The teaching and learning of English should develop pupils' abilities to communicate effectively in speech and writing and to listen with understanding.  It should also enable them to be enthusiastic, independent and reflective readers.


A broad and balanced English education is the entitlement of all children, regardless of ethnic origin, gender, class, aptitude or disability. 


At Victoria College Preparatory School our objectives in the teaching of English are: - 


 'To teach our pupils to express themselves clearly in both writing and speech, and to develop their reading skills. They should be taught to use grammatically correct sentences and to spell and punctuate accurately in order to communicate effectively in written English.'


The English section of the new Jersey Curriculum for Key Stage 2 consists of three main strands:-


  • Spoken Language
  • Reading
  • Writing


Spoken language, reading and writing should be included into all areas of the curriculum and it is important to encourage the usage of these cross-curricular links.  The effective use of English must be the concern of all teachers in all subject areas, and each area of learning has a contribution to make through the special opportunities it presents. As a core subject, English has been allocated a minimum of twelve thirty-minute periods per week.




The overarching aim for English in the national curriculum is to promote high standards of English by equipping pupils with a strong command of the written and spoken word, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils:


  • read easily, fluently and with good understanding
  • develop the habit of reading widely and often, for both pleasure and information
  • acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
  • appreciate our rich and varied literary heritage
  • write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
  • use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
  • are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.



Spoken Language:


  • To listen and respond appropriately to adults and their peers
  • To ask relevant questions to extend their understanding and build vocabulary and knowledge
  • To use relevant strategies to build their vocabulary
  • To articulate and justify answers, arguments and opinions
  • To give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
  • To maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
  • To use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
  • To speak audibly and fluently with an increasing command of Standard English
  • To participate in discussions, presentations, performances, role play, improvisations and debates
  • To gain, maintain and monitor the interest of the listener(s)
  • To consider and evaluate different viewpoints, attending to and building on the contributions of others
  • To select and use appropriate registers for effective communication


Reading (Word Reading and Comprehension both listening and reading)


  • To read accurately, fluently, with confidence and understanding
  • To develop enjoyment, enthusiasm and  independence
  • To develop the key comprehension skills of literal, deductive, inferential and evaluative understanding
  • To be able to analyse, discuss and reflect on a range of stories, poems and non-fiction
  • To cultivate a lifelong habit of reading.


Writing (Transcription and Composition)


  • ­To plan, revise and evaluate written work both on paper and in ICT
  • To develop compositional skills in fiction and non-fiction writing
  • To use the characteristics of different kinds of writing.
  • To write for a wide range of purposes and audiences


Transcription - Spelling, Vocabulary, Grammar and Punctuation


  • To develop a range of skills, including the learning of rules and patterns in spelling
  • To develop their vocabulary
  • To develop grammar
  • To use a range of punctuation correctly.



Transcription - Handwriting


  • To develop a legible and style of handwriting in both cursive and printed styles
  • To be able to use different forms and styles of handwriting for different purposes (eg labelling diagrams, writing notes)