English Curriculum



 Reaching for the Stars with Aspiration and Hope


The National Curriculum, shares in regards to language and literacy that:

Teachers should develop pupils’ spoken language, reading, writing and vocabulary as integral aspects of the teaching of every subject. English is both a subject in its own right and the medium for teaching; for pupils, understanding the language provides access to the whole curriculum. Fluency in the English language is an essential foundation for success in all subjects.

At Bromesberrow, we focus carefully on each of these to enable our children to become confident learners, who can apply their language and literacy skills in a range of contexts, gaining greater depth in learning through their mastery of English.


Spoken Language

 The National Curriculum, recognises the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. Spoken language underpins the development of reading and writing. The quality and variety of language that pupils hear and speak are vital for developing their vocabulary and grammar and their understanding for reading and writing.






Speaking and Listening

(developing speech and pronunciation, awareness of audience and confidence

Communication Cookbook


Helicopter stories

Roleplay through play

Zippy's Friends


Helicopter stories

Y2: Apple's Friends

Drama opportunities e.g. school plays, speaking and performing at termly church services and at Gloucester Cathedral.

Regular opportunities to debate, discuss and speak out during class, in assemblies, through the School Council and during pupil conferencing.

Drama opportunities e.g. school plays, speaking and performing at termly church services and at Gloucester Cathedral.

Regular opportunities to debate, discuss and speak out during class, in assemblies, through the School Council and during pupil conferencing.




The National Curriculum 2014, splits reading into two core skills of word reading and comprehension. They define each clearly:


Word Reading

Skilled word reading involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Underpinning both is the understanding that the letters on the page represent the sounds in spoken words. This is why phonics should be emphasised in the early teaching of reading to beginners (i.e. unskilled readers) when they start school.



Good comprehension draws from linguistic knowledge (in particular of vocabulary and grammar) and on knowledge of the world. Comprehension skills develop through pupils’ experience of high-quality discussion with the teacher, as well as from reading and discussing a range of stories, poems and non-fiction. All pupils must be encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading, and to gain knowledge across the curriculum. Reading widely and often increases pupils’ vocabulary because they encounter words they would rarely hear or use in everyday speech. Reading also feeds pupils’ imagination and opens up a treasure-house of wonder and joy for curious young minds

As a school we believe that it is important that a love of reading is engendered alongside the skills to decode and comprehend text. Below, summarises the approaches we use 'in a nutshell' across the school, focusing on reading for enjoyment, decoding and comprehension. At the bottom of this page there is also a reading progression grid link, which we use to plan and assess to ensure children are making good progress in their reading and a phonics overview (showing what children are taught when).


Reading for Enjoyment



We have created reading stations in the form of communication friendly areas that make our texts more accessible to children. In class the teachers have special texts relating to the topic they are studying or just recommended reads available. This supports children to engage with a wide variety of texts, giving them the opportunity to develop fluency, enhance their vocabulary, feed their sense of curiosity about the world in which they live in and gain knowledge of the world in general.

Children take home a reading book appropriate to their stage of reading. Children are given time to practise reading this at home and during school time. We have weekly reading volunteers to support us with hearing children read in school. Our reading volunteers provide a quality reading experience, encouraging children to use a range of strategies in their reading.

In Class One we aim to hear children read in school at least 3 times per week (sometimes individually and sometimes as a group).

In Class Two and Three this may well still apply depending upon ability level, however children will mostly practise reading more independently and as part of comprehension lessons.

Shared, guided and individual reading is used regularly throughout school, across the curriculum. This supports children's developing understanding of what they are reading; supporting them to identify new vocabulary and learn the meaning behind new words.

We are developing our use of DERIC (Decode, Evidence, Retrieve, Interpret and Choice) as a clear approach to use across the school to ensure cohesion and good progression in reading. 



We organise promotional reading events throughout the year to raise the profile of reading, motivating young readers to 'read more and more widely'.

Some examples of these include:

  • Curl up with a book after school sessions
  • Library summer reading challenge (prizes awarded for completing), Community book sharing with our parent and tots group (targeting importance of reading for pleasure at a young age),
  • Poetry week- with a literacy focus on understanding and enjoying poems,
  • Extreme reading competitions
  • Visits from poets and authors to inspire
  • Visits to the library and maybe even local charity shops to choose books.



We teach Synthetic phonics daily in early years to Y2, and continued for those children who still need it (or are at risk of falling behind) through various approaches, such as toe by toe and phonics booster intervention sessions. We use Jolly Phonics and Letters and Sounds as our phonics schemes. 





We read a mixture of traditional, familiar and unfamiliar texts (verse and prose in different genres) to develop children's  comprehension in reading. This happens in a variety of different contexts across the curriculum e.g. reading and interpreting instructions in cookery sessions, understanding new vocabulary introduced in a firework poem, participating in debates and discussions raised on themes in books and being able to explain the use of structure and device to aid meaning.


We have our very own Bromesberrow Book Borrowing Boxes at the front of school for parents and children to borrow books. An innovative way to encourage reading and a love for this. The books come out at playtimes for the children to enjoy with each other or a member of staff.  

Shared, guided and individual reading is used to support children's vocabulary development and ability to read the new words that they encounter as their vocabulary grows.

We use a range of comprehension assessment materials to support us in recognising children's strengths and weaknesses in comprehension. This helps us to diagnose any issues and support children to plug any gaps in their knowledge.

Class books/novels are read regularly to ensure children are being exposed to a range of literature in school, aiming to encourage them to try out a new book for themselves. In Class One, this involves a daily picture book,  audio book or magazine feature and in Class Two and Three, this a novel/text (hard or e copy) appropriate to the children's comprehension level.

 We use Read, Write, Ink as our spelling resource and approach from year 2- year 6. This enables us to have a consistent strategy to support spelling and target support based upon ability.




English teaching exposes children to quality texts, through resources such as Literacy Shed, which uses a range of clips and books to inspire imagination, improve comprehension and encourage reading.




We provide opportunities for children to share a book with someone different or in a different context:

Peer-Peer Reading: opportunities provided to share books with peers, to encourage and support each other in reading. This is a great way to show our cooperation value, where we work together to succeed.

Volunteer Readers: Volunteers (who are DBS checked) who come in to hear children read or just to enjoy sharing a book.

Assembly Reading: Sharing a book in assembly, linked to our Collective Worship. A great way for children of all ages to enjoy and reflect on literature.



Our environment recognises and values reading. Each class has a reading display and a cosy reading area. Children are given opportunity to engage with books at different times throughout the day through an enabling reading environment.







The National Curriculum 2014 shares that Writing is concerned with transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech and writing).It also states that pupils should be taught how to plan, revise and evaluate their writing.



Writing down ideas fluently depends on effective transcription: that is, on spelling quickly and accurately through knowing the relationship between sounds and letters (phonics) and understanding the morphology (word structure) and orthography (spelling structure) of words.



Effective composition involves forming, articulating and communicating ideas, and then organising them coherently for a reader. This requires clarity, awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar.

Writing also depends on fluent, legible and, eventually, speedy handwriting, as well as good use of spelling, grammar and punctuation, and a well developed vocabulary.

As a school, we want our children to leave us with good writing skills, in terms of their ability to communicate and convey ideas to an audience. We work by the following principles in teaching children the writing process:

  • Teach pupils to write for a variety of purposes and audiences;
  • Have high expectations and provide an appropriate level of challenge in sentence formation, punctuation and vocabulary. 
  • Teach pupils to become fluent with handwriting, spelling, sentence construction, typing and word processing;
  • Provide daily cross curricular time to write;
  • Create an engaged community of writers.


We recognise that teaching writing composition involves:

*speaking and listening (providing children with the opportunity to practice communication)

* word level work (spelling and phonics). There is a whole school spelling and phonics long term planner to support this.

*sentence level work (grammar and punctuation)

*text level work (genres, text types, extended writing for a purpose)

*handwriting (legibility and the ability to communicate to an audience)

Our Journey of Writing

Writing is planned for and taught using a text rich approach, where by teachers and children can see a clear purpose and progression in writing. This starts with a text or other carefully chosen stimulus or multi media text  and then objectives and published piece are identified and put into a front cover to show clear learning intention. Children have opportunities to draft and innovate writing, improving on composition, spelling, grammar and punctuation. Below, summarises our main approaches to writing across the school. At the bottom of this page there is also a link to our spelling, grammar and punctuation (SPAG) progression across the school.  Alongside these structured strategies, we recognise the importance of creativity, and endeavour to work with the interests of the children and what is current and relevant in the world.






Grammar and Text level

Pie Corbett Story telling

Literacy Shed

Helicopter stories

Pie Corbett Story telling

Literacy Shed (Y1 and 2)

Helicopter stories (Y1)

Pobble 365 (Y2)

Literacy Shed

Pobble 365 (Y3)

Word level

Letters and sounds and Jolly phonics (daily)

Letters and sounds and Jolly phonics (daily)

Ruth Miskin spelling (4X per week)

Spellodrome- set as a regular homework through school website.

Hand writing

Non cursive. letter formation daily as part of phonics

Cursive (Y2) Daily alongside spelling

Cursive Daily alongside spelling