Deputy Headteacher Misba Mir explains why and how Carlton Junior and Infant School has developed an “idiom curriculum” to enhance learners’ understanding and use of figurative language across the school.

The idiom curriculum at Carlton Junior and Infant School has been designed to systematically develop pupils’ spoken language, reading comprehension and writing skills from Reception through to Year 6.

Why teach idioms?

Idioms and figurative expressions are commonly used in everyday classroom interactions and texts, yet their meanings are often not transparent. The explicit teaching of idioms supports pupils’ understanding that language can be used both literally and figuratively. This is particularly important for younger pupils and those developing early language skills, as idiomatic expressions frequently appear in stories, classroom discourse and wider reading material. Without direct teaching, idioms can present a barrier to comprehension. Regular exposure and discussion allow pupils to access texts more confidently and engage meaningfully with language-rich learning opportunities.

At our school, this focus on idiomatic language is particularly important as a significant proportion of pupils speak English as an additional language (EAL) and enter school with limited expressive and receptive vocabulary. Without explicit teaching, pupils with EAL are at risk of misunderstanding instructions, narratives and teacher modelling. 

What makes an effective “idiom curriculum”?

The idiom curriculum developed at Carlton Junior and Infant School ensures that idiomatic language is taught deliberately, in context and through repeated exposure, enabling pupils to develop a secure understanding over time. By introducing three idioms per year group and revisiting them regularly, the curriculum ensures that pupils build secure, cumulative knowledge of figurative language, which is a key component of language comprehension and fluency.

The curriculum is carefully sequenced to ensure progression. In the early years and Key Stage 1, idioms are introduced through practical, visual and oral activities that support understanding and vocabulary acquisition. As pupils move through Key Stage 2, they are encouraged to apply idioms in context, explore shades of meaning and consider how figurative language enhances effect and audience engagement in both spoken and written work. This progression reflects Ofsted’s emphasis on a coherently planned curriculum that builds knowledge over time.

The weekly inclusion of idiom teaching at the start of English lessons promotes regular retrieval and application. Recapping previously taught idioms each term strengthens long-term memory and supports pupils in making connections between new and prior learning. This approach aligns with evidence-informed practice and Ofsted’s focus on learning that is remembered and used fluently.

How does this support more able learners?

For more able learners, the idiom curriculum provides valuable opportunities for depth and challenge. These pupils are encouraged to analyse idioms, compare expressions with similar meanings, consider cultural and historical origins, and experiment with figurative language in their own writing. This allows more able learners to deepen their understanding of language structure and meaning, rather than simply accelerating through content. Such opportunities support higher-level thinking, precise vocabulary use and stylistic awareness, all of which are essential for advanced literacy outcomes.

Overall, this idiom curriculum supports high expectations for all pupils, promotes rich language development and ensures equitable access to figurative language. It contributes to pupils becoming articulate, confident communicators who can understand and use language effectively across the curriculum, in line with Ofsted’s expectations for quality of education and ambition for every learner.

NACE members can view Carlton Junior and Infant School’s idiom curriculum here.

About the author

Misba Mir is a Deputy Headteacher, English Lead and Year 6 Teacher at Carlton Junior and Infant School, West Yorkshire, with over 14 years of teaching experience. She leads on curriculum development and school-wide challenge, ensuring high standards, ambition and engagement for all pupils. Misba is passionate about fostering a positive learning culture, supporting staff development, and preparing pupils for success academically, socially and emotionally. Carlton Junior and Infant School has held the NACE Challenge Award since 2020 and is an active member of the NACE community.