English at Treverbyn Academy


Efficient communication of ideas and emotions in oral and written form is vital to all aspects of a child's learning and meaningful participation in wider society. Therefore, English is held at the core of our curriculum.


Our aim is for all Treverbyn children to not only be confident and enthusiastic speakers, readers and writers, but for them to develop a true love of literature. We embed opportunities and activities for the development and consolidation of these skills throughout all aspects of each day. Included in this provision are opportunities for speaking and drama activities as well as reading and writing in different styles and for different purposes and across cultures.


We place a high priority on speaking and listening because children need a fluent command of language in order to understand the cultural, intellectual and spiritual aspects of the world. To develop this, they need exposure to language through first-hand experiences, quality conversations and access to quality literature.


Our library, reading areas and cross-curricular approach to teaching and learning all serve to build a community of life-long, passionate readers.

Read, Write, Inc

We use the highly successful Read Write Inc. Phonics programme to teach our children to read, write and spell. Our children do very well in the phonics screening check and by Year 2, the majority are fluent readers with the best chance of success in the KS1 tests. 


In Key Stage 2, children continue to develop and apply their phonic knowledge through a carefully structured and progressive programme of spellings. Key texts are identified to support each topic and provide high-quality examples to inspire children’s learning. Intervention and differentiation are targeted for those children who require additional support. 

Our school uses VIPERS to support our pupils engagement with texts through guided reading sessions. All of our sessions are structured around a set of VIPERS questions which cover the following areas:
V - vocabulary
I - inference
P - prediction
E - explanation
R - retrieval
S - sequence or summary
Our school also uses the Accelerated Reader program from Year 2 upwards. This system supports pupils to identify their own ZPD number, which is the ideal difficulty range for the books that will support their reading development. Once they have chosen a book to read, they can complete a quiz at the end, which will support their understanding and help them to earn rewards!
For pupils who find reading difficult, our school also uses the Rapid Reading intervention scheme. 
Our school uses the 'story telling' approach, which is an engaging teaching framework developed by Pie Corbett, supported by Julia Strong. It is powerful because it is based on the principles of how children learn. It enables children to imitate the language they need for a particular topic orally, before reading and analysing it, and then writing their own version. Each unit of writing progresses through three stages:
Imitation - a high quality example is learnt and explored.
Innovation - small changes are made to the original in order to produce an alternative version.
Invention - the structure and techniques learnt from the previous stages are applied to create a new text.

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