We follow the programmes of study set out in the National Curriculum for English.

English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils, therefore, who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.
The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written 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
Reading Long Term Objective Maps

Writing at Hyde Park Junior School


At Hyde Park Junior School, we follow an approach to teaching writing based on The Writing Revolution, also known as the Hochman Method. This approach is embedded in our curriculum.


There are six basic principles of this method:

  1. Students need specific instruction in writing.
  2. Sentences are the building blocks of all writing.
  3. When embedded in the content of the curriculum, writing instruction is a powerful teaching tool.
  4. The content of the curriculum drives the rigor of the writing activities.
  5. Grammar is best taught in the context of student writing.
  6. The two most important phrases of the writing process are planning and revising.

As, a result, we explicitly instruct children how to write, breaking the process down into manageable chunks and then giving the pupils time to practise, while linking this to curriculum content. Pupils do not write extended pieces of writing before they are ready to so.

Each writing unit focuses on deliberate practise of different types of sentences, learning how they are structured and using this as a tool to explain their curriculum knowledge. It is important that the children have a good understanding of a topic before they begin to write as this will enable them to write well.

Another important part of each writing unit is how the writing is structured: from individual paragraphs to whole texts. We focus on the importance of planning the content prior to writing, which allows children to then focus on how they are going write well at the point of writing, using the sentence level skills they have been taught. Once the draft is completed, there is a process of revising in order to try and improve the final outcome.

We encourage pupils to understand that planning and revising are equally as important to the production of writing itself.