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Chaucer Junior School

"Dream, Believe, Achieve"

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Our English Curriculum

Our English curriculum is integral and underpins work undertaken in all areas of the curriculum. A particular focus is given to learning new vocabulary and children are provided with regular opportunities to develop their ability as a reader and writer which helps them to communicate effectively both inside and outside of the classroom.






Encourage and support all children to read a variety of genres which inspire and develop a habit of reading for both pleasure and purpose.




Nurture a culture where children take pride in their writing, can write clearly and accurately and adapt their language and style for a range of purposes. 


Speaking and Listening


Provide children with the opportunity to debate, perform and express their views in a safe and supportive environment. This is ongoing and embedded throughout our whole curriculum.






Teaching children to become excellent readers is an important and exciting part of what we do at Chaucer Junior School. We aim to foster a love of reading around school with designated areas and by sharing a range of texts (from a variety of genres) in class. In each class, children have regular opportunities to participate in guided reading and comprehension tasks. This helps them to improve their fluency and comprehension skills A range of strategies including the use of APE (Answer, Prove, Explain) and a focus on the key reading skills (literal, deduction and inference) help them to deepen their understanding.


In addition, we offer a range of opportunities and incentives to recognise achievement in reading. Parents are asked to write in organisers to log when their child has read at home and our aim is to encourage reading at least three times a week.




At Chaucer Junior School, children are taught a range of genres which cover both fiction and non-fiction styles. Our children are immersed into genres through varied approaches which link to our wider curriculum including texts, film clips and books. It is always designed with the children at the heart of it and aims to capture both their imaginations and interests. High-quality modelled texts ensure that children are exposed to challenging vocabulary and shares the high expectations for each piece; this along with working walls and prior (planning) lessons all aid them to achieve their very best. After completion, the children at Chaucer Junior School will have the opportunity to publish their work which gives them a sense of pride. We use ‘boring boring’ joined font to ensure consistency within handwriting and to model expectations across school.




Spelling is taught in a separate (weekly) lessons where the children are provided with a range of tasks which focus on exploring spelling patterns and the meanings of words.




In Grammar sessions, the children ae taught key objectives and skills in relation to this area as part of the writing sequence. The skills taught are closely aligned to each written piece and children are given the opportunity to use the skills taught in their written work. Further opportunities within the curriculum are then provided to embed these skills further.




Intervention is aimed at particular individuals and groups who have needs in different areas; this is carried out in addition to the daily teaching. Types of intervention provided vary and are based on assessments and needs.




Formative Assessment (Daily)


  • Children are assessed through the use of success criteria for each piece of writing which gives them the opportunity to respond and target sheets (found in front of books) are signed off upon completion.
  • Weekly spelling tests are used to assess the week’s rule.
  • Pupil’s confidence in discussing their learning and the curriculum.


Summative Assessment (Termly)


  • At the end of each term (half term in Year 6), children are formally assessed in each of these areas.
  • SATs results are used to measure progress across the key stage.