English
English Intent Statement
At Berkswell CofE Primary School, we believe that a quality English curriculum should develop children’s love of reading, writing and discussion. We intend for all pupils—regardless of their starting point—to become fluent, confident, and empathetic communicators who possess a lifelong love of literature. Our curriculum is inclusive by design and aims to remove barriers to success so that children with SEND, EAL, or disadvantaged backgrounds reach their full potential. We use scaffolding, adaptive teaching (like sentence stems and working walls), and targeted interventions to ensure every child can access the core curriculum and celebrate their progress from their unique starting points. By immersing children in a high-quality, text-rich environment, we equip them with the "cultural capital" and linguistic command necessary to succeed in secondary education and beyond.
Oracy is the foundation of literacy. We recognise that oracy is a vital life skill and a foundational lever for social mobility. Spoken language underpins the development of reading and writing so we encourage children to be confident in the arts of speaking and listening and to use discussion to develop their learning. We aim to ensure every child can articulate their ideas clearly, debate respectfully, and use "talk for learning" to deepen their understanding. We use structured frameworks (such as Voice 21) to explicitly teach the four strands of oracy: physical, linguistic, cognitive, and social/emotional.
Reading is the "essence" of our curriculum and central to the learning experiences of all children. Children are immersed in the wonders of high-quality texts, combined with learning reading skills (VIPERS) that are embedded across the whole curriculum; thus, producing fluent, comprehensive readers who read for both "pleasure and information". We aim to instil a life-long passion for reading, unlocking a rich reading culture drawn from a varied literary heritage.
Writing is seen as a "form of expression" and a critical tool for communication. The passion for discovery and the confidence to explore their imagination will inspire children at all stages of their literacy development. Our intent is for our pupils to become fluent, articulate and enthusiastic writers who can adapt their style and register for different purposes and audiences with accuracy and flair. We utilise "oral composition" (saying before writing/T4W) and a rigorous sequence of planning, drafting, and editing to reduce cognitive load and foster pride in final outcomes. We provide the children with a range of opportunities to combine the formal conventions of the English language whilst fuelling their creativity.
We intend for our pupils to master the mechanics of the English language so that their creative voices can be heard without distraction. The goal is automaticity. By mastering the technicalities of SPAG and fluency in handwriting, children free up their cognitive space to focus on the higher-level "craft" of writing.
- Grammar and Punctuation: We teach these not as abstract rules, but as the "connective tissue" of meaning. Our intent is for children to understand how grammatical choices affect the reader, giving them the agency to manipulate sentence structures for effect, clarity, and impact.
- Spelling: We aim for children to become "word detectives." By moving from phonics in EYFS and KS1 to a focus on morphology (the structure of words), etymology (the history of words), and orthography (spelling patterns) in KS2, we build the confidence children need to take risks with ambitious vocabulary.
- Handwriting: We believe that handwriting is a vital component of a child’s identity as a writer. Our intent is for every child to develop a fluent, legible, and eventually cursive style that allows their ideas to flow onto the page without frustration.
Our English curriculum is designed to empower every child with the "voice" and "tools" to navigate the world with confidence. Pupils will leave Berkswell CofE Primary School as articulate, empathetic, and literate individuals. They will possess a rich vocabulary, a technical command of the English language, and the self-belief to share their stories and ideas with any audience, in any medium.
Add Link to:
English Coverage documents Year 1 to Year 6
- English Coverage Year 1
- English Coverage Year 2
- English Coverage Year 3
- English Coverage Year 4
- English Coverage Year 5
- English Coverage Year 6
Progression of Knowledge and Skills in Reading
Progression of Knowledge and Skills in Writing
Progression of Knowledge and Skills in Speaking and Listening
Progression of Knowledge and Skills – The Oracy Framework
Phonics
Please use the text under Phonics from our original website.
Link for teaching sequence for Floppy’s Phonics: https://fdslive.oup.com/www.oup.com/oxed/primary/ort/floppys-phonics-teaching-sequence/index.html?region=uk
Use text from original website – ‘Here is an overview of what is covered in phonics and when it is covered for each year group from Nursery to Year One.’
Add link to Sound Mats - See folder for Floppy’s Phonics Sound Mats Level 1 to Level 5+
Please use text under Assessment (Phonics)
The following websites are excellent for supporting your child’s understanding of phonics, both in blending for reading and segmenting for spelling:
Useful Phonics websites:
https://www.bbc.co.uk/bitesize/subjects/zgkw2hv
https://www.teachyourmonster.org/
Spelling
In addition to our phonics programme, children in Year One also begin spelling lessons to compliment and cover all the expectations set out in the National Curriculum.
Add link to English Appendix 1 – Spelling (See English folder)
Our spelling curriculum is designed using the Spelling Shed Scheme, which aligns with the National Curriculum and provides a structured, progressive approach to spelling from Year 1 to Year 6. At our school, we believe that accurate spelling is a fundamental component of literacy and plays a vital role in supporting pupils' reading, writing and communication skills.
Our spelling curriculum is carefully sequenced through the Spelling Shed Scheme, ensuring that pupils build knowledge, understanding and application of spelling patterns, rules and conventions over time.
The curriculum is designed to:
- Develop secure phonological, morphological and etymological understanding.
- Enable pupils to recognise, investigate and apply spelling patterns and rules with increasing independence.
- Build automaticity in spelling through regular practice, retrieval and application.
- Support vocabulary development and deepen understanding of word structure and meaning.
- Foster positive attitudes towards spelling through engaging and interactive learning experiences.
Learning progresses systematically from the teaching of common exception words, phonics-based patterns and high-frequency vocabulary in Key Stage 1, to more complex spelling conventions, prefixes, suffixes and word origins in Key Stage 2. The Spelling Shed sequence ensures that knowledge is revisited and consolidated, enabling pupils to retain and transfer learning into their independent writing.
Spelling is taught explicitly through weekly lessons that follow a consistent structure of investigation, practice, application and review. Opportunities for retrieval practice and cumulative revision are built into teaching to strengthen long-term memory. Pupils are encouraged to apply taught spellings across all areas of the curriculum, ensuring spelling is meaningful and purposeful.
Assessment is ongoing and informs future teaching. Teachers use formative assessment to identify misconceptions, provide timely intervention and adapt learning to meet the needs of all pupils.
Through our spelling curriculum, we aim to ensure that all pupils leave primary school as accurate, confident spellers who understand the patterns and structures of the English language and can apply this knowledge effectively in their writing.
The following resources are excellent for supporting your child’s understanding of different spelling rules:
Useful Spelling websites:
https://www.bbc.co.uk/bitesize/subjects/zgkw2hv
https://www.bbc.co.uk/bitesize/subjects/zv48q6f
For children with their own login:
https://www.spellingshed.com/en-gb/
Reading
Reading has a central place in the learning experience of all children; therefore, we aim to make reading the key focus of our English curriculum. Children are immersed in the wonders of high-quality texts, combined with learning reading skills that are embedded across the whole curriculum. We value reading as a key life skill, and we are dedicated to enabling our pupils to become lifelong readers. We aim to instil a life-long passion for reading, unlocking a rich reading culture drawn from a varied literary heritage. We believe that through supporting our children to learn to read, they will be able to read to learn for the rest of their lives. Reading is key for academic success. We believe in developing reading fluency and all comprehension skills coupled with promoting a love of reading so all our children can access the delights and rewards that reading provides.
It is our intention to ensure that by the end of their primary education, all pupils can read fluently, and with confidence, in any subject in their forthcoming secondary education. We therefore intend to encourage all pupils to read widely across both fiction and non-fiction to:
- develop knowledge of themselves and the world in which they live.
- to establish an appreciation and love of reading.
- to gain knowledge across the curriculum.
- to develop their comprehension skills.
- enable our pupils to become lifelong readers.
At our school, we teach reading using a range of strategies including B.R.E.A.K (Berkswell Reading for Enjoyment and Knowledge), Group Reading, Reading for Enjoyment and Comprehension using VIPERS skills (Vocabulary, Inference, Predict, Infer, Retrieve, Summary/Sequence)
Recommended Reading List
https://www.explorelearning.co.uk/free-resources/secondary-primary-school-reading-list/
Key Stage 1 Reading VIPERS
https://www.berkswellschool.org.uk/wp-content/uploads/2021/01/KS1-Reading-Vipers.pdf
Key Stage 2 Reading VIPERS
https://www.berkswellschool.org.uk/wp-content/uploads/2021/01/KS2-Reading-Vipers.pdf
Writing
At Berkswell School, writing is a crucial part of our curriculum. All children from Foundation Stage to Year 6 are provided with many opportunities to develop and apply their writing skills across the curriculum.
Talk for Writing is used to provide a structured and inclusive approach to the teaching of writing. By using oral rehearsal, high-quality model texts and a clear sequence of imitation, innovation and independent application, pupils develop the language, confidence and skills needed to write effectively. This approach supports all learners, builds vocabulary and ensures a consistent, progressive writing curriculum across the school.
We recognise the importance of nurturing a culture where children take pride in their writing, can write clearly and accurately and adapt their language and style for a range of purposes and audiences. We believe in setting high standards in the presentation of writing along with setting the important foundations in spelling and grammar. We aim to inspire children in their writing by providing opportunities to develop and apply their writing skills across the curriculum.
Our writing curriculum aims to develop pupils who are confident, fluent and independent writers, able to communicate effectively for a range of purposes and audiences. Through Talk for Writing, pupils internalise language patterns, structures and vocabulary, enabling them to write with increasing accuracy, creativity and control.
We intend for pupils to:
- Develop a strong command of spoken and written language
- Understand how texts are structured and crafted
- Write for a range of purposes with clarity and precision
- Build a rich and ambitious vocabulary
- Become reflective and independent writers
Writing Expectations by Year Group
Handwriting
At Berkswell School, we believe that handwriting is a vital life skill that supports communication, learning and self-expression. Through the PenPals Handwriting Scheme, we aim to develop pupils who write with confidence, fluency, legibility and pride, enabling them to communicate their ideas effectively across the curriculum.
PenPals provides a consistent, progressive approach to handwriting from Year 1 to Year 6, ensuring that pupils develop the necessary gross and fine motor skills, accurate letter formation, secure joins and increasing speed and stamina.
Our intention is for all pupils to:
- Develop correct posture, pencil grip and letter formation from an early age.
- Build a fluent, joined handwriting style that is clear, legible and automatic.
- Take pride in the presentation of their work and understand the importance of high standards across all subjects.
- Increase writing fluency so that cognitive effort can be focused on composition, vocabulary and creativity rather than letter formation.
- Develop confidence and independence as writers, preparing them for the next stage of their education and beyond.
By following the PenPals Handwriting Scheme, we ensure a structured and inclusive progression that supports every child in becoming a successful, confident communicator with a handwriting style that is fit for purpose and reflects high expectations.
Oracy
Oracy plays a prominent role in both wellbeing and teaching and learning. The ability to listen actively, speak clearly and communicate articulately is seen as a fundamental part of the learning process.
Oracy can be described as a combination of learning to talk and learning through talk. It is the ability to articulate ideas, develop understanding and engage with others through spoken language. At Berkswell CofE Primary School there is a shared understanding of how talk supports children’s personal and social development. We believe that developing Oracy throughout primary education provides our pupils with vital life skills.
We aim to encourage fluent speakers, who are confident to communicate, debate and present in a wide range of situations.
We ensure all children are taught spoken language as outlined in the National Curriculum 2014 Spoken language – Years 1 to 6.
In KS1 (Year 1 & 2) pupils should be taught the following skills with regards to speaking & listening/oracy:
- Listen and respond appropriately to others
- Ask relevant questions to extend their understanding and knowledge
- Articulate and justify answers, arguments, and opinions
- Give well-structured descriptions and explanations
In KS2 (Year 3 to 6) pupils should be taught the following skills with regards to speaking & listening/oracy:
- Listen and respond appropriately to others
- Ask relevant questions to extend their understanding and knowledge
- Articulate and justify answers, arguments, and opinions
- Give well-structured descriptions and explanations
- Participate in discussions, presentations, performances, and debates
- Adapt their language to suit different purposes and audiences
- Speak fluently and confidently in a range of contexts
To teach effective oracy skills across the curriculum, we use the Oracy Framework to understand the skills that enable successful discussion, inspiring speech and effective communication. The Oracy Framework maps out skills across four strands:
- Physical: Voice, body language, gesture, breathing.
- Linguistic: Vocabulary, grammar, tailoring language to audience/purpose.
- Cognitive: Reasoning, critical thinking, structuring ideas, making links.
- Social & Emotional: Listening, collaborating, empathy, confidence
Alongside this, we use the Oracy Progression Map from Voice 21, which gives key oracy skills that can be taught throughout the whole curriculum. Objectives are progressive and sequential; teaching the children the skills to confidently and effectively use the spoken language for educational progress, and for life in general.
Add link to Oracy Progression Map
