The English Curriculum at Thomas Harding Junior School

Our English Intent

At Thomas Harding, we recognise that every child brings their own unique strengths, experiences and starting points. Our English curriculum is designed to nurture a love of language and literature while providing the support and challenge each pupil needs to thrive. We aim to broaden horizons, build confidence and ensure that every child leaves us equipped with the skills to read fluently, write with purpose and communicate with confidence.

Our English curriculum is therefore built on the belief that every child can achieve highly, regardless of their starting point. At its heart is the promotion of high standards of language and literacy, equipping pupils with the skills to read fluently, write with accuracy and purpose, and communicate with confidence.

We aim not only to close gaps but to broaden horizons, nurturing a love of literature and a belief that language empowers our pupils to succeed academically, socially and personally.

We align closely with the National Curriculum for English (2014), ensuring that all pupils are taught to:

• read easily, fluently and with good understanding
• develop the habit of reading widely and often, for pleasure and information
• acquire a broad and ambitious vocabulary, an understanding of grammar and linguistic conventions for reading, writing and spoken language
• appreciate our rich and varied literary heritage while engaging with diverse voices and texts
• write clearly, accurately and coherently for a wide range of contexts, purposes and audiences
• use discussion to explore and clarify ideas, developing confidence in speaking and listening
• participate in debate, presentation and performance as competent and articulate communicators

Our curriculum is carefully sequenced to ensure progression in reading, writing and oracy, enabling pupils to know more, remember more and do more over time. We place a strong emphasis on the interplay between reading and writing: high-quality texts inspire purposeful writing, broaden vocabulary and develop pupils’ cultural and emotional understanding.

Through English, pupils develop the language to interpret and articulate their own experiences, connect with others and understand the wider world. In particular, reading enables children to grow culturally, emotionally, intellectually, socially and spiritually.

Our ASPIRE values (aspiration, success, pride, integrity, resilience and equality) underpin the English curriculum, ensuring that pupils develop not only essential literacy skills but also the character, confidence and resilience to thrive. We want every child to leave Thomas Harding not just able to read and write, but inspired to use language as a tool for lifelong learning, self-expression and opportunity.

Implementation

At Thomas Harding, our English curriculum is carefully designed to respond to the needs of our pupils. Many of our children join us with varied starting points in vocabulary, fluency, handwriting and confidence. Through a clear and ambitious structure, we ensure that every pupil is supported to achieve and empowered to succeed.

• Clear Reading and Writing Progression Documents outline key objectives and show how knowledge and skills are taught, revisited and embedded across the school.
• Phonics & Early Reading: All children are assessed for phonics knowledge on entry to Year 3. Any child requiring additional support follows the Read Write Inc. Catch-Up programme, with daily phonics lessons in LKS2 and targeted interventions across all year groups as needed.
• Spelling: Spelling Shed is used consistently in Years 3–6. Lessons take place at least twice a week, with weekly focus words drawn from statutory lists and common spelling patterns, ensuring progression and accuracy.
• Handwriting: Handwriting is explicitly taught across the school to support fluency, stamina and pride in presentation.
• Vocabulary Development: Tier 2 words and other ambitious vocabulary are explicitly taught, displayed and promoted in classrooms, encouraging pupils to apply and extend their language. Pre-teaching of key vocabulary ensures that all children, particularly disadvantaged, SEND and EAL pupils, can access new learning.
• Reading: Daily Whole Class Reading lessons are fluency-based and ensure all children practise reading aloud and develop expression, pace and understanding. Carefully chosen texts expose pupils to a wide variety of genres, diverse authors and cross-curricular links.
• Reading Strategies (VIPERS): These comprehension skills are taught consistently from Years 3–6, enabling pupils to explore vocabulary, make predictions, sequence, infer, retrieve and summarise information, always justifying responses with evidence.
• Oracy: High-quality spoken language is modelled and promoted across English lessons. Pupils are given frequent opportunities to articulate ideas, explain reasoning and develop confidence in speaking and listening.
• Assessment: Regular reading, spelling and writing assessments are used to identify pupils in need of targeted intervention. Assessment information is used to inform planning, ensure progress and close gaps.
• Book Talk & Reading Culture: Reading is celebrated through monthly Recommended Reads. Children regularly share book recommendations with peers, fostering discussion and developing reading for pleasure.
• Reading for Enjoyment: Class novels are read daily in every year group, immersing children in rich, challenging texts, promoting enjoyment and modelling fluent reading.
• Writing: Core texts are carefully selected to inspire purposeful, high-quality writing. Each half-termly writing unit has a clear purpose and audience, so pupils learn to adapt their style, structure and vocabulary to fit the task.
• Teaching Approaches: Writing is taught through clear modelling and scaffolding, enabling pupils to understand outcomes and expectations. Grammar and punctuation are taught both discretely and within meaningful writing contexts.
• Publishing & Celebration: Final writing pieces are shared, published and celebrated, giving pupils a real sense of audience, purpose and pride in their work.
• Enrichment: Reading and writing events throughout the year promote enjoyment, creativity and the development of lifelong literacy skills.
• Professional Development: Learning walks, book scrutiny, pupil voice and staff meetings are used to share good practice and strengthen subject knowledge. Internal and external moderation ensures high standards across all year groups.

Themed Events

Throughout the year, we celebrate English through a range of themed events that inspire a love of reading and writing, while raising the profile of literacy across the school community. These events are designed to create excitement around books, language and stories, and to give pupils memorable experiences that build enthusiasm and confidence.

• Reading Assemblies: Teachers lead assemblies by sharing extracts from their favourite books, modelling expressive reading and inspiring pupils to explore new authors and genres.

• Celebrating Achievement: Star Readers are recognised regularly in celebration assemblies, highlighting effort, progress and a passion for reading.

• National Events: We take part in national initiatives such as World Book Day and Pyjamarama, giving pupils the chance to dress up, share stories and immerse themselves in the joy of reading.

• Author Visits: Children have the opportunity to meet authors, illustrators and poets, bringing the world of books to life and showing pupils the power of writing beyond the classroom.

• Competitions: Reading and writing competitions encourage creativity, pride and friendly challenge, while providing pupils with platforms to showcase their talents.

These themed events not only enrich the English curriculum but also foster a whole-school reading culture, where books are celebrated and valued.

Impact

By the time children leave Thomas Harding Junior School, they will:

• recognise and understand the close relationship between reading and writing

• write effectively across a range of forms, adapting style and language to suit purpose and audience

• read widely and for pleasure, developing a lasting love of storytelling, poetry, plays and non-fiction

• acquire sustained learning and transferable skills that support success across the curriculum and beyond

• express themselves clearly, confidently and appropriately in both spoken and written forms

• read with accuracy, fluency and understanding, enabling them to become confident, independent readers

• develop a broad and ambitious vocabulary, including subject-specific terminology, and use it with precision

• apply spelling rules and patterns securely in their independent writing

• strengthen their thinking skills, becoming reflective, independent learners

• benefit from learning opportunities that integrate reading, writing, speaking and listening in meaningful contexts

Through our English curriculum, pupils leave Thomas Harding equipped with the knowledge, skills and self-belief they need to thrive as articulate, literate and confident learners, ready for the next stage of their education and for life beyond primary school.