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English Curriculum

English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them...pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually...

All the skills of language are essential to participating fully as a member of society; pupils, therefore, who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.”

National Curriculum for English (September 2014)

We follow a Mastery approach to English through the programmes of Pathways to Write and Pathways to Read.  Units of work are delivered using high quality texts and children in all year groups are given a variety of opportunities to engage with these texts to achieve a deeper understanding of language for speaking, listening, reading and writing.  Skills are built up through repetition within the units, and children apply these opportunities in the writing activities provided. Many opportunities for widening children’s vocabulary are given through these approaches and this builds on the extensive work we do in school to provide our children with a rich and varied vocabulary.

KEY policies

pathways to write


Pathways to Write follows a Mastery-Learning model. Key skills are taught and repeated; there are multiple opportunities throughout each unit to use and apply the skills until they can be mastered fully. Within each sequence, there are many opportunities for incidental short- burst writing with an extended written outcome built up to by the end of each unit.

Planning follows the sequence below:

  • Session 1: Gateway - This is an opportunity to hook the pupils into the context of learning and to assess previously taught mastery skills. A short writing task is set at the end of this session to assess the application of Gateway skills. (The focus is on assessment of previously taught skills and is not intended to assess pupils on skills or genres that they have not been taught before.) Where pupils are struggling to apply and to use Gateways keys, these should be built into the planning of the unit to ensure more personalised learning.
  • Sessions 2-11: Pathway - In this section, the Mastery skills are introduced with many opportunities along the way to practise and apply these skills in different writing tasks. The tasks use genres that the pupils will be most familiar with such as character or setting descriptions, dialogue, diary entries, instructions, poetry and sentence work, providing a range of on-going evidence for writing assessment.
  • Sessions 12-15: Writeway -This final section of the sequence comprises of 4 sessions. It begins with sectioning and sequencing texts using a model. If the final outcome is narrative based, then this will usually be the text which has been read or for younger pupils a shortened version to support re-telling has been included. If the outcome is a non-fiction text, then a model will be available in the resource section. Within the Writeaway, pupils are encouraged to plan, write, check, edit, re-draft and publish as required; with the focus on using and applying the mastery skills they have been taught.

Writing Year Group assessments



Within Pathways to Read, there is a clear teaching focus with the opportunity to master key reading skills in the session and other sessions in the half term. There are follow on reading tasks to enable pupils to evidence the skills they have mastered independently.

A variety of ways to read are practised and adapted for the needs of the class. In autumn, teacher modelling intonation and pace of reading is planned more regularly. As pupils move through the programme, more paired and independent reading in the whole class section will be practised.  Teachers also plan in time to facilitate timed speed reads to develop pace.

These are the recommended reading practices:

  • Teacher reads aloud to model intonation and fluency while pupils are following the text
  • Teacher reads aloud to model intonation while pupils are reading aloud alongside the teacher
  • Pupils read in pairs quietly (same or mixed ability) – supportive role to be carried out where appropriate
  • Pupils read the text silently at own pace
  • Pupils read a section of text in an allocated time to improve fluency


At Broomfields Junior School we want the children to practise their spelling skills through a variety of ways. Exposure to different methods of learning spellings is important to nurture a life long skill. We use Spelling Shed to learn weekly spellings and practise them through games and competions.  There are a number of other sites that can support learning spellings. 

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