Our English curriculum enables pupils to develop their spoken language, reading, writing and vocabulary. This English is an integral part of the teaching and learning in every subject. English is both a subject in its own right, but is also essential across the curriculum to empower learners effectively to gain fluency in the English Language. Fluency in the English language is an essential foundation for success in all subjects.



Our curriculum will ensure that our children will be taught to speak clearly and convey ideas confidently using Standard English. They are taught to learn to justify ideas with reasons; ask questions to check understanding; develop vocabulary and build knowledge; negotiate; evaluate and build on the ideas of others. They are taught to give well-structured descriptions and explanations and develop their understanding through speculating, hypothesizing and exploring ideas. This will enable them to clarify their thinking as well as organise their ideas for writing and comprehend successfully in their reading.



Our curriculum will develop pupils’ reading and writing in all subjects to support their problem solving efficiently. Children will be taught to read fluently, understand a variety of texts and to read for pleasure. Our curriculum will do everything to promote wider reading, including setting ambitious expectations for reading at home. Our curriculum will develop the stamina and skills to write at length and for a clear purpose, with accurate spelling and punctuation. Children will be taught the correct use of grammar. They will build on what they have been taught to expand the range of their writing with a clear purpose for composition. The writing they do will include narratives, explanations, descriptions, comparisons, summaries and evaluations: such writing supports them in rehearsing, understanding and consolidating what they have heard or read to support the links of reading and writing.



Consists of a range of Complex dimensions:

Phonemic awareness- Phonemes are the smallest units making up spoken language. Phonemes combine to form syllables and words. Phonemic awareness refers to the ability to identify and manipulate these phonemes in spoken words. It is also the understanding that the sounds of spoken language work together to make words.

Using phonics- Phonics is the understanding that there is a predictable relationship between phonemes (the sounds of spoken language) and graphemes (the letters and spellings that represent those sounds in written language). Readers use these relationships to recognize familiar words and to decode unfamiliar ones.

Vocabulary development- refers to the knowledge of stored information about the meanings and pronunciations of words and phrases necessary for communication. Vocabulary development enables pupils to determine if a word/phrase makes sense based on their understanding of the context. 

Reading fluency- Fluency is the ability to read words accurately and quickly. Fluent readers recognize words and comprehend them simultaneously. Reading fluency and phrasing is a critical factor necessary for reading comprehension. If children read out loud with speed, accuracy, and proper expression, they are more likely to comprehend effectively on the run.
Comprehension (both listening and reading) allows pupils to summarise, infer, deduct and retrieve effectively. Comprehension is an active process that requires an intentional and thoughtful interaction between the reader and the text.

Learners at Barlow Hall Primary are supported to ensure they have the problem solving skills required to work strategically when reading.   They are taught to read using a range of reading resources, including (but not consisting entirely of) some phonetically decode-able books in addition to a wide range of texts from various publishers. This is facilitated to allow exposure to a range of language structures.

Books are levelled up to Reading Recovery level 30 and are finely matched with our children’s instructional level, which are continuously assessed and refined based on teacher observations and assessments. 

Barlow Hall meets the objectives outlined in Statements and Good Reading Documents in each year group. Staff ensure that all children are given opportunities to study a range of good quality and interesting fiction and non-fiction texts from a variety of genres. They have the opportunity to read ‘real’ books and newspapers, big books, posters, ICT based texts, on individual computers, iPads and interactive Whiteboards, large texts, information booklets and Reading Recovery level banded guided reading materials.


Further information can be found in our Reading Policy.


Writing Consist of a range of Complex dimensions:

Construction for meaning- refers to learners constructing (orally and when composing) a message that conveys meaning that is grammatically correct.
Compositional skills-is the ability to organise ideas and words to produce effect using appropriate spelling and punctuation. In addition, storytelling is a compositional skill.

Extending writing vocabulary- over a period of time, a learner accumulates a large writing vocabulary of high frequency words. The emphasis is on paying close attention to scanning all the details in the word and applying that pattern efficiently in a variety of contexts.

Hearing and Recording Sounds in Words- is one essential way to get to a new word in English by trying to hear the sequence of sounds within the word.


Learners at Barlow Hall Primary are supported to ensure they have the problem solving skills required to work strategically when writing. They are taught to write by firstly, imitating the language and internalising the model text they need for a particular topic orally before reading about the topic, and analysing it. Finally, they innovate and write their own version.  To support independent application, learners co-construct a toolkit for this type of text so that they can talk about the ingredients themselves, as writers.

Writing is assessed termly using the good writing documents and Non-negotiables for writing for each year group. Staff ensure that all children are given opportunities to write for purpose in both English lessons and across the curriculum, using a range fiction and non-fiction model texts from a variety of genres. Phonics, spelling and grammar are also taught discretely across the school

Further information can be found in our Writing, Spelling and Phonics Policy.

Have a closer look