Bolsover Church of England Junior School - English


English Curriculum 2021-22

At St. Bede’s, it is our intention that our pupils acquire the necessary knowledge, skills and understanding to become lifelong learners and linguists in the English language. We strive to ensure that all our pupils receive a well-rounded learning experience when reading, writing, speaking and listening, which will equip them with the fundamental tools to achieve in the academy and beyond. It is our intention to immerse pupils in the wonders of quality texts to instil a love for reading, a passion for discovery and a confidence to explore their imagination.


The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written language, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils:

  • Read easily, fluently and with good understanding
  • Develop the habit of reading widely and often, for both pleasure and information
  • Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
  • Appreciate our rich and varied literary heritage
  • Write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
  • Use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
  • Are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate

Spoken Language

The national curriculum for English reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. Spoken language underpins the development of reading and writing. The quality and variety of language that pupils hear and speak are vital for developing their vocabulary and grammar and their understanding for reading and writing. Teachers should therefore ensure the continual development of pupils’ confidence and competence in spoken language and listening skills. Pupils should develop a capacity to explain their understanding of books and other reading, and to prepare their ideas before they write. They must be assisted in making their thinking clear to themselves as well as to others, and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions. Pupils should also be taught to understand and use the conventions for discussion and debate.

All pupils should be enabled to participate in and gain knowledge, skills and understanding associated with the artistic practice of drama. Pupils should be able to adopt, create and sustain a range of roles, responding appropriately to others in role. They should have opportunities to improvise, devise and script drama for one another and a range of audiences, as well as to rehearse, refine, share and respond thoughtfully to drama and theatre performances.


The programmes of study for writing at key stages 1 and 2 are constructed similarly to those for reading:

  • Transcription (spelling and handwriting)
  • Composition (articulating ideas and structuring them in speech and writing)

It is essential that teaching develops pupils’ competence in these 2 dimensions. In addition, pupils should be taught how to plan, revise and evaluate their writing. These aspects of writing have been incorporated into the programmes of study for composition.

Writing down ideas fluently depends on effective transcription: that is, on spelling quickly and accurately through knowing the relationship between sounds and letters (phonics) and understanding the morphology (word structure) and orthography (spelling structure) of words. Effective composition involves articulating and communicating ideas, and then organising them coherently for a reader. This requires clarity, awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar. Writing also depends on fluent, legible and, eventually, speedy handwriting.

Spelling, vocabulary, grammar and punctuation.

Opportunities for teachers to enhance pupils’ vocabulary arise naturally from their reading and writing. As vocabulary increases, teachers should show pupils how to understand the relationships between words, how to understand nuances in meaning, and how to develop their understanding of, and ability to use, figurative language. They should also teach pupils how to work out and clarify the meanings of unknown words and words with more than one meaning.

‘A Curriculum that matters; taking risks to challenge and Goes beyond what is assessed!’

 Curriculum is an integral part of teaching and Learning.

The focus in St Bede’s is to always evaluate and consider:

Intention: the provision of a unique, extensive and ambitious curriculum that goes beyond the statutory requirements and allows all pupils to develop a lifelong love of learning. This curriculum enables pupils to take ownership of their learning and to become independent thinkers developing skills, knowledge and understanding to equip them for the future.

Implementation:  Comprehensive subject planning ensures the provision is broad and balanced; Personalised teaching and learning challenges and engages pupils and the effective use of assessment ensures accelerated progress with an emphasis on sequential steps of learning.

 Impact: academic progress and personal development is to be treated equally and pupils to make excellent progress from their starting point; retain and articulate knowledge and understanding to a wider audience; statutory outcomes will be significantly above average each year; continue very strong school to school support- sharing curriculum content nationally. 

 So…our curriculum

is rich in developing knowledge, understanding and skills; broad and balanced aiming to develop the whole child and encourage independent thinkers, ensuring impact and progress for each child no matter the ability.

We want future mathematicians, artists, writers, historians, etc. We want the pupils to develop into responsible, resilient caring and articulate citizens…who remember their learning in years to come.

English Curriculum 2021-22

Programmes of_Study Overview

Spoken Language Overview

Y1 Writing Objectives

Y2 Writing Objectives

Y3 Writing Objectives

Y4 Writing Objectives

Y5 Writing Objectives

Y6 Writing Objectives