In the English department, the curriculum is ambitious and gives all learners the knowledge and cultural capital needed to broaden horizons and excel in life. The broad and balanced curriculum is coherently planned so the teaching of interpreting, analysing and evaluating literature is sequenced in a cumulative manner, ensuring all pupils have the reading, writing and speaking knowledge to make positive progress. This sequencing of knowledge is differentiated to meet the needs of all learners and ensures literacy skills are retained in the long term, so that all pupils develop the powerful communication skills needed to excel. In addition to the focus of powerful knowledge, the content and pedagogy is designed to inspire pupils’ interest, spark curiosity and instil a love of learning so pupils have a positive outlook and see the value of English in their future learning and employment.

In English, pupils will be exposed to and have the opportunity to form and express ideas about a rich variety of literature ranging from Greek mythological fiction to both 19th century and modern day Britain non-fiction. Through this literature and the pedagogical practice of the English staff, the curriculum is designed so pupils become “word-rich” and are able to use that powerful vocabulary to become confident speakers, readers and writers. The curriculum is the progression model and therefore knowledge and skills are taught accordingly so that the curriculum is the pathway in which all students can make positive progress academically, socially and culturally. Overall, the curriculum is pupil centred and is about best preparing young people with the reading, writing and speaking knowledge and skills that they will require to excel in their future endeavours.

To summarise:

  1. Pupils will develop rich powerful literacy knowledge from historic, modern and world literature which then enables them to interpret, analyse and evaluate complex vocabulary and concepts.
  2. Teachers will use the best of what is thought and said to enable pupils to acquire and deepen their knowledge and skill effectively, and will assess learning meaningfully in order to address knowledge gaps and ensure academic excellence.
  3. The curriculum design takes a progression approach so that literacy knowledge and skill is planned sequentially through all five years so that reading, writing and speaking knowledge is secure and students can break down and interpret complex unseen texts and concepts.
  4. Teachers will instil a love of learning culture within all English lessons so pupils will be engaged when studying a diverse range of cultures, time periods and viewpoints through their experiences with literature which they would not likely encounter outside English lessons.
  5. Pupils will develop numeracy skills when summarising, analysing and evaluating texts and complex vocabulary will be explicitly taught so students will become “word-rich” and be able to use that vocabulary to become confident readers, writers and speakers.
  6. Through the study of different literature, pupils will be exposed to conceptual knowledge of the world and teachers will use their pedagogical practices to ensure pupils from all backgrounds excel in their learning.
  7. Students will be exposed to a vast array of social inequalities and viewpoints through literature and will be given a lot of opportunities to debate these, which enables them to become well-informed positive citizens who are prepared for their future endeavours.

Curriculum Intent