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Classroom expectations and values display
Agree and communicate classroom routines through shared values, respectful conversation prompts and a class agreement.
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Primary English lead
Siti Rahman
I look for English resources that have a clear purpose and help pupils develop as readers, writers and communicators within the primary phase.
Explore the collectionA little about me
I lead Primary and teach English in the upper primary years. I see Primary as a phase with its own purpose, not simply preparation for what comes next. That changes how I read plans and choose resources: the activity should serve the learning happening now, with expectations suited to the stage pupils are working at.
Language matters in curriculum documents. I use Cambridge stage terminology and check that plans remain consistent with it. A familiar year-group label can be convenient, but it may not describe the framework we are using. I want materials to be precise enough that teachers and families can understand the intended context without treating one system as interchangeable with another.
I look for English resources that have a clear purpose and help pupils develop as readers, writers and communicators within the primary phase. A plan should show how the task supports that purpose and what the teacher will look for. I prefer to keep the focus on children’s present learning, while making any curriculum terminology clear and appropriately sourced.
How I approach a lesson
Treat Primary as a complete phase with its own learning purpose.
Check curriculum-stage terminology for consistency.
Choose English activities that support current learning, not assumed future demands.
Templates I'd use with my class
Explore these templates and decide what fits your own setting.