Why We Study English
English at Ramsden Hall Academy empowers our pupils to find their voice and express themselves with confidence. We recognise that many of our learners have experienced barriers to literacy and communication, which can impact their emotional wellbeing and sense of self-worth. Through carefully scaffolded reading, writing, speaking and listening experiences, we help pupils develop the skills to understand themselves and the world around them.
English provides a safe space for pupils to explore emotions, build empathy, and process experiences through literature and creative expression. We understand that literacy difficulties can trigger shame and frustration, so our trauma-informed approach ensures every pupil experiences success whilst building the foundational skills they need for life. When pupils engage with diverse texts, develop their writing voices, and participate in meaningful discussions, they develop critical thinking skills and a sense of agency in expressing their thoughts and feelings.
Most importantly, English gives our pupils the communication skills and qualifications needed to access further education, employment, and independent living. Understanding how to read with comprehension, write for different purposes and audiences, and communicate effectively equips them to navigate their lives with greater confidence and independence. By achieving recognised qualifications—from Entry Level through Functional Skills to GCSE English Language and Literature—we ensure pupils leave Ramsden Hall Academy with both literacy competencies and accredited achievements that open doors to future opportunities.
Our Five Aims
1. Develop Foundational Literacy Skills
Pupils will build comprehensive reading, writing, speaking and listening skills through a carefully sequenced curriculum that progresses from foundational literacy to GCSE-level analysis. By studying diverse texts including modern fiction, Shakespeare, 19th century literature, non-fiction and media, pupils develop the literacy needed to access written information across all areas of life and communicate their needs and ideas effectively.
2. Build Confidence Through Self-Expression and Accessible Success
Every pupil will experience regular achievement through differentiated learning pathways, progressing towards qualifications matched to their individual capabilities—Entry Level, Functional Skills, or GCSE English Language and Literature. Through scaffolded activities, supportive assessment, and celebration of progress, pupils develop self-belief and the confidence to express themselves through speaking, listening, reading and writing that validates their experiences.
3. Engage with Literature That Reflects Diverse Experiences
Pupils will explore texts that promote empathy, reflect diverse experiences, and provide safe opportunities to explore challenging themes and emotions. By studying texts including Woman in Black, Two Weeks with the Queen, Stone Cold, Shakespeare, The Hunger Games and contemporary fiction, pupils develop understanding of different perspectives whilst processing their own experiences through literature.
4. Strengthen Emotional Regulation and Resilience
Pupils will use reading and writing as therapeutic tools for processing experiences, managing emotions, and developing coping strategies. English lessons provide structured opportunities for pupils to explore feelings safely, develop empathy through literature, and use creative expression to build resilience—crucial skills for managing challenges in their own lives and future education or employment.
5. Prepare for Adult Life and Future Opportunities
Pupils will develop the communication, comprehension and analytical skills needed for employment, further education, and independent living. Understanding how to write formal letters, analyse information critically, present ideas confidently, and communicate appropriately in different contexts prepares pupils for success beyond school, whilst recognised qualifications provide credentials that open doors to college courses, apprenticeships and employment.
How We Teach English
Curriculum Overview by Key Stage
Key Stage 3 (Year 8) provides foundational skills and engagement with literature. Autumn Term explores short stories and creative writing through texts including Night Beast and Spiderhands, developing into Gothic literature with Woman in Black and transactional writing skills. Spring Term engages pupils with contemporary fiction including Two Weeks with the Queen, Stone Cold, Buddy and Toad Rage, alongside creative and transactional writing development and speaking and listening through group discussions. Summer Term introduces media texts including Holes and The Hunger Games, developing analytical skills, before exploring drama through Frankenstein, The Terrible Fate of Humpty Dumpty and The Fantastic Mr Fox with continued creative and transactional writing practice.
Key Stage 4 (Years 9/10) builds towards qualifications with increasing focus on exam skills. Autumn Term develops reading skills through functional non-fiction texts and fiction including Saint Death and true crime, alongside transactional writing and speaking and listening presentations. Spring Term continues fiction study with group discussions, progressing to Shakespeare and 19th century extracts and short stories. Summer Term focuses on creative writing skills and group discussions, consolidating learning across all assessment objectives.
Year 11 provides intensive GCSE preparation. Autumn and Spring Terms focus on AQA GCSE English Language Paper 1 skills—Explorations in Creative Reading (AO1, AO2, AO4) and writing to describe and narrate (AO5 & AO6)—through repeated practice, modelling and feedback. Summer Term develops exam technique including timings, planning, and full understanding of requirements for each question across Language Papers 1 and 2, with comprehensive revision and final examination preparation.
Building Knowledge and Skills from Varied Starting Points
Every pupil undergoes baseline literacy assessments upon entry including reading age, comprehension, writing skills and SEMH assessments. We use diagnostic tools including reading assessments, writing samples, and one-to-one discussions to identify specific gaps such as phonics, spelling patterns, sentence construction and inference skills.
Our curriculum operates on a "spiral" model—we revisit core skills including sentence structure, punctuation and reading strategies throughout all years whilst introducing increasingly complex texts and tasks. Pupils work in small, flexible groups (typically 4-8 pupils) based on their literacy levels and SEMH needs rather than strictly by age. Some Year 9 pupils may be consolidating Year 7 skills, while others are ready for pre-GCSE content. Regular assessment ensures pupils are appropriately challenged and supported, with movement between groups that is fluid and based on progress and readiness.
Multiple differentiation strategies address varied starting points: small group teaching allowing personalised attention, flexible grouping based on current literacy levels and emotional readiness, individual learning plans targeting specific literacy gaps, scaffolded tasks with multiple entry points to the same learning objective, and success criteria adapted to individual targets. We support different learning styles through visual supports (graphic organisers, storyboards, colour-coding), auditory approaches (audiobooks, discussion-based activities, verbal feedback), and kinaesthetic activities (drama, role-play, movement breaks). Higher-attaining pupils access more complex texts, independent research projects, leadership roles in group work, early introduction to GCSE concepts, and creative extension tasks.
Trauma-Informed Teaching Approach
English lessons prioritise relationship-building through consistent staffing and routines, one-to-one reading conferences where pupils share thoughts safely, validating pupils' personal responses to texts, and sharing our own reading experiences to model vulnerability. Our classrooms feature calm, organised environments with minimal sensory overload, quiet reading areas and regulation corners, ground rules co-created with pupils about respecting opinions, and celebration of all contributions without judgment.
We recognise that literacy difficulties can trigger shame and frustration. When pupils refuse work or become dysregulated, we remain calm and non-judgmental, offer choices (different texts, alternative recording methods), provide breaks and regulation time, and explore underlying causes. Pupils have voice in selecting independent reading books from curated choices, choosing writing topics within assessment frameworks, deciding how to present work (typed, handwritten, verbal recording), and opting out of reading aloud or sharing personal writing.
We carefully pre-screen texts for potentially triggering content including abuse, violence and family breakdown. We provide content warnings and alternative texts where appropriate, allow pupils to step out if content becomes overwhelming, use texts therapeutically to help pupils process experiences with appropriate support, and debrief after challenging content. We continuously monitor pupils' emotional states and adapt lesson content accordingly, switching to lower-demand tasks or providing alternative activities when pupils are dysregulated.
Communication, Literacy and Life Skills Development
Every lesson includes opportunities to develop literacy through reading diverse texts at appropriate levels, learning subject-specific vocabulary (analyse, evaluate, infer, perspective, metaphor, protagonist, narrative voice, iambic pentameter), writing for different purposes and audiences, and speaking and listening activities. Vocabulary is explicitly taught through pre-teaching key vocabulary before lessons, visual vocabulary displays and word banks, and regular retrieval practice through weekly "Do Now" activities, knowledge organisers, and low-stakes quizzing.
We ensure accessibility by providing texts in multiple formats (audio, large print, digital), using colour overlays and dyslexia-friendly fonts, breaking texts into manageable chunks, providing glossaries for challenging vocabulary, and using graphic novels and visual adaptations. For pupils who struggle, we offer phonics intervention for decoding difficulties, dictation software and scribes for writing, writing frames and paragraph scaffolds, reduced writing demands (bullet points accepted), and extra time and smaller assessment chunks.
Pupils can demonstrate understanding through verbal responses recorded on devices, typed work instead of handwriting, storyboards and visual representations, drama and role-play, and collaborative group work where tasks are shared. Communication skills are built gradually through sentence starters and speaking frames for discussions, paired talk before whole-class sharing, and structured opportunities for self and peer assessment using success criteria.
SMSC, British Values and Modern Britain
SMSC: English lessons explore moral and ethical issues through literature including themes of justice, prejudice, power, identity, and social responsibility. Pupils consider different perspectives, develop empathy through diverse characters and experiences, and use reading and writing to process their own values and beliefs.
British Values: Democracy explored through respecting different interpretations of texts and collaborative decision-making; rule of law through understanding consequences in literature and formal writing conventions; individual liberty through freedom of expression and making informed reading choices; tolerance through engaging with diverse voices, cultures and experiences in literature.
Modern Britain: Understanding communication skills, media literacy, digital citizenship, diverse perspectives and contemporary issues prepares pupils for informed citizenship and contemporary life. Texts are carefully selected to reflect modern British society including diverse cultures, contemporary social issues, and relevant themes. Topics are handled sensitively and age-appropriately, recognising pupils' varied experiences and backgrounds.
Curriculum Impact
Academic Progress and Achievement
Our progressive qualification pathway from foundational literacy through to Entry Level, Functional Skills or GCSE English Language and Literature ensures every pupil can achieve recognition for their progress. Regular formative assessment through daily observation and questioning, exit tickets checking understanding, self and peer assessment using success criteria, reading conferences tracking comprehension and fluency, and writing portfolios showing progress over time ensures pupils build on prior learning.
Summative assessment includes termly reading age assessments, end-of-unit writing tasks, speaking and listening assessments, and standardised spelling and grammar tests adapted as needed. Individual literacy trackers monitor reading age, writing levels and key skills, with regular data points shared with pupils, parents and SLT. Pupils progress from foundational literacy skills and engagement with reading to analytical thinking, extended writing, and comprehensive understanding of texts, with nationally recognised qualifications supporting post-16 transitions.
Personal Development and Confidence
Carefully scaffolded reading, writing, speaking and listening experiences with predictable routines and clear success criteria build self-esteem and demonstrate that learning can be accessible and rewarding. Successfully completing tasks—from reading independently to crafting creative narratives to analysing Shakespeare—creates a sense of achievement and validates pupils' voices. Understanding that their thoughts and feelings matter helps pupils develop purpose and self-worth. Safe, non-judgmental learning environments where mistakes are celebrated as learning opportunities support emotional wellbeing and reduce anxiety about literacy.
Communication and Emotional Regulation
Pupils progress from supported group work to independent reading and writing, with improved ability to express thoughts and feelings constructively, use subject-specific vocabulary confidently, and communicate appropriately for different audiences and purposes. Using reading and writing as therapeutic tools provides structured opportunities to process experiences, manage emotions safely, and develop coping strategies. English lessons provide safe spaces to explore challenging themes through literature, build empathy through diverse characters, and develop resilience through creative expression.
Preparation for Life Beyond School
Practical communication skills, critical reading, purposeful writing and confident speaking prepare pupils for further education, training, employment or independent living. Understanding how to write formal letters, analyse information critically, present ideas confidently, and communicate appropriately in different contexts equips pupils to navigate the world with confidence. Recognised qualifications—Entry Level, Functional Skills or GCSE English Language and Literature—provide credentials that support progression to college courses, apprenticeships or employment, while transferable skills in communication, critical thinking, empathy and self-expression support success across all areas of life.
Monitoring and Evaluation
We measure impact through ongoing formative assessment (observation, questioning, exit tickets, self and peer assessment, reading conferences), summative assessments (termly reading age assessments, end-of-unit writing tasks, speaking and listening assessments), qualification outcomes (Entry Level, Functional Skills, GCSE), individual literacy trackers showing progress in reading age and writing levels, pupil voice (feedback about engagement, confidence and willingness to engage with literacy tasks), behaviour data (tracking incidents related to literacy frustration), and evidence that pupils use reading and writing as tools for self-expression and regulation, successfully transition to appropriate KS4 pathways, and choose to read for pleasure.
