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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.  

Key Stage 3

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.

Key Stage 4

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.

Curriculum Documents

The English department's SEND learner experience


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: 

  • Explicit teaching of vocabulary 
  • Pilton 5 reading strategies 
  • Repetition of skills and/or knowledge from KS2 
  • Use of images as stimuli 
  • DINs for retrieval practice. 

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. 

Before each lesson 

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.  

Entry Routine 

  • We welcome the students into the classroom, ensuring that all students feel welcome.  
  • We use routine and procedure to ensure all students know what to expect, e.g the DIN task is always on the board or, where appropriate, printed out and on desks. 
  • Where students are struggling to start the DIN task, this is noticed swiftly and we quickly support them in a positive way.  

During Teaching  

  • We ensure we take cognitive load into account; handouts are created to provide students with all resources that are required.  
  • Students receive scaffolded resources such as structure strips, word banks, sentence stems. 
  • When we live model, we try to ensure it can be printed for the pupils.
  • Communication with the TA happens before/during the lesson. 
  • We have recently introduced “struggle time” to encourage independence and problem solving skills. 
  • Radar and circulation are used to ensure all pupils understand the task. 
  • We pre- warn students when we are about to cold-call for questions.  
  • Students have access to the help desk, to overlays and during independent tasks we circulate consistently to address misconceptions or give opportunities for 1-2-1 support. 
  • Texts are often read to the students.  
  • When unknown or new individual needs show themselves during a lesson we communicate this to the SENDCo through the initial concerns form.  

After Each Lesson  

  • We mark the work of SEND students with clear comments tailored to them.  
  • When we use whole class feedback, we include models of excellent work as a learning tool. 
  • We mark the work of SEND students first and adjust our marking based on the students’ needs. 
  • We reflect and adjust the next steps, sometimes after a discussion with the TA in order to address gaps in learning. 
Subject Documents Date