Irwin Avenue, Rednal, Birmingham, B45 8QY

0121 453 2520

Rednal Hill Junior School

Together we can turn possibility into reality

English curriculum overview

 For an overview of coverage, please see section below statements.

English Intent Statement

At Rednal Hill Junior School, it is our intent to provide pupils with a language rich education in English, which will teach pupils how to speak, read and write fluently, so that they can communicate their ideas and emotions effectively. Our intention is to build quality books at the heart of our curriculum in order to encourage pupils to read widely to develop a deeper understanding of themselves and of the world around them; establish an appreciation and love of reading; gain knowledge of the wider curriculum; develop good fluency and comprehension skills and become great writers. Writing is taught through a range of exciting stimuli, which include: books, film clips, visitors in school, real life experiences and the curriculum. Embedded within our English curriculum is also the teaching of spelling, grammar, punctuation, handwriting and vocabulary, in order to equip the pupils with the skills to become confident and fluent writers. Teachers model the writing process and demonstrate the high expectations of writing.



We teach four 30-minute reading lessons a week using a variety of fiction, non-fiction and poetry. The national curriculum and reading domains drive the teaching and learning of reading. Embedded into this we focus on five key reading skills: fluency, clarifying language and vocabulary, retrieval of key information, inference and deduction and evaluating and thinking about what we are reading. We have developed our own reading hooks to aid the children with these skills.


  • Our daily English lessons are based on a variety of quality books and a range of authors and poets. Each year group studies five core texts, which include classic fiction, contemporary fiction, non-fiction, traditional tales and picture books in Year 3 and 4. Where possible, the core texts link with our topics. We also have two poetry weeks where pupils study a contemporary poet and a classic poem.
  • We have a variety of reading scheme books and fiction books, which are all book banded for children to have as their independent reading book which goes home for parents to support their child with their reading. Each classroom has a selection of appropriately pitched books for the children to choose.
  • We have a selection of non-fiction books, which link to our curriculum, so pupils have access to these books when studying different topics.
  • We use ‘Read, Write, Inc’ phonics for children who still require phonics intervention, and this is delivered primarily through 20-minute intervention groups in Years 3 and 4. Precision reading and spelling intervention groups target children who need extra support and practice.
  • Children and parents can visit a Scholastic book fair to purchase books during the spring term.
  • In every year group, our daily English lessons are based on the study of five different core texts. The study of these books stimulates writing and children learn the craft of becoming good writers through the in-depth study of each book. 
  • The learning journey for a unit of work is sequenced using: ‘Read-it’, ‘Rip-it’, ‘Rehearse-it’, ‘Write-it’ and ‘Review-it’. This allows pupils to use quality books and authors’ styles to influence their own writing.  
  • As part of the ‘Rehearse’ phase in English lessons punctuation, grammar and vocabulary is taught as part of the learning journey. 
  • Each week there are 3 spelling lessons to teach national curriculum spelling objectives. 
  • ‘Cued spelling’ is used as a strategy across the school and for pupils who need extra support for spelling though targeted spelling interventions. We also use precision spelling for 1:1 work with individual pupils. 
  • We have developed hooks to aid the teaching and learning of the SPaG curriculum. These include: 


  • Daily opportunities for assessment for learning opportunities through marking, pupil observations and discussions.
  • Work in books is of a good quality for their age and ability.
  • Pupils read a range of books fluently and with good comprehension.
  • Termly tests are used to support teacher assessments.
  • KS2 SATs tests demonstrate knowledge and skills taught.
  • Monitoring opportunities in school demonstrate pupils can apply taught reading and writing skills independently.
  • Pupils talk with passion during pupil conferencing about their learning in English.

Miss. J. Weir

If you'd like to find out more please contact me via the school office using:

Tel: 0121 453 2520


Curriculum Overview