characters and exploring others life. 

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Children will develop their literary language when they emulate the style of known authors.