Intent:

At Oakwood Junior School, we understand the importance of a broad, balanced and rich English curriculum, which develops the skills needed for writing across the curriculum and for future life. Throughout the teaching of English, a range of genres and high-quality texts are promoted and studied to inspire writing and reading for pleasure. We are dedicated to encouraging all children to become passionate and confident writers and seize opportunities with confidence and aim high, whilst they take pride in their work. Children have the opportunity to learn from each other through cooperative learning, giving them opportunities to communicate ideas and emotions and delve into their imaginations together.

The aims of teaching writing in our school are to develop pupils who:

• are passionate about writing
• show achievement and progress in reading and writing
• use and understand language as speakers, readers and writers
• are confident and independent in making language choices in their writing
• are aware of the audience of their writing
• are aware of the purpose of their writing
• apply taught grammar in their writing
• apply phonics and spelling knowledge to their writing
• apply their English learning to all other areas of the curriculum.

Special Educational Needs Disability (SEND) / Pupil Premium / Higher Attainers:

All children will have Quality First Teaching. Any children with identified SEND or in receipt of pupil premium funding may have additional support or work that is different from their peers in order to access the curriculum, dependent upon their needs.  As well as this, our school offers a demanding and varied curriculum, providing children with a range of opportunities in order for them to reach their full potential and consistently achieve highly from their starting points.

Implementation:

At Oakwood Junior School, our school provides daily writings lessons through the CUSP Unity Curriculum which allows the progression of skills across all year groups.

We follow a sequence of lessons which give children the chance to explore quality texts and pieces of writing, explore the structure of different genres and text types, and the writerly tools used to construct such texts. Grammar is taught during this sequence of lessons and children are provided with opportunities to recognise this in context and apply it for themselves in writing through shared and independent writing sessions.  Throughout this process, teachers model these skills and work cooperatively with pupils to create shared pieces of writing. These pieces of shared writing are displayed and working walls are used to support independent application and show the value placed on writing.

CUSP Writing centres around vocabulary and developing vocabulary in writing. Using high-quality texts, teachers can model selecting good vocabulary which could be used later within their own writing. In addition to this, key vocabulary (including Tier 2 and Tier 3 words) is selected by teachers and displayed, to support the learning of new words. Children will be provided with opportunities to deepen understanding of vocabulary and activate their learning.

Spelling:

We proudly use the GrammarSaurus Morphology Spelling Programme to teach spelling through an understanding of word structure and meaning. Rather than relying solely on memorisation, children learn how prefixes, suffixes and root words work together to create and modify words. This approach helps pupils make links between words, expand their vocabulary and improve both their spelling and reading comprehension. By developing a deeper understanding of language patterns, children become more confident, accurate writers and are better equipped for future learning across the curriculum.

Handwriting:

Handwriting is taught regularly across the school using Letter-join, helping children to develop fluent, legible and joined handwriting. To ensure that handwriting becomes an embedded skill rather than a standalone activity, pupils complete a short handwriting session at the start of each writing lesson. This regular practice reinforces correct letter formation, sizing and presentation, encouraging children to apply high standards of handwriting throughout all of their written work.

Impact:

At Oakwood Junior School, we want children to be passionate about writing and be proud of the writing they produce, knowing that it is valued.

English

Our English Curriculum

At Oakwood Junior School, we believe that every child is a reader, a writer and a communicator. Through our carefully planned English curriculum, we inspire children to develop a lifelong love of reading whilst equipping them with the knowledge, skills and confidence needed to communicate effectively through both spoken and written language.

Reading, writing and oracy are intrinsically linked throughout our curriculum. We use the CLPE Power of Reading approach to place high-quality children's literature at the heart of English teaching. Through rich and engaging texts, children are immersed in stories, ideas, experiences and diverse perspectives that broaden their understanding of the world whilst providing meaningful reasons to read, discuss and write.

Our curriculum is designed to ensure all pupils become confident readers, motivated writers and articulate communicators. Through carefully chosen texts, children encounter a wide range of authors, cultures, viewpoints and themes that both reflect their own experiences and open windows into the lives of others. We aim to foster empathy, curiosity, creativity and critical thinking whilst developing children's understanding of language and literature.

English at Oakwood supports our wider school values of safety, positivity, aspiration, resilience, respect and kindness. Through high-quality literature, purposeful discussion and authentic writing outcomes, pupils learn how language can inform, inspire and influence.

Literature-led English Curriculum

Each year group studies a carefully selected collection of high-quality class texts through the CLPE Power of Reading programme. These texts form our literature spine and represent a promise to every child about the books, authors and experiences they will encounter during their time at Oakwood Junior School.

Our literature spine has been thoughtfully planned to ensure children experience:

• A diverse range of authors, characters and perspectives.
• Heritage and contemporary literature.
• Strong female role models.
• Texts reflecting different cultures, communities and experiences.
• Social, moral and ethical themes.
• Opportunities to explore equality, diversity and inclusion.
• Rich literary language and ambitious vocabulary.

The literature spine acts as both a mirror, allowing children to see themselves reflected in stories, and a window, enabling them to explore lives, experiences and viewpoints beyond their own.

Through shared reading, discussion, drama, role play and writing opportunities, pupils develop deep understanding of texts whilst building the knowledge and vocabulary needed to become successful readers and writers.

Reading, Writing and Oracy Through Power of Reading

At Oakwood Junior School, reading, writing and talk are not taught as separate subjects. Instead, they work together through our text-driven approach.

Each English unit begins with immersion in a high-quality text. Using strategies from the CLPE Power of Reading programme, children explore themes, characters, vocabulary, author's choices and key ideas through:

• Reading aloud and shared reading.
• Book talk and discussion.
• Drama and role play.
• Debate and presentation.
• Vocabulary exploration.
• Visual literacy activities.
• Collaborative learning opportunities.

We believe that children need something meaningful to say before they are expected to write. Therefore, purposeful talk and discussion sit at the centre of every unit, supporting children to clarify their thinking, develop vocabulary and rehearse ideas before applying them in writing.

Writing

Writing is taught through a combination of CLPE Power of Reading and the CUSP Writing Structure, providing a clear progression from text immersion to independent application.

Writing units typically follow a six-week sequence:

Immersion and Exploration

Children engage deeply with the text through reading, discussion, drama and vocabulary exploration. Knowledge organisers introduce the key features, language and expectations for the final outcome.

Reading into Writing

Pupils analyse how authors craft texts and develop their understanding of genre features. Through shared, modelled, guided and independent writing opportunities, children practise the skills required for the final outcome.

Short Writing Outcomes

Throughout the unit, children complete a series of shorter writing tasks designed to develop and refine individual skills. These allow teachers to provide timely feedback, address misconceptions and build confidence.

Extended Independent Writing

Children draw together all learning from the unit to plan, draft, edit and publish an extended independent piece for a clear audience and purpose.

Our curriculum places a strong emphasis on vocabulary development, authorial choices, grammar and composition, ensuring that children understand both how language works and how writers use it effectively.

Spelling and Handwriting

We teach spelling through the GrammarSaurus Morphology Spelling Programme, enabling pupils to understand the structure and meaning of words through the study of prefixes, suffixes and root words. This approach develops both spelling accuracy and vocabulary knowledge.

Handwriting is taught using Letter-join and is practised regularly across the school. Children are encouraged to take pride in their presentation and develop fluent, legible and joined handwriting that supports writing stamina and independence.

Inclusion

We are ambitious for every child.

Through high-quality texts, purposeful discussion and carefully planned scaffolding, all pupils are supported to access the English curriculum and achieve success. Teachers use adaptive teaching strategies to ensure lessons meet the needs of all learners, including pupils with SEND, disadvantaged pupils and those working at greater depth.

The CLPE Power of Reading approach is particularly effective in supporting engagement, vocabulary development and language acquisition through its emphasis on discussion, drama, visual literacy and immersive experiences.

Assessment and Outcomes

Assessment is used to inform teaching, identify next steps and ensure all pupils make strong progress from their individual starting points.

Teachers use ongoing formative assessment throughout each unit, including:

• Reading discussions and pupil voice
• Shared and guided writing
• Short writing outcomes
• Live verbal feedback
• Writing conferences
• Vocabulary retrieval
• Independent application tasks

Writing is formally assessed against the Trust's Writing Standards, which outline age-related expectations for pupils in Years 3 to 6. Pupils are assessed as working towards, within or beyond the expected standard through a growing portfolio of independent writing completed across the curriculum. These standards support consistent teacher assessment and provide clear progression in writing knowledge and skills from Year 3 through to Year 6.

Moderation is an integral part of our assessment process. Teachers participate in regular in-school and trust-wide moderation activities to ensure judgements are accurate, consistent and aligned with agreed expectations. Exemplification materials and writing portfolios support professional dialogue and the development of assessment expertise.

The impact of our English curriculum is evident through pupils who:

• Read widely and enthusiastically.
• Discuss and respond thoughtfully to texts.
• Use ambitious vocabulary confidently.
• Write effectively for a range of audiences and purposes.
• Apply grammar and punctuation with increasing accuracy.
• Demonstrate resilience throughout the writing process.
• Draw upon rich literary experiences to shape their own writing.
• Communicate ideas clearly through talk and writing.
• Take pride in the quality and presentation of their work.

By the time children leave Oakwood Junior School, they are equipped with the literacy skills, knowledge and confidence needed to succeed at secondary school and beyond as enthusiastic readers, capable writers and effective communicators.