English

English Curriculum Overview

At Salmons Brook School, we see English as a gateway to confidence, creativity, and communication. For our students—each with an EHCP and SEMH needs—mastering the English language opens doors to self-expression, emotional literacy, and independence in the wider world. Our English curriculum is carefully designed to be inclusive, flexible, and ambitious, ensuring all learners can access and succeed in reading, writing, speaking, and listening. 

Intent 

Our English curriculum aims to: 

  • Equip students with essential literacy skills, supporting their ability to read fluently, write with clarity, and communicate with confidence. 

  • Foster a love of reading, both for pleasure and information, through exposure to rich, diverse, and relatable texts. 

  • Develop students’ critical thinking and empathy through engagement with a range of literature reflecting different cultures, contexts, and lived experiences. 

  • Enable students to express themselves confidently in both spoken and written form, tailoring language to suit audience and purpose. 

  • Build a strong foundation for accreditation at Entry Level, Functional Skills, and GCSE, supporting access to further education, training, or employment. 

Implementation 

Our English curriculum spans Key Stages 3 and 4 and is coherently sequenced to support small-step progression and deep learning. Key features include: 

  • Differentiated Pathways: Students access tailored routes through Entry Level, Functional Skills, or GCSE, depending on their needs, readiness, and aspirations. 

  • Text-Rich Curriculum: Across KS3 and KS4, students engage with novels, poetry, short stories, plays, and non-fiction texts—including Pig Heart Boy, A Monster Calls, Macbeth, and Things Fall Apart—to build comprehension and analytical skills. 

  • Spiral Skill Development: Reading, writing, SPAG (Spelling, Punctuation and Grammar), and SLC (Speaking, Listening and Communication) are revisited and deepened each term. Core concepts are built on year by year. 

  • Cultural Relevance: Texts are selected to reflect diverse voices and lived experiences, supporting identity, empathy, and emotional growth. 

  • Functional Literacy: Students learn how to write for real-life purposes—emails, reports, letters, blogs—and develop oracy through debates, presentations, and discussions. 

  • Continuous Assessment: A balance of formative and summative assessments informs planning and ensures teaching is responsive. Students complete end-of-term assessments in reading, writing, SPAG and SLC, with regular opportunities for reflection and improvement. 

  • CREATE Integration: Our English curriculum promotes Community, Relationships, Enrichment, Aspirations, Trust, and Education. These values underpin how we select texts, frame discussions, and celebrate student success. 

English remains a core part of the curriculum at Key Stage 5 for students who have not yet achieved a Level 2 equivalent qualification. Learners are assessed and placed on the most appropriate pathway—Entry Level English, Functional Skills Level 1 or 2, or GCSE English Language—according to their needs and starting points. The curriculum at Post-16 continues to focus on functional literacy, communication, and accreditation, supporting students to develop the skills needed for adult life, employment, and further study. 

Impact 

Through our English curriculum, students: 

  • Make strong progress from their starting points in reading, writing, and communication. 

  • Achieve recognised qualifications including Functional Skills and GCSE English Language and Literature. 

  • Become more confident and articulate in expressing their ideas, emotions, and opinions. 

  • Engage more deeply with the world through literature, developing empathy, resilience, and critical awareness. 

  • Gain skills that support wider curriculum success, personal development, and preparation for adulthood. 

Impact is measured through student outcomes, reading ages, assessment data, student voice, work scrutiny, and accreditation success. Most importantly, it is seen in students who find their voice—whether on paper, in performance, or in debate. 

A snapshot view of our English curriculum can be found here: 

 

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