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English

English

Our English curriculum encompasses a diverse and rich selection of texts, from both the literary heritage and contemporary literature. In order to stimulate a passion for English, the curriculum is designed around thematic units, linked to key texts and genres.

Reading

At St. Joseph’s R.C Middle School, our core intention is to provide a rich, highly engaging reading curriculum so that pupils develop a lifelong love of reading. Our curriculum aims to develop and support the habit of reading widely and often both for pleasure and to acquire information.

  • Intention

    In Key Stage 2 children study the National Curriculum for Reading and we expect them to:

    • Read easily, fluently with good comprehension and understanding.
    • Develop good habits by reading widely and often, both for pleasure and for information.
    • Acquire a wide vocabulary, an understanding of grammar and the linguistic conventions used for reading, writing and speaking and listening.
    • Experience and appreciate our rich and varied literary heritage by studying a broad range of material: Shakespeare, pre-19th century, unseen texts, non-fiction, poetry and drama texts.

    In Key Stage 3 children study the National Curriculum for Reading and we expect them to:

    • Read easily, fluently and with a good understanding.
    • Have established good habits of reading widely, both for pleasure and for information.
    • Acquired a wide vocabulary, a sound understanding of grammar and knowledge of linguistic conventions for reading, writing and speaking and listening.
    • Use inference, prediction and summarising skills taken from literature.
    • Experience and appreciate our rich and varied literary heritage by studying a broad range of material: Shakespeare, pre-19th century, unseen texts, non-fiction, poetry and drama texts that will equip them with the skills required for the transition to KS4.
  • Implementation

    In Key Stage 2:

    • Classes are set in Y5 and Y6. Y5 consists of a top set and two broadly balanced groups, groups are determined by Y4 and KS1 transfer data Y6 are in four sets in preparation for the SATs.
    • Pupils in KS2 have five lessons of English per week.
    • All pupils are expected to have their own reading book of a suitable quality and age appropriate.
    • All lessons are to start with pupils reading independently.
    • Pupils will visit the school library where they will be encouraged to read, discuss and review novels.
    • Pupils will complete home/school reading records and activities set to involve parents.
    • Reading lists are regularly updated and shared with parents for each year group.
    • Assessments are carried out each half term and pupil are identified if they need intervention and support.
    • Guided reading sessions will take place for identified pupils using Project X and Wolf Hill.
    • Children will regularly listen to other adults and providers sharing their love of reading.
    • Reading is a cross-curricular activity and celebrated across the school.

     

    In Key Stage 3:

    • Classes are taught in mixed ability groups and pupils receive four lessons per week.
    • All pupils are expected to have their own reading book of a suitable quality and level of challenge.
    • All lessons are to start with pupils reading independently.
    • Pupils will visit the school library where they will be encouraged to read, discuss and review novels.
    • Pupils will complete home/school reading records and activities set to involve parents.
    • Reading lists are regularly updated and shared with parents for each year group.
    • Assessments are carried out each half term and pupils are identified if they need intervention and support.
    • Guided reading sessions will take place for identified pupils using guided reading materials that are designed for KS3 pupils.
    • Children will regularly listen to other adults and authors sharing their love of reading.
    • Reading is a cross-curricular activity and celebrated across the school.
  • Impact

    Over each key stage:

    • Pupils will be engaged, inspired and confident readers.
    • They can readily adapt and transfer their reading skills across all curriculum areas.
    • Pupils’ reading is of a very high standard.
    • Pupils can talk enthusiastically about their own reading journey.
  • Measuring the impact
    • Pupils will make at least good progress from their last statutory assessment or from their starting point each academic year through regular monitoring of half termly assessments and teacher observations.
    • Regular marking and monitoring of class work and guided reading sessions by the teacher.
    • Children’s involvement in book-focused activities in class as well as organised school activities (DEAR – Drop Everything and Read), World Book Day, Lit Quiz and other sponsored reading events.
    • Pupils are confident to read to one another and can support their peers and less confident readers.

Writing

At St. Joseph’s R.C Middle School, our core intention is to provide a rich, highly engaging writing curriculum so that pupils can write clearly, accurately and coherently, adapting their language and style for a range of contexts, purposes and audiences.

  • Intention

    In Key Stage 2 children study the National Curriculum for writing and we expect them to:

     

    • Have a thirst to know more, remember more and understand more using their writing skills as a means of demonstrating this.
    • Have a positive and enthusiastic attitude towards writing.
    • Have an interest in words and their meanings in order to broaden vocabulary.
    • Become confident, independent writers and spellers.
    • Believe that they can become a writer.
    • Understand the writing process and see the value in re-reading, editing and improving their own writing;
    • Develop and sustain a legible, joined and fluent handwriting style.
    • Embrace the opportunities given to write for a range of purposes and audiences;
    • To have developed a broad range of writing skills that can be applied to a wide range of text types and genres across the whole curriculum.

     

    In Key Stage 3 children study the National Curriculum for writing and we expect them to:

     

    • Have a thirst to know more, remember more and understand more using their writing skills as a means of demonstrating this.
    • Have a positive and enthusiastic attitude towards writing.
    • Have a developed a sophisticated and mature vocabulary bank that they can use in their writing.
    • Become confident, independent writers and spellers.
    • Believe that they can become a writer.
    • Understand the writing process and see the value in re-reading, editing and improving their own writing;
    • Develop and sustain a legible, joined and fluent handwriting style.
    • Embrace the opportunities given to write for a range of purposes and audiences;
    • To have developed a broad range of writing skills that can be applied to a wide range of text types and genres across the whole curriculum.
    • To transfer their writing skills seamlessly into the KS4 curriculum.
  • Implementation

    In Key Stage 2:

     

    • Classes are set in Y5 and Y6. Y5 consists of a top set and two broadly balanced groups, groups are determined by Y4 and KS1 transfer data Y6 are in four sets in preparation for the SATs.
    • Pupils in KS2 have five lessons of English per week. Writing will take place each day in some form.
    • Teacher uses relevant text, either fiction or non-fiction as stimulus and highlights vocabulary and linguistic features.
    • Spelling, punctuation and grammar (SPaG) is taught for one lesson and features of SPaG reinforced throughout the week.
    • For any given writing genre, teacher uses modelling, visual and speaking and listening activities prior to written task and success criteria for pupils is clear.
    • Teacher will encourage and highlight the importance of editing and re-drafting as part of the writing process.
    • Guided writing sessions will be given for certain pupils either by teacher or TA to support the writing process.
    • Homework tasks will include a range of creative writing opportunities and also consolidate their9 skills.
    • Cross-curricular writing tasks will occur across the school.
    • Assessments will test the children at key points and be moderated internally using the statutory writing assessment foci from the National Curriculum.
    • Moderation of writing will occur during each term and cross-partnership moderation of writing will occur over the academic year.
    • LA moderation may occur for Y6 in the summer term. (Last moderation 2018)

     

    In Key Stage 3:

     

    • Classes are in mixed ability groups and pupils have four lessons per week.
    • Writing will usually take place in each lesson.
    • Teacher uses relevant text, either fiction or non-fiction as stimulus and highlights vocabulary and linguistic features.
    • Spelling and reviewing features of punctuation and grammar will occur each week and as part of whole class and individual feedback.
    • For any given writing genre, teacher uses modelling, visual and speaking and listening activities prior to written task and success criteria for pupils is clear.
    • Teacher will encourage and highlight the importance of editing and re-drafting as part of the writing process.
    • Guided writing sessions will be given for certain pupils either by teacher or TA to support the writing process.
    • Homework tasks will include a range of creative writing opportunities and also consolidate skills.
    • Cross-curricular writing tasks will occur across the school.
    • Assessments will test the pupils at key points and be moderated internally using the statutory writing assessment foci from the National Curriculum and in Y8 assessment objectives linked to the GCSE Language specification to aid the transition to KS4.
    • Moderation of writing will occur during each term and cross-partnership moderation of writing will occur over the academic year.
  • Impact

    Over each key stage:

    • Pupils will be engaged, inspired and confident writers
    • They can readily adapt and transfer their writing skills across all curriculum areas.
    • Pupils’ writing is of a very high standard and well presented.
    • Pupils can talk enthusiastically and be proud of the writing they have produced.
  • Measuring the impact
    • Pupils will make at least good progress from their last statutory assessment or from their starting point each academic year through regular monitoring of half termly assessments and teacher observations.
    • Regular marking and monitoring of class work and guided reading sessions by the teacher.
    • Children’s involvement in writing activities across the school: short story competitions, speeches, poetry competitions.
    • Pupils are confident in sharing their writing and also helping their peers with the writing process.

Overview