High quality texts are used at the heart of our English curriculum, and teachers plan for meaningful writing outcomes using the 3-phase model. Often, core texts are used to provide contexts for these writing outcomes. Units typically last 2 weeks and are split into 3 ‘phases’:

  • Phase 1 – Immersion in the text type. The objectives covered in this phase enable the children to become familiar with the features of the writing outcome they are working towards.
  • Phase 2 – Context / SPAG tools. During this phase, the objectives covered equip the children with a meaningful context for their writing outcome. There are often drama activities planned for this phase, in order to encourage the children to explore perspectives for their writing outcome. Sometimes it is also necessary to teach discrete SPAG (Spelling, Punctuation and Grammar) objectives so that children are able to apply this in their independent writing.
  • Phase 3 Writing. This phase covers the entire writing process, including writing, self or peer assessing, editing and publishing.

All classrooms at our school have an English Learning Wall which provides scaffolds and models for the pupils’ writing, including examples of relevant and rich vocabulary; models of a range of sentence types and shared or modelled examples of the quality written outcome that the children are working towards. Links to real world topics such as global warming. The learning walls are updated continuously over the course of a writing unit to support our pupils’ learning.


We believe that speaking and listening is a fundamental part of learning in English, and therefore children of all ages are provided with opportunities to participate in a range of different drama-based activities in lessons. In Reception and Year One, the children have role-play areas in their classroom which help stimulate learning.

We value the role of drama in our curriculum in enabling children to explore a range of perspectives and communicate ideas effectively, as well as working collaboratively with peers. We strive to ensure that children learn in a safe and engaging environment, in which they can feel comfortable and confident to share their ideas and take risks in their learning.