Research School Network: ‘Curriculum Comprehension Strategies’ at Penair School: a subject-led approach to reading comprehension Using reading to access and deepen curriculum knowledge

At Penair School in Cornwall, a subject-specific approach to reading is transforming classroom practice across departments. Initially trialled in the Geography department, Curriculum Comprehension Strategies, led by Head of Geography, Literacy Coordinator and also Deputy Director of Cornwall Research School, Penny Laban, are now being adopted more widely across the school.

The work began when Geography leaders across Cornwall were invited to take part in a research-informed early-stage programme development project focused on improving reading within the curriculum. Geography was chosen for its rich use of texts and potential for knowledge-building through reading. The project presented an opportunity to bring intentionality to the way reading was used in lessons.

Although the Geography department already made use of extended texts, they weren’t always used effectively.

The training with Devon Research School offered a shift in thinking from simply exposing students to reading, to teaching them how to navigate subject-specific texts. A key insight was learning to identify barriers to comprehension, particularly Tier 2 vocabulary and contextual knowledge that students might lack. The EEF Improving Literacy in Secondary Schools guidance highlights that some Tier 2 vocabulary (like ​‘factors,’ ​‘relief,’ ​‘value’) can act as false friends – appearing in multiple subjects but with different meanings. This type of vocabulary is known as polysemous. Teaching these terms in disciplinary contexts helps students ​‘read like geographers.’

Rather than bolting on generic literacy tasks, teachers start by selecting a suitable text that will support the curriculum aim and then identify a clear reading goal tied to the lesson’s learning objective. From there, they break it down to identify potential barriers. These could be unfamiliar terms, contextual references, or assumptions about prior knowledge.

One of the early changes was how teachers structured lessons. Initial model lessons focused entirely on a single text. Over time, the Geography team have blended texts more flexibly with extracts from textbooks, articles, or books. The aim was always to support the curriculum content, not to teach reading in isolation.

Importantly, teachers also planned how students would interact with the text. Comprehension checks, such as: true/​false questions requiring evidence, were built in to ensure understanding. Activities varied based on the purpose of the lesson, ranging from mind maps to annotated diagrams. The tasks in lessons have not become formulaic: reading serves the content, not the other way around.

The success of this approach in Geography has led to its adoption in other subject areas. The feedback from teachers has been positive: students are engaged, better prepared for challenging content, and developing stronger independent reading skills.

Curriculum Comprehension Strategies at Penair reflects a growing movement across the Research Schools Network – one where reading is not just a skill to be taught, but a tool to access and deepen curriculum knowledge.