Blackpool Skills Academy

English Foundation Curriculum

A 39-week spiral curriculum providing targeted literacy, phonics, reading and writing support.

Phonics Reading Vocabulary Writing Functional Literacy

Additional English support

Building secure foundations through phonics

Some students arrive at the academy with gaps in the foundational literacy skills needed to read confidently and access the wider curriculum.

Where appropriate, students receive structured phonics and decoding support alongside vocabulary, comprehension, writing and communication teaching.

Watch the video to understand how phonics helps students recognise sounds, decode unfamiliar words and become increasingly fluent readers.

01

Our curriculum model

Targeted support from each student’s starting point

Closing significant literacy gaps

This curriculum is designed for students who are not yet able to access the main English curriculum effectively because of significant gaps in literacy.

Students progress through stages based on assessment, rather than their age or year group.

Phonics
Decoding Accuracy
Reading Fluency
Vocabulary Knowledge
Reading Comprehension
Writing Accuracy
Independence

Progression is achieved by developing increasingly secure decoding, fluent reading, deeper comprehension, accurate writing and greater independence.

02

The learning journey

Progression Through Stages

A

Stage A

Decode

Recognise letter sounds, blend words and read simple sentences with support.

Supported reading
B

Stage B

Read Fluently

Read sentences and increasingly familiar texts with growing accuracy.

Guided reading
C

Stage C

Understand

Read short texts independently and retrieve, summarise and explain information.

Independent reading
D

Stage D

Apply

Read extended texts, infer meaning and produce increasingly developed writing.

Analytical reading
E

Stage E

Communicate Independently

Use functional literacy confidently across learning, life and employment contexts.

Confident communication
03

The 39-week programme

Curriculum Overview

Autumn 1

Reading Foundations

Weeks 1–6
Big Question

How do letters, sounds and words work together to help us become confident readers?

During this half term, students develop the essential building blocks of reading by strengthening their understanding of phonics, decoding and reading fluency. Through structured practice, they learn to recognise letter patterns, blend sounds accurately and read increasingly complex words and sentences with confidence. The curriculum builds secure foundations that enable students to access the wider curriculum and become increasingly independent readers.

Week Topic Stage A Stage B Stage C Stage D Stage E
1 Baseline Assessment Complete an initial literacy assessment to identify current phonics, reading and writing skills with support. Demonstrate current decoding, fluency and comprehension skills through guided assessment activities. Apply existing reading and writing skills independently to establish an accurate starting point. Demonstrate current literacy strengths through increasingly independent reading, writing and comprehension tasks. Complete a diagnostic assessment confidently, identifying strengths and areas for development before transition planning.
2 Letter Sounds and Patterns Recognise and accurately say individual letter sounds and common digraphs. Blend letter sounds to read simple words with increasing confidence and accuracy. Decode unfamiliar words by recognising common spelling patterns and phonemes. Read complete sentences fluently by applying secure phonics knowledge automatically. Read independently, using phonics knowledge confidently alongside wider reading strategies to tackle unfamiliar vocabulary.
3 Decoding Words Sound out simple CVC and high-frequency words using taught phonics. Blend sounds smoothly to read familiar and unfamiliar words accurately. Decode increasingly complex words using prefixes, suffixes and known spelling patterns. Read unfamiliar vocabulary accurately with growing fluency and self-correction. Read extended texts fluently, selecting appropriate decoding and vocabulary strategies independently.
4 High-Frequency Words Recognise and read common high-frequency words automatically. Read and spell high-frequency words accurately within simple sentences. Apply high-frequency words confidently within reading and everyday writing. Use high-frequency vocabulary accurately and automatically when reading connected texts. Read independently with automatic recognition of common vocabulary, supporting fluent reading and comprehension.
5 Reading Simple Sentences Read simple phrases using picture and phonics cues. Read complete sentences accurately, recognising punctuation and meaning. Read short paragraphs fluently whilst understanding the main ideas. Read short texts confidently, using punctuation and expression to support meaning. Read connected texts independently with confidence, fluency and secure understanding.
6 Reading Fluency Read aloud with support, developing confidence and accuracy. Read familiar texts smoothly using appropriate pace and expression. Improve fluency by rereading texts and recognising vocabulary automatically. Read accurately and fluently whilst maintaining meaning across longer passages. Read confidently and independently with expression, automatic word recognition and secure comprehension.

Autumn 2

Building Reading Confidence

Weeks 7–13
Big Question

How can stronger vocabulary and reading strategies help us understand the world around us?

During this half term, students build upon their phonics and decoding skills by developing reading confidence across a range of everyday texts. They expand their vocabulary, improve retrieval skills and learn to understand signs, instructions, forms and information they encounter in daily life. Through repeated reading and structured comprehension activities, students become increasingly independent readers who can locate, interpret and apply information accurately.

Week Topic Stage A Stage B Stage C Stage D Stage E
7 Everyday Vocabulary Recognise common everyday words using pictures, symbols and familiar contexts. Explain the meaning of familiar vocabulary using simple definitions and examples. Use new vocabulary accurately when reading, speaking and writing simple sentences. Apply increasingly ambitious vocabulary to understand and discuss a range of everyday texts. Extend vocabulary independently by using context, dictionaries and discussion to understand unfamiliar words.
8 Reading for Meaning Identify simple information and answer straightforward questions about a text. Locate key facts and explain simple information using evidence from the text. Summarise the main ideas from short texts using appropriate vocabulary. Infer meaning by combining information from different parts of a text. Evaluate the meaning and purpose of a text, supporting opinions with evidence.
9 Instructions Follow simple written instructions using key words and visual clues. Explain the purpose of instructions and sequence simple tasks correctly. Apply written instructions accurately to complete practical or classroom activities. Interpret more detailed instructions, identifying important information and sequencing accurately. Create clear, well-structured instructions for different audiences using appropriate vocabulary and layout.
10 Signs and Symbols Recognise common signs, symbols and safety notices found in everyday life. Explain what familiar signs and symbols mean and why they are important. Apply understanding by following information presented through signs, labels and symbols. Interpret a range of public information signs, recognising purpose and audience. Evaluate the effectiveness of different signs and symbols, suggesting improvements where appropriate.
11 Everyday Texts Read simple notices, labels and short messages with support. Read forms, notices and everyday documents, identifying important information. Read timetables, leaflets and information texts independently, locating relevant details. Interpret a range of everyday texts by identifying purpose, audience and key information. Compare different everyday texts, evaluating how effectively they communicate information.
12 Retrieval Skills Locate obvious information from simple texts using words and pictures. Select relevant information to answer straightforward retrieval questions accurately. Summarise important information from short texts using evidence. Interpret information by combining ideas from different sections of a text. Evaluate information critically, selecting the most relevant evidence to support conclusions.
13 Reading Assessment and Progress Review Assessment of reading, decoding, fluency, vocabulary and comprehension progress.

Spring 1

Vocabulary and Comprehension

Weeks 14–19
Big Question

How can understanding words and ideas help us become confident, independent readers?

During this half term, students develop the vocabulary and comprehension skills needed to understand increasingly complex texts. They learn how authors communicate meaning through words, sentences and paragraphs whilst developing the ability to infer information, compare ideas and justify their thinking using evidence from the text. These skills strengthen reading across every subject and prepare students for the demands of the wider curriculum.

Week Topic Stage A Stage B Stage C Stage D Stage E
14 Vocabulary Development Learn and recognise new vocabulary using pictures, discussion and repeated reading. Explain the meaning of unfamiliar words using simple definitions and examples. Use newly learned vocabulary accurately when speaking, reading and writing. Apply ambitious vocabulary confidently when interpreting increasingly challenging texts. Extend vocabulary independently by using context, morphology and reference materials to determine meaning.
15 Word Meaning in Context Identify the meaning of familiar words within simple sentences. Explain how surrounding words help to identify meaning. Use context clues to work out the meaning of unfamiliar vocabulary independently. Infer the meaning of unfamiliar words by analysing the wider sentence and paragraph. Evaluate how an author's choice of vocabulary influences meaning, mood and purpose.
16 Sentence Meaning Understand the basic meaning of simple sentences by identifying key words. Explain the meaning of complete sentences using appropriate vocabulary. Summarise the main idea expressed within individual sentences accurately. Infer meaning by interpreting implied information and connecting ideas within sentences. Evaluate how sentence structure and language contribute to meaning and author intention.
17 Paragraph Meaning Read simple paragraphs and identify the main idea. Explain important information contained within a paragraph. Summarise the key points from paragraphs using evidence from the text. Analyse how ideas develop across a paragraph and identify supporting detail. Evaluate how paragraphs contribute to the overall meaning, purpose and organisation of a text.
18 Making Inferences Identify simple clues within a text that suggest meaning beyond the words. Explain how clues help readers understand characters, events or information. Make straightforward inferences using evidence from the text to support ideas. Justify inferences by selecting precise evidence and explaining reasoning clearly. Evaluate competing interpretations by weighing textual evidence and reaching balanced conclusions.
19 Comparing Information Identify simple similarities between two pieces of information or texts. Describe similarities and differences using appropriate vocabulary. Compare information accurately by selecting relevant evidence from more than one source. Analyse how authors present similar ideas in different ways across texts. Evaluate differing viewpoints and information by comparing evidence, purpose and effectiveness.

Spring 2

Writing Foundations

Weeks 20–26
Big Question

How can we organise our ideas and write clearly for different purposes?

During this half term, students build the core writing skills needed for everyday communication and future learning. They develop sentence construction, punctuation, grammar and paragraph organisation before applying these skills to informative and explanatory writing. Through carefully scaffolded activities, students become increasingly accurate, confident and independent writers who can communicate clearly for a range of real-life purposes.

Week Topic Stage A Stage B Stage C Stage D Stage E
20 Sentence Construction Build simple spoken and written sentences using familiar vocabulary and sentence stems. Write complete simple sentences using appropriate word order and basic punctuation. Improve sentences by adding adjectives, conjunctions and additional detail. Vary sentence structures to improve fluency, meaning and reader interest. Control sentence structures confidently, selecting the most appropriate style for different writing tasks.
21 Capital Letters and Full Stops Use capital letters for names and the beginning of simple sentences with support. Apply capital letters and full stops accurately in simple sentences. Use punctuation consistently when writing short paragraphs. Edit punctuation independently, identifying and correcting errors accurately. Produce writing with consistently accurate punctuation, demonstrating independence and attention to detail.
22 Grammar and Sentence Accuracy Identify simple grammatical errors with guidance. Correct common grammatical errors within familiar sentences. Improve grammar by selecting appropriate tense, word choice and sentence structure. Edit writing independently to improve grammatical accuracy and clarity. Control grammar confidently across extended writing, producing accurate and purposeful communication.
23 Paragraph Writing Write linked sentences about one simple idea. Organise related ideas into a clear paragraph with teacher support. Structure paragraphs logically using topic sentences and supporting detail. Develop paragraphs by expanding ideas with relevant examples and appropriate vocabulary. Produce well-organised extended writing with coherent paragraphs that communicate ideas clearly and effectively.
24 Writing to Inform Write simple factual information using words, labels and short sentences. Organise information into clear, straightforward sentences for a specific purpose. Produce detailed informative writing using appropriate vocabulary and structure. Organise information logically, selecting relevant facts for the intended audience. Communicate information confidently and purposefully using an appropriate style, structure and level of detail.
25 Writing to Explain Explain a simple idea or process using short sentences and familiar vocabulary. Write clear explanations that describe how or why something happens. Explain a process logically using appropriate sequencing and subject vocabulary. Develop detailed explanations by linking ideas and using precise language. Produce clear, technically accurate explanations that demonstrate secure understanding and effective written communication.
26 Writing Assessment and Progress Review Assessment of sentence construction, punctuation, grammar, organisation and writing accuracy.

Summer 1

Functional Literacy

Weeks 27–32
Big Question

How can strong literacy skills help us succeed in everyday life, work and further education?

During this half term, students apply their reading and writing skills to authentic real-world situations. They learn to interpret workplace information, complete forms, write professional emails, understand health and safety information and communicate effectively in employment contexts. Through practical, functional literacy tasks, students develop the confidence and independence needed for everyday life, vocational learning and future employment.

Week Topic Stage A Stage B Stage C Stage D Stage E
27 Reading Workplace Information Recognise simple workplace signs, labels and information using familiar vocabulary and visual clues. Read straightforward workplace information and identify key facts with support. Understand workplace documents by locating important information accurately and independently. Interpret workplace information by identifying purpose, audience and key actions required. Apply workplace information confidently to realistic employment situations, demonstrating secure functional literacy.
28 Forms and Applications Complete simple sections of forms using personal information with guidance. Complete straightforward forms accurately using appropriate personal details. Provide clear and accurate information independently when completing application forms. Explain information provided on forms and recognise why accuracy is important. Complete application forms independently, accurately and professionally for education, employment or training.
29 Notes, Messages and Emails Write short notes using simple words and familiar sentence structures. Write clear messages that communicate basic information accurately. Produce simple emails using appropriate greetings, structure and closing statements. Adapt written communication to suit different audiences and purposes. Produce professional emails and written communication using appropriate tone, structure and workplace conventions.
30 Reading for Safety Recognise common warning signs, symbols and simple safety instructions. Explain the meaning of workplace warnings and health and safety information. Follow written safety procedures accurately in realistic scenarios. Interpret workplace procedures by identifying important actions and potential risks. Evaluate workplace safety information critically, explaining why procedures protect individuals and others.
31 CV Vocabulary Recognise common words used on CVs and job applications. Explain the meaning of key employability and CV vocabulary. Use appropriate vocabulary confidently when describing personal skills and experience. Apply professional terminology accurately when preparing employability documents. Communicate confidently using professional vocabulary expected within CVs, applications and employment settings.
32 Interview Communication Respond to simple interview questions using short spoken answers. Explain answers clearly using complete sentences and appropriate vocabulary. Expand answers by providing relevant examples and personal experiences. Justify responses confidently by linking skills, experiences and achievements to interview questions. Demonstrate professional interview communication through confident, detailed and well-structured responses that reflect workplace expectations.

Summer 2

Independence and Transition

Weeks 33–39
Big Question

How can we use our literacy skills confidently and independently in education, employment and everyday life?

During this final half term, students consolidate the reading, writing, speaking and listening skills developed throughout the year by applying them independently to increasingly challenging tasks. Through extended reading, discussion, independent projects and transition activities, students demonstrate their readiness to access the main English curriculum, Functional Skills qualifications and the literacy demands of further education, employment and adult life.

Week Topic Stage A Stage B Stage C Stage D Stage E
33 Extended Reading Read short, familiar texts with support, recognising key words and simple meanings. Read longer texts with increasing fluency, identifying the main ideas and important details. Summarise the main points of extended texts using appropriate vocabulary and evidence. Analyse how authors organise ideas, present information and develop meaning across longer texts. Evaluate extended texts critically by interpreting language, purpose and evidence to justify personal responses.
34 Extended Writing Write linked sentences about a familiar topic using support and sentence starters. Organise writing into simple paragraphs with a clear beginning, middle and end. Develop writing by adding detail, varied vocabulary and accurate punctuation. Improve writing independently through editing, redrafting and refining grammar and structure. Produce independent extended writing that is accurate, well organised and appropriate for different audiences and purposes.
35 Discussion Skills Listen carefully and respond appropriately to simple questions and comments. Explain ideas clearly using complete spoken sentences and appropriate vocabulary. Participate confidently in discussions by listening, responding and building upon the ideas of others. Justify opinions using evidence, examples and respectful discussion techniques. Lead discussions confidently, encouraging participation whilst presenting balanced, well-reasoned viewpoints.
36 Independent Literacy Project Complete a supported reading or writing project using teacher guidance throughout. Complete a guided project by selecting information and organising ideas with increasing independence. Plan and complete an independent literacy project using appropriate reading, writing and research skills. Develop an extended project by selecting evidence, refining ideas and evaluating the quality of the final outcome. Lead an independent literacy project demonstrating confident planning, organisation, communication and reflection throughout the process.
37 Preparation for the Main Curriculum Apply basic reading and writing skills to simple curriculum activities with support. Apply literacy skills confidently to familiar classroom tasks across different subjects. Use reading, writing and communication skills independently within curriculum-style activities. Demonstrate independent learning by selecting appropriate literacy strategies for unfamiliar tasks. Demonstrate readiness for the main English curriculum through confident, accurate and independent literacy across a range of contexts.
38 Transition Assessment Demonstrate progress in reading, writing and communication through supported assessment activities. Complete literacy assessments confidently, demonstrating secure progress from starting points. Apply reading and writing skills independently during formal assessment tasks. Demonstrate secure literacy skills across increasingly challenging assessment activities. Complete transition assessments confidently, demonstrating readiness for Functional Skills or the main English curriculum.
39 Final Assessment and Transition Planning Complete a supported final literacy assessment, recognise key progress in reading and writing and identify one next step with guidance. Complete the final assessment with increasing confidence, describe progress in reading, writing and communication and agree realistic literacy targets. Demonstrate independent reading, writing and functional communication skills, evaluate personal strengths and produce a clear transition target. Complete increasingly demanding assessment tasks, compare final performance with earlier work and plan how literacy strategies will support future learning. Demonstrate readiness for the main English curriculum or Functional Skills through confident independent assessment, critical reflection and a precise transition plan.
04

What successful progress looks like

Exit Expectations

A

Stage A

Secure basic phonics knowledge by recognising letter sounds and common spelling patterns. Decode familiar words and read simple sentences with adult support. Write simple sentences using capital letters, full stops and phonetically plausible spelling. Read and understand simple everyday words, signs and instructions. Communicate simple ideas through speaking, reading and writing with growing confidence.

B

Stage B

Read familiar texts with increasing fluency, accuracy and expression. Understand straightforward vocabulary and explain the main ideas within simple texts. Write accurate sentences and short paragraphs using appropriate grammar and punctuation. Read and complete everyday texts such as forms, notices, instructions and simple messages. Communicate clearly in familiar situations using appropriate spoken and written language.

C

Stage C

Read unfamiliar texts independently using secure decoding and comprehension strategies. Retrieve, summarise and explain information from a range of fiction, non-fiction and functional texts. Write organised paragraphs using increasingly accurate grammar, punctuation and ambitious vocabulary. Apply literacy skills confidently when writing emails, completing forms and responding to workplace-style tasks. Participate confidently in discussions, explaining ideas and responding appropriately to the views of others.

D

Stage D

Read increasingly complex texts fluently, making inferences and analysing key ideas using evidence. Compare information from different texts, evaluating meaning, purpose and language. Produce accurate extended writing that demonstrates secure grammar, punctuation, paragraph organisation and editing skills. Adapt reading, writing and communication to suit different audiences, purposes and real-life contexts. Demonstrate independence when applying literacy skills across the wider curriculum.

E

Stage E

Access the main English curriculum successfully with confidence and independence. Read, write and communicate fluently across academic, vocational and everyday contexts. Evaluate information critically, selecting relevant evidence to justify interpretations and conclusions. Produce accurate, purposeful functional and extended writing suitable for further education, employment and adult life. Demonstrate the literacy knowledge, skills and confidence required for Functional Skills qualifications, GCSE pathways and successful progression beyond school.

The purpose of the programme

Curriculum Intent

The English Foundation Curriculum provides an intensive literacy pathway for students who are not yet ready to access the main English curriculum due to significant gaps in reading, writing and communication. Students progress according to their assessed literacy needs rather than age, ensuring that every learner receives appropriately targeted teaching that accelerates progress and builds confidence.

Students follow a carefully sequenced programme that develops phonics, decoding accuracy, reading fluency, vocabulary, comprehension, writing accuracy and functional communication. Through explicit instruction, repeated practice and carefully scaffolded learning, students steadily develop the knowledge and skills required to become confident, independent readers and writers.

Knowledge and literacy skills are revisited throughout the curriculum, enabling students to strengthen decoding, comprehension, vocabulary, grammar and written communication whilst applying these skills in increasingly authentic contexts including workplace documents, forms, emails, interviews and everyday communication. Learning progresses systematically from recognising sounds and simple words to evaluating extended texts, producing purposeful writing and communicating confidently across a wide range of situations.

By the end of the programme, students demonstrate the reading, writing, speaking and communication skills needed to access the main English curriculum successfully. They leave as increasingly independent learners who are well prepared for Functional Skills qualifications, GCSE study where appropriate, further education, employment and the literacy demands of everyday adult life.