Developing students’ English and Literacy skills is fundamental to unlocking their potential across the academic curriculum and beyond.
Our over-riding aim is to ensure that each student, whatever his or her ability, should reach their full potential. We aim to inspire students to love literature, think creatively and work independently. We strive to foster this positive attitude by presenting English as an interesting, creative, challenging and useful subject.
For further information about the English curriculum please contact Sophie Hall firstname.lastname@example.org
Full details of the intent, implementation and impact of our English curriculum will be contained in our curriculum plans, downloadable from the bottom of the page.
View/download medium term plans for all subjects. These are up to date as of 1st September 2021. Plans will be refreshed every term.
You can also download Knowledge Organisers for each year group from our Knowledge Organisers page.
Primary Curriculum - English
Words, in my humble opinion, are the most inexhaustible source of magic we have.” Albus Dumbledore.
English underpins all learning. Having the ability to read, write and communicate allows all pupils to gain access to the entire world. The possibilities are endless. “High quality literary instruction, enables pupils to speak and write fluently so they can communicate their ideas and emotion to others, and through their reading and listening, others can communicate with them.” (Myatt:2020). Through the teaching of reading, pupils gain access not only to imaginary worlds - through the exploration of narrative, but it also enables access to different cultures, religions and socio-economic groups.
The importance of being literate has never been more important in our society. As the EU High Level Report on Literacy points out: “the digital world is centred around the written word”. Those who struggle to read and write are at a catastrophic disadvantage. In addition, a research study conducted by psychologists Betty Hart and Todd Risley called the “30 Million Word Gap” showed that children from lower-income families hear a staggering 30 million fewer words than children from higher-income families by the time they are four years old.
Not surprisingly, this word gap puts children from our communities at a significant disadvantage. Their vocabularies are approximately half the size of their higher-income counterparts, and they are unprepared for the early years of school curriculum. What’s more, the word gap also has long-term effects on education, career, and family.
At Harris Garrard we aim to provide all children with a high-quality education so that outcomes are not determined by family income. The ability to read, write, speak and understand are essential skills that all pupils must master in order to be able to access all other areas of learning. It is our aim that no pupil leaves our primary phase without these core foundations in place.
The rationale of the teaching of reading at HGA is:
- To provide pupils with the imperative strategies and skills required to read fluently.
- This is achieved by rigorous progression and assessment via the different stages of reading, to ensure that pupils are taught to read fluently, with good understanding.
- To provide access to high quality texts that reflect cultural diversity (within the community) so pupils can gain future aspirations.
- Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading and spoken language
Evidence suggests that there is a positive relationship between reading frequency, reading enjoyment and attainment. (Clark 2007) Reading enjoyment has been highlighted as a key factor to the contribution of educational success.
Regardless of a pupil’s socio-economic backgrounds, it is imperative that they have access to high quality texts and literature.
Parental engagement is key to ensuring the Accelerated Reader program is effectively reinforced at home, therefore giving the pupils the best opportunity to score well in their weekly AR comprehension quizzes.
The rationale of the teaching of writing at HGA is:
- To provide pupils with transcriptional and compositional skills to allow them to communicate through a different form.
- Write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences.
- To provide a classroom environment that is conducive to writing and supports effective writing instruction for all learners, including struggling writers and English Language Learners.
- Apply the wide vocabulary and understanding of grammar (from reading and speaking and listening) into their writing.
Speaking and Listening
Speaking and listening are central to teaching and learning in all curriculum areas. Talk is also the foundation of literacy. Young children listen and speak well before they read or write. They learn that they can use speech to express their needs and wishes, find out about things, and engage in imaginative, exploratory play. Children need opportunities to listen to and speak about different topics in a range of contexts in order to develop their language skills, which will also enhance their school achievement.
In many classrooms, talk is often dominated by the teacher. However, the pupils’ attitudes to learning – together with their learning gains – improve noticeably when, through their own talk, they are actively involved in the learning process. Offering high quality questioning not only gets pupils actively involved in talk, but encourages quality responses that require articulation, reasons and detail.
Miss Woods, VP and Primary English Lead
Mr Butcher, AP and Primary Reading Lead
English is a crucial subject and significantly increases a student’s employability later in life. Students who do well in English are given fantastic opportunities to pursue a number of careers. Some examples are listed below:
- Professions (law, human resources, banking, accountancy, insurance)
- Public sector (administration, civil service, health service, local government, police, armed forces)
- Teaching (schools, colleges, universities, teaching English aboard)
- Media (journalism, publishing, television and radio, copywriting, events management)
- Influencing (advertising, public relations, marketing, retail management, sales)
- Helping (social work, youth work, probation work, nursing, housing)
- Information (librarianship, archives, information officer, bookseller)
English is also a subject which can be taken to a high academic level with students studying MAs and PhDs.
Find out more about the careers programme at Harris Garrard Academy.
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|English KS3 & KS4 National Curriculum Ma...||02nd Sep 2021||Download|
|English KS3, KS4 & KS5 Long Term Plan 20...||16th Nov 2021||Download|
|English Yearly Endpoints||02nd Sep 2021||Download|
|Curriculum Knowledge Gap Overview KS3, K...||31st Aug 2021||Download|