English is both a practical and a creative subject that allows the child access to multiple areas of learning and information, as well as enabling them to express their ideas, thoughts and opinions in a variety of creative and informative ways.

Our schemes of work allow each child to progress in their reading, writing and speaking and listening skills at their own pace and level, according to their ability, whilst also being aspirational. We also provide a therapeutic approach through a range of sensory stories, enabling children to access literacy and story-telling through all of their senses in an enjoyable and immersive way.

Our schemes of work have clear cross-curricular links to consolidate and generalise learning across a range of subjects. Each scheme of work also links to one of the articles of the UN Convention on the Rights of the Child, thus fostering respect for the rights of all individuals.


The curriculum was developed around the key knowledge and skills that pupils will require both to achieve academically and to develop into happy, fulfilled individuals. There is continuity from key stage to key stage, and each scheme of work is adapted and made bespoke for each class to ensure that individualised learning is able to take place. The Accelerated Reader Programme and the Twinkl Phonics Scheme are in place to consolidate reading and writing skills, alongside a range of literacy interventions for 1-2-1 support and small groups. Folders are scrutinised by SLT and work samples and marking are moderated within the department.

We aim to enable pupils to:

  • Express their thoughts and opinions in spoken and written form where possible
  • Know the rules of grammar, spelling and punctuation
  • Study books by great writers and thinkers
  • Understand spoken and written language
  • Develop a proficient vocabulary
  • Produce creative writing in the form of poetry, prose and play script


Our English curriculum will enable pupils to thrive in all other aspects of the curriculum through a greater understanding of the written word, as well as increase their opportunities in life outside of school.

We measure the impact of the curriculum through:

  • Baseline and termly phonics testing
  • Baseline and termly Accelerated Reader testing which measures decoding ability and reading comprehension
  • Termly Curriculum Monitor data drops which measure various Literacy skills required by the National Curriculum (in SfW and SfFE)
  • Termly Provision Map data drops which measure individual target progress (in SfL)


Carew Academy promotes the development of Literacy skills across all three of our Pathways. Dedicated reading time has been allocated every morning, as part of our extended tutor time for every class in the school.

Students each have a Reading log in their bags so that any reading for fun, completed at home can be recognised. We encourage parental support in making reading a fun activity for every day. Reading recipes, directions on street signs through to chapter books at bedtime all encourage a love of reading.


Whilst we do not have Key Stage 1 students at Carew Academy, many of our learners access a Key Stage 1 Curriculum. We use a range of phonics strategies and programmes across the school, including: DfE Letters and Sounds Programme, Oxford Tree reading books and Jolly Phonics.

Accelerated Reader

We use the Accelerated Reader Programme to support all our students to make progress in reading, encouraging them to read widely and often. Students in every class across the school sit a Star Reader Test four times a year (or the Early Literacy Test if they are unable to access the Star Reader test). This gives a reading age and a book level (ZPD) for each student, meaning they are able to choose books that are targeted at their specific level. After finishing a book, students sit a quiz on Accelerated Reader. This shows staff how much they have understood the text they have read, allowing them to help students choose their next book at an appropriate level. Every class has either one Accelerated Reader lesson a week OR does some Accelerated Reader reading and/or quizzing at the start of each English / Literacy lesson. Class teachers input reading ages and ZPD scores in a spreadsheet after each Star / Early Literacy Test is taken. This allows us to see progress and attainment, as well as highlighting any students who are not making expected progress and how we can support them with this. Reading aloud:

We encourage our students to read aloud as much as possible. Reading aloud should take place in every lesson to build confidence.


These start in Year 9. A review at the end of each academic year is completed –Head of English meets with every relevant class teacher to decide on the most appropriate accreditation for each class. This is flexible and can be changed throughout the year as and when needed. We expect every student in Carew to leave with at least an Entry Level 1 in English.

We aim for most Skills for Work and Skills for FE students to do the Cambridge English iGCSE. This is 50% coursework (completed in Year 1 of the course) and 50% exam (prepared for and completed in Year 2 of the course).

Summary of the accreditations we teach:

  • Cambridge iGCSE English 0990
  • Edexcel Functional Skills 1 and 2
  • Edexcel Entry Level 1, 2 and 3
  • Edexcel Functional Skills Entry Level 1, 2 and 3

Click here for the Curriculum Plan

Click here for the Curriculum Learning Journey