At Brecknock, we believe that a rich, immersive and aspirational English curriculum is integral to fostering, within all of our children, the intrinsic motivation to not only achieve, but to thrive, as readers, writers and orators.

Our bespoke English pedagogy has been designed with the twofold intent of:

  • Empowering our students to utilise the English language as a tool to communicate and access our crucial right to be heard and
  • Developing a critical sense of authorship and appreciation for the art of literacy as a subject, a passion and a career path.

Knowledgeable Learner   

We will achieve this by:

  • Prioritising our systematic synthetic phonics programme as the most important strategy in teaching our early readers the knowledge and skills needed to succeed.
  • Developing fluent readers with the ambition of every child achieving age-related expectations by seven.
  • Equipping all children with a robust vocabulary that enables access to, and deeper understanding of, a broad and rich curriculum.
  • Modelling and providing opportunities for pupils to engage in rich discussions about texts across the curriculum, teaching the specific strategies that form the components of comprehension.
    Providing a rich, varied selection of books, at the level of all readers, to ensure all pupils can access the breadth of the curriculum.
  • Rooting the teaching of English in rich and challenging texts from a broad range of text types so as to utilise the interconnected relationship between reading, writing, speaking and listening to improve skill acquisition in each.
  • Developing a reading for pleasure culture by discovering and exploring authors and texts, related to pupils’ interests, that engage, challenge and excite them.
  • Teaching children to accurately write for a range of purposes and audiences, making conscious and effective choices about the compositional and transcriptional elements of writing and spoken word.

Confident Communicator  

We will achieve this by:

  • Equipping our children with the discrete presentational oracy skills needed to articulate, express and communicate.
  • Exposing learners to an oracy-rich pedagogy, which harnesses pupils’ ability to process new language and knowledge through talk, forming deeper and more meaningful understandings.
  • Prioritising opportunities for children to learn and apply new vocabulary so that pupils can speak knowledgeably with authority and expertise on a broad range of subjects.
  • Facilitating a culture of authorship and book talk that empowers pupils with the motivation, skills and understanding to engage in critical, analytical and meaningful dialogue.
  • Supporting children to communicate by writing accurately and effectively for a range of audiences and purposes.

Active Citizens  

We will achieve this by:

  • Contextualising the English curriculum in our overarching well-being, rights and sustainability initiatives to highlight the role of English learning and communication in change-making.
  • Deepening children’s understanding of themselves and the wider world by accessing a broad range of literature.
  • Creating independent thinkers through developing reading automaticity and comprehension, enabling children to unlock knowledge within texts.
  • Enabling children to become orators with the vocabulary, knowledge and skills required to understand others, challenge views and express their own in a range of contexts.
  • Making socially conscious choices about texts, ensuring that stories feature a diverse range of characters by a diverse range of authors, help our children to develop empathy and see themselves as well as their communities in the books that they open.​
  • Implementing a broad and inspiring enrichment provision that equips pupils with the knowledge and cultural capital they need to pursue both a study of and appreciation of authorship in their futures.


We will achieve this by:

  • Following the Little Wandle phonics programme to ensure that children learn the necessary grapheme-phoneme correspondences (GPCs) to read new and familiar words and then apply this knowledge to sentence level reading and word spelling.
  • Embedding rigorous reading programmes that facilitate children’s application of phonics and support reading practice to develop reading fluency.
  • Rigorously teaching Tier 2 vocabulary to broaden children’s language acquisition through our Word of the Day programme, explicit vocabulary teaching in whole-class reading and Oracy pedagogy.
  • Designing and facilitating reading structures that sequence skills, strategies and behaviours, through the meta-language of our reading programme, that our children need to reflect, analyse and interpret text.
  • Supporting children’s reading for pleasure habits through investing in inspiring, rich texts and nurturing a whole school dialogue about the joys of reading.
  • Developing an excitement and motivation around reading for pleasure through enrichment provision, such as the Reading Road Map, reading assemblies and reading events.
  • Implementing English units of work that follow our bespoke oracy-rich pedagogy so that comprehension, vocabulary, compositional writing, SPAG and transcriptional skills and knowledge are sequenced and interwoven, culminating in written and oral outcomes.
  • Writing outcomes are published termly and celebrated through displays, assemblies, awards and presentations to motivate our children as writers.
  • Empowering our pupils with literacy enrichment opportunities that open doors to a future in authorship and equip them with cultural capital to access future learning, including author visits, themed reading events and ongoing relationships with the Shakespeare Birthplace Trust, the Children’s Bookshow, Biblio Book Awards, Young Poets Programme and Spoken Word Power.
  • Creating meaningful writing opportunities in the wider curriculum that support children to write using subject specific learning, whilst also developing fluency in applying key writing skills and knowledge acquired from English lessons.



Impact in English is assessed through a triangulated approach of formative and summative assessments; outcomes produced in lessons; and the development of children’s intrinsic motivation explored in pupil voice.