Functional Skills L1 & 2 and AQA English Language and Literature


The curriculum is organised within the remit of the KS3 & KS4 National Curriculum and considers all aspects of it suitable to our individual learners. As part of this we offer routes from Functional Skills entry level one right through to AQA GCSE English Language and Literature. This allows the option of progression routes into Level 3 study, work or apprenticeships to suit the learner.


English Intent

English at The Heights, Burnley is personalised, structured and organised to ensure that all students make sustained and rapid progress, whilst embedding key skills to support further on-going study. We use a Varied approaches to lesson delivery and the starting points of students is considered key here as we strive to ensure every student leaves The Heights, Burnley with a qualification in English relevant to their ability.

The English curriculum intent is one of both inclusion and challenge, with assessment being rooted within each unit, whilst combining opportunities for pupil engagement and reading for pleasure. The English curriculum will develop students’ skills in literacy, handwriting and speaking and listening.

Students will develop literacy, handwriting, speaking and listening skills — including developing confidence in these areas- in order to increase employability and equip students with the skills they need to be successful in post-16 education and beyond. The variety and breadth of topics covered in English will be used to promote healthy discussions, which will contribute to improving the social, emotional and mental health of our students and enable them to foster good personal and professional relationships in future.


Curriculum Content

The following topics and themes are taught at The Heights, Burnley to support the effective implementation of the English intent statement and to support our delivery of the English National Curriculum.

All students deserve a broad and ambitious English curriculum, rich in skills and knowledge, which engages and prepares students well for future learning or employment. Our schemes of work build upon literacy skills developed within Key Stage 2, but are also robust and rigorous in content to cope with the demands of Key Stage 4.

Our English curriculum will give students the opportunity to:

  • read a wide range of texts and gain analytical skills, in order to breakdown the language and structure to establish and consider meaning;
  • demonstrate mastery of reading through discussion and writing;
  • enjoy a wide range of fiction and non-fiction texts which help them to connect with the world around them;
  • develop cultural capital that will help remove barriers to achievement in school, future learning and the world of work;
  • write clearly, fluently and accurately, showing flair and creativity where appropriate;
  • develop detailed ideas in writing, adapting language to audience and purpose;
  • use a wide range of appropriate and ambitious vocabulary with precision;
  • produce ‘beautiful work’ of which they can be proud;
  • talk, articulate and express their ideas, views and opinions about a wide range of topics clearly, confidently and respectfully.




In order to achieve this all students access literacy support through lessons and targeted interventions as appropriate from identified needs. Skills are built through the independent use of literacy online and progress tracked here. Reading is delivered in form times with weekly skills builder challenges. Pupils will take entry level exams where appropriate, moving on to functional skills levels throughout Year 9 and KS4. With the intention to build resilience and confidence allowing most if not all to access the GCSE syllabus, with the aim of taking the English language and, where appropriate English literature exams. Speaking and listening skill building opportunities are delivered within the lessons at the appropriate level for the students learning journey.

“We are passionate about making a difference, removing challenges to learning, having a positive impact, delivering high quality teaching and learning, and achievement for all.”

Susannah Berry, Headteacher