Intent, Implementation and Impact for English 

Curriculum Intent

Curriculum Implementation

Curriculum Impact

· For pupils to be able to read, write, spell, speak and listen at age appropriate levels and following age-related expectations (see whole school progression for reading, writing, speaking and listening to see all age related expectations)


 · For pupils to be exposed to a variety of good quality literature, genres and authors.


 · For pupils to write for a variety of purposes and audiences; clearly, accurately and coherently, adapting their language and style as required.


 · To create a positive reading and writing culture in school, where both are promoted, enjoyed and considered ‘a pleasure’ for all pupils.


 · For pupils to be confident when writing and read easily, fluently and with good understanding.


· For pupils to develop an understanding of grammar and punctuation and to acquire a wide vocabulary and to use these appropriately.


 · For pupils to develop a love of reading for pleasure, as well as for information, by reading widely and often.


 · For pupils to acquire strategies to enable them to become independent learners in English (spelling rules and patterns and how to tackle unfamiliar words when reading).


· Pupils to take pride in their writing, to use joined, neat handwriting and present their work to a high standard.


 · For pupils to enter into discussion and to present their ideas to each other by talking, being able to elaborate and explain themselves clearly, make presentations and participate in debates.


· For pupils to be confident when speaking to different audiences, including presentations to small groups, the class or whole school assembly - speaking clearly and audibly.


· For pupils to actively listen to others – showing an interest and making appropriate and engaging responses.

· For pupils to be able to follow multi-step instructions by listening.


· For pupils to ask relevant questions to extend their understanding and knowledge.


· For pupils to use a broad and rich vocabulary to discuss a wide variety of topics


· For pupils participate in a wide variety of role play / drama using an appropriate register and tone.


· Children who are significantly below expected levels to receive interventions and booster sessions in order to close the gap.


 · All children to make at least expected progress in reading, writing, speaking and listening.

· All pupils to receive a high quality, well planned daily English lesson.


· Units of work to be planned that use well written and engaging whole class books and make cross-curricular links to stimulate discussion and give meaningful contexts to writing.


· For pupils to read and write daily.


 · For pupils in EYFS and KS1 to have daily phonics sessions, following Letters and Sounds.


· For Year 2-6, to use Oxford Owl (Read, Write Inc) spelling scheme, delivering 4 to 5 sessions per week.


· Pupils to have Spelling log books and ‘try out’ books.


·  Pupils to have Home/School record books in which they can record their reading in school and at home. Children expected to read 5 times a week at home and have the H/S book signed by an adult.


 · Spellings to be sent home weekly in Home/School record books and practiced using look, cover, write, check method. Spellings to be tested regularly in school.


· Guided Reading sessions to take place regularly in all classes so that every child works with the class teacher once a week.


 · For all pupils to have an age appropriate reading book which they bring to school and take home every day. Pace of reading, suitability of book and genre to be monitored by the class teacher.


 · For pupils to be encouraged to read for pleasure – inviting book corners, well stocked school and class libraries, book fair, author visits, reading buddies, ‘author of the month’, shared (family) reading every half term etc.


 · Pupils to use ‘talk for writing’ to discuss ideas with each other prior to writing.


· Working Walls – all classes to have an English display to aid pupils with reading and writing techniques, spelling and grammar.


 · Vocabulary – displays in class, all curriculum areas, to have vocabulary displayed. Vocabulary mats to be used. Thesauruses and dictionaries to be easily accessible for pupils to use.




· Pupil progress meetings with Headteacher, SENDCo and teachers each term ensure different groups and individual progress is monitored and interventions organised to support progress.

· Intervention sessions enable a greater proportion of pupils to be on track to meet year group expectations or in the case of those working significantly below expectations to make better than expected progress.


· Subject leader provides an action plan for the subject and addresses areas for development and improvement annually.


· Subject leader conducts learning walks, lesson observations, pupil interviews and book monitoring throughout the year. These inform future areas for improvement and the impact of new initiatives.


· Nfer tests in Reading are used in Year 3, 4 and 5 (the classes that do not do SATs) in Autumn and Summer terms to inform progress.


· Youngs Spelling test is done in September from years 2,3,4,5 and 6. This is repeated in February and June for children below their chronological spelling age.


· Post 2016 SATS papers are used in year 6 to monitor progress. These are done in November, February and April as ‘mock SATS’.


· Teachers track pupils’ progress using Target Tracker each half term in Reading and Writing. This informs planning and any intervention needed.


· Teachers moderate pupils work in school and in cluster meetings with other schools to ensure accurate assessments are made.


· A variety of writing opportunities to be created in each unit of work – ensuring covering different genres and also ensuring children write independently and at length.


· Teachers to plan different writing styles into other curriculum areas.


· Work to be differentiated, scaffolded and supported as required and needed.


 · Teachers and TAs to support ALL pupils on a regular basis; providing intervention, support and challenge that individuals require to advance their learning in all areas of English.


 · Grammar and Punctuation to be taught alongside and within units of work.


· Teachers and TAs model reading, planning writing, writing and handwriting.


· Teachers read aloud regularly to their class using a variety of high quality texts.


· Editing and proof reading skills are modelled by adults and used by the children.

· Displays of writing to encourage pride in work, give a purpose and audience and to show that work is valued.


· Next steps marking to be used, using Two Stars and a Wish, for longer pieces of work (see marking policy). Pupils are given regular writing targets (wishes) which are followed up in subsequent pieces of writing.


· Handwriting to be taught following Nelson scheme. Joined writing to be taught in KS2 (or end Y2 for some children)


 · To encourage and promote enjoyment in reading and writing, events take place often throughout the year. These include: World Book Day, library visits, visitors to assemblies, author/poet visits, Book Fairs and ‘Shared Reading’ sessions where parents are invited.


· Pupils given opportunity at least once per term to show off their reading, writing, speaking and listening in celebration assemblies – to which parents and grandparents are invited.


·  Each year data is analysed and any areas for improvement identified and addressed. These are often included on the School Improvement Plan and English

Action Plan.

· Pupils enjoy reading regularly, for information and for enjoyment/pleasure.


 · Pupils discuss books with excitement and interest.


 · Pupils enjoy writing and can use the features of different genres and styles. They can write for different purposes and audiences.


 · Pupils are proud of their writing.


· Pupils know that others value their writing; they see it on display, made into class books, shared in assemblies.


· Skills progress (grammar and punctuation) throughout the school is evident in children’s books.


 · Pupils are being adventurous with vocabulary choices.


 · Writing across the curriculum is the same standard as in English books.


 · There is evidence of editing and redrafting in children’s books.

· A range of genres are taught across the school (progressing in difficulty) resulting in pupils being exposed to, and knowledgeable about, literary styles, authors and genres. Pupils  can express preferences and give opinions, supported by evidence, about different texts.


 · Next steps marking is evident; providing positive support and directing the pupil on their next steps to improve their writing.


 · Pupils respond to feedback by initialling and implementing next steps into writing.


· Pupils use classroom resources to support their learning.


 · Pupils presentation is of a high standard through following the school’s handwriting policy.


· Pupils are confident, articulate and possess a broad and rich vocabulary when speaking in small groups, 1:1 or in front of a larger audience. They can actively listen, follow multi-step instructions and ask relevant questions.


· Pupils feel confident to explore characters using drama and are able to perform in front of an audience using an appropriate register and volume.


· Pupils’ work is of a progressively high standard as they go through the school and is of the same standard as their peers in other similar schools.


· Standards being met at the end of EYFS, Phonics Screening Check, KS1 and KS2 are broadly in line with local and national averages.


Curriculum Progression Map - Reading
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