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Curriculum Statement

The English curriculum at BBAO is designed to support all students in becoming confident and effective communicators.  We teach the knowledge and skills necessary for our students to develop into critical thinkers who are able to read analytically and articulate ideas effectively, creatively and persuasively in speech and writing. 


  • Students learning skills for their future; skills for everyday life and careers, gaining independence with literacy – reading and writing, speaking and listening, SPAG.
  • Reading fluency and key vocabulary is prioritised to ensure that all learners can access the curriculum and become lifelong readers
  • Closing gaps in their learning, caused by SEMH, COVID-19 and school closures/ time out of school as a result of the above

  • 100% of Lower KS3 who sit the exams attain ELC1 with 80% achieving ELC2 and 50% achieving ELC3 in English. Certain students of concern who are not sitting the exam have alternative projects to work towards (CAl, SRMF)

  • Key students of concern – interventions in place according to EHCP targets

  • To ensure that work is consistently demanding in all lessons and follows the sequence of learning which enables them to progress on their next phase of education, employment or training


  • Reading fluency tests
  • Key vocabulary each term is added to the ‘working wall’ for students to refer to. Reading within English lessons every week, and initiatives across the school day (guided reading, ERIC, Library sessions) – AC and SG working with all teachers, support staff, Librarian to ensure that students can independently choose books they are interested in, and read to an adult every week

  • English and maths teams meet half termly to discuss attainment and progress in FS from KS3-KS5

  • Data analysis training for teachers and PPs

  • Functional skills lesson focus 1x week in English – working from questions in past/exemplar papers and activities related to ELC qualification

  • Timetabled interventions

  • Continuing with plenary question and consistent SPAG starters – students have an awareness of what they are learning. Introducing ‘Flashbacks’ to lessons

  • Termly lesson – what is emotional literacy? Encouraging students to understand what they feel or experience and the appropriate language for this, involving Pastoral / Therapy / SLT? – SMSC incorporated


  • At least 80% of our students who sit the Entry level 1 English exams achieve the qualification and 80% achieve Entry level 2, 50% achieve Entry 3


To view our curriculum maps for English, please click here.

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