We believe that students deserve a broad, diverse and ambitious English curriculum, rich in skills and knowledge, which ignites curiosity and inspires a love of reading. Our curriculum narrative - morality in society, underpins the ethos behind our text choices as we seek to expose our students to Literature that is both traditional and bold.
Our curriculum provides students with powerful knowledge that can too often be hidden from view and in doing so helps to make the implicit, explicit. Students understand that behind every text ever written there is writer intent. They understand that there are a set of fundamental, universal and timeless themes and ideas that influence the intentions of writers and that this spans the chronology of literary canon, including what will become the canon of the future as these ideas and themes transcend the boundaries of time. Students know that they too are connected to these universal and timeless themes and ideas and this informs their own personal responses to a text. We make clear how language and literature have been and can be instrumental in changing the in which we world we live.
As a knowledge-engaged curriculum, we believe that knowledge underpins and enables the application of skills; both are entwined. As a department we define the powerful knowledge our students need and help them recall it by having a carefully planned progression through our curriculum, with content and skills clearly defined in schemes of work which have a regular focus on learned content.
The KS3 curriculum is deliberately interleaved to bring together the different facets of English Language and English Literature. It is also designed to reflect two whole school foci: nurturing a love of reading and expanding vocabulary. Students are exposed to a breadth of texts, poems and non-fiction material in order to build upon their KS2 skills and develop those needed for KS4.
In Years 7-9, students study diverse and exciting topics that explore the curriculum narrative of "Morality in Society". The curriculum offers cross curricular links with subjects such as History, PSHE and RE and has been designed to enrich both the students' understanding of Literature over time and more holistically, their understanding of society.
Over the course of Years 10 and 11 students prepare for two separate GCSEs in English Language and English Literature with the AQA exam board. The KS4 curriculum is interleaved, meaning that students study both courses simultaneously.
For English Literature, the set texts are: Romeo and Juliet, An Inspector Calls, A Christmas Carol and a Poetry anthology - Power and Conflict.
For English Language, students study a range of extracts, both fiction and non-fiction, as well as developing their creative and transactional writing. Students also complete a speaking assessment. This does not contribute to their English Language overall grade but students are awarded a pass, merit or distinction.
When planning our schemes of work, we ensure that texts are chosen to promote challenge whilst also having accessible and engaging themes. They also increase all students’ cultural capital, ensuring SEND pupils experience a broad, balanced and ambitious curriculum in English. There are links to context which build on existing knowledge.
When planning we consider and incorporate the following:
When planning lessons, we use pupil passports, IEP/EHCP documents and reading age data to ensure our students’ individual needs are known and correct strategies/resources are used. Each class has a folder that contains all the above information and an annotated seating plan.
During department meetings we share good practice and use work scrutinies to prioritise students with SEND and assess how effectively progress is being made. If not, we make reasonable adjustments to their experience based on the information we hold and liaise with the SENDCo where appropriate.
Each power-point is created using a dyslexic-friendly font and colour.
We regularly update our pupil information folders to check for changes to individual needs, refresh our memories of required strategies and adjust seating plans.
Within the classroom we have a set seating plan to enable us to easily pinpoint SEND students and to ensure positive outcomes and timely support.
| Subject Documents |
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| GCSE ENGLISH LEARNING JOURNEY |
| KS3 ENGLISH LEARNING JOURNEY |
