By Grant Stanley (English Lead)

At Woolston Brook we believe that a quality English curriculum should develop a child’s interest in reading, writing and spoken language. It is our intention to provide all children access to a broad and balanced curriculum, which will allow all learners, regardless of ability and special educational needs, access to a wide range of language and literature texts designed to develop their reading and comprehension skills. We feel it is important that learners are empowered to be active members of society; developing skills and habits that will enable them to function and interpret the world around them, growing in confidence with their developing skills and understanding as they progress through the school and further education/training into their chosen career paths.  

We also want our pupils to understand and become involved in the world that they live in. Through speaking and listening, learners learn to be confident speakers and active listeners, who can discuss and debate a range of topics, themes and current events.

We have a rigorous and well organised English curriculum that provides many purposeful opportunities for reading, writing and discussion. Our curriculum follows the National Curriculum for English and adapts it to suit the needs and abilities of each year group and individual pupil.

All our lessons are differentiated to meet individual need, and we have teaching assistants who support all learners as and when they need it in a wide variety of ways: from verbally prompting, scribing, or supporting pupils socially and emotionally so they can focus on their learning.  

Marking is detailed and extensive in English, ensuring that pupils are continually aware of their strengths and areas for development. Learners are given clear guidance on how to improve and develop their work. Opportunities for correcting and improving work is prioritised on a regular basis and targets are used to help pupils reflect on and enhance their learning. Self-assessment and peer- assessment are skills that are developed and improved upon during their school life. Work is also displayed throughout school and in classrooms to celebrate success and progress.  

In Key Stage 3 all learners are taught 5 lessons of English a week and have a dedicated phonics/literacy session every morning. The project-based learning curriculum further reinforces and extends our learners’ English, literacy and phonics skills and knowledge. In Key Stage 4 learners have 4 to 7 lessons of English a week and accreditation is tailored to provide the most appropriate curriculum for the individual. The English Language GCSE is on offer to all learners whilst some learners will have the opportunity to study GCSE English Literature as well. Most learners will also undertake the OCR Entry level qualification.

In Primary, English is taught over multiple lessons every day (consisting of 5 discreet English lessons, 5 literacy/phonics sessions and through the project-based learning curriculum). Early intervention is essential in order to build a strong foundation for future progression in English and in the development of essential literacy skills. As well as daily reading, phonics lessons, writing and the discrete teaching of spelling and handwriting, every opportunity is taken to embed literacy across the curriculum.

Our primary department facilitates 1-1 reading, uses a structured spelling programme and comprehension cards, which further develops and expands pupils’ engagement and understanding of a text. We continually revise and revisit the 7 genres: newspapers, stories, persuasive, explanatory and instructional texts, letters and poetry. In lower KS2 pupils’ skills and knowledge are developed to support each learner to achieve their target NC level. In upper KS2 pupils, as appropriate, are supported and prepared for their SATs.

Key Stage 2

Lower KS2

Reading

• listen to and discuss a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
• Use dictionaries to check the meaning of words that they have read
• Increase their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally
• Identify themes and conventions in a wide range of books
• Prepare poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
• Recognise some different forms of poetry [for example, free verse, narrative poetry]
• Check that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
• Ask questions to improve their understanding of a text
• Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
• Predict what might happen from details stated and implied
• Identify main ideas drawn from more than one paragraph and summarising these
• Identify how language, structure, and presentation contribute to meaning

Writing

• Discuss writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar discussing and recording ideas
• Compose and rehearse sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures
• Organise paragraphs around a theme
• In narratives, create settings, characters and plot
• In non-narrative material, use simple organisational devices [for example, headings and sub-headings]
• Assess the effectiveness of their own and others’ writing and suggest improvements
• Propose changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences
• Proof-read for spelling and punctuation errors
• Read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.

Upper KS2

Reading

• Read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
• Read books that are structured in different ways and reading for a range of purposes
• Increase their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions
• Recommend books that they have read to their peers, giving reasons for their choices
• Identify and discuss themes and conventions in and across a wide range of writing making comparisons within and across books
• learn a wider range of poetry by heart
• Prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience
• Check that the book makes sense to them, discuss their understanding and explore the meaning of words in context
• Ask questions to improve their understanding
• Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence predicting what might happen from details stated and implied
• Summarise the main ideas drawn from more than one paragraph, identifying key details that support the main ideas
• Identify how language, structure and presentation contribute to meaning
• Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
• Distinguish between statements of fact and opinion
• Retrieve, record and present information from non-fiction
• Participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously
• Explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary
• Provide reasoned justifications for their views.

Writing

• Identify the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own noting and developing initial ideas, drawing on reading and research where necessary
• In writing narratives, consider how authors have developed characters and settings in what pupils have read, listened to or seen performed
• Eelect appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
• In narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action précising longer passages
• Use a wide range of devices to build cohesion within and across paragraphs
• Use further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining] 
• Assess the effectiveness of their own and others’ writing proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
• Ensure the consistent and correct use of tense throughout a piece of writing
• Ensure correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register
• Proof-read for spelling and punctuation errors
• Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.

Key Stage 3

Reading

• Develop an appreciation and love of reading.
• Read a wide range of fiction and non-fiction texts.
• Understand increasingly challenging texts through:

learning new vocabulary, relating it explicitly to known vocabulary and understanding

it with the help of context and dictionaries.

• Making inferences and referring to evidence in the text.
• Knowing the purpose, audience for and context of the writing and drawing on this

knowledge to support comprehension.

• Checking their understanding to make sure that what they have read makes sense.
• Read critically through:

knowing how language, including figurative language, vocabulary choice, grammar, text structure and organisational features, presents meaning.

• Recognising a range of poetic conventions and understanding how these have been
• Studying context, setting, plot, characterisation, and the effects of these on the reader.
• Studying a range of authors from different periods and genres/styles.

Writing

• Write accurately, fluently and effectively for pleasure and information through:

writing a variety of text types for a wide range of purposes and audiences.

• Summarising, synthesising and organising material, and supporting ideas and arguments with any necessary factual detail.
• Applying their growing knowledge of vocabulary, grammar and text structure to their writing and selecting the appropriate form and tone.
• Drawing on knowledge of literary and rhetorical devices from their reading and listening to enhance the impact of their writing.
• Plan, draft, edit and proofread through:
• considering how their writing reflects the audiences and purposes for which it was
• Amending the vocabulary, grammar and structure of their writing to improve its coherence and overall effectiveness.
• Paying attention to accurate grammar, punctuation and spelling.

Spoken English

• Speak confidently and effectively, including through: using Standard English confidently in a range of contexts.
• Giving short speeches and presentations, expressing their own ideas and keeping to the point.
• Participating in debates and structured discussions, summarising and/or building on what has been said.
• Improvising, rehearsing and performing play scripts and poetry.

Key Stage 4

In Key Stage 4 learners continue to follow the National Curriculum adapted to best suit their needs and potential. Primarily, there is a focus on GCSE work. The skills previously gained in the Key Stage 3 are developed further and applied to exam structures and past papers

Reading

• Identify and interpret explicit and implicit information and ideas.
• Select and synthesise evidence from different texts.
• Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their view.
• Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts.
• Evaluate critically and support this with appropriate textual references.

Writing

• Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different purposes and audiences.
• Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts.
• Use a range of vocabulary and sentence structures for clarity, purpose and effect.

Spoken English

Use spoken Standard English confidently and effectively in speeches and presentations

Intervention Classes

Intervention classes are specialised educational programmes designed to help learners progress and access the curriculum. These classes can be offered in or outside of regular class time or as a part of a differentiated learning environment within the school. The goal is to provide targeted support to help learners improve their skills and catch up to grade-level expectations.

Reading Intervention

• Focus: Help learners improve reading skills, including decoding, fluency, comprehension, and vocabulary.
• Approach: Programs may use phonics, guided reading, or other evidence-based strategies to address reading difficulties.

Study skills and academic support classes

• Focus: Help learners develop organisational, time management, and study strategies to improve their academic performance across subjects.
• Approach: These classes often include support with note-taking, test preparation, managing schoolwork, extending and challenging gifted students.

Learners are assessed, provided with varying levels of support, and monitored for progress to ensure that they are making gains.

English is integral to the future of all our pupils, and it is our aim for them to leave secondary education with the best possible qualifications in English, allowing them to achieve their future aspirations and have the ability to be able to communicate effectively with their community, both in the real world and online. It is our objective for every student to leave Woolston Brook School with nationally recognised accreditation in English, regardless of their starting point, and with functional literacy skills.