Welcome to English Language and Literature

The intent of the English curriculum is to shape our students as writers, readers, speakers and critical thinkers equipped to survive and thrive in a fast-changing global climate. This will be achieved through rigorously planned lessons, creative teaching and structured home learning, enabling our students to become confident communicators and helping them to achieve the grades required to access a future pathway of their choice.

Implementation Key Principles:

• Detailed planning​ that caters for all pupils
• Lessons that address both individual and group needs​
• Books that demonstrate independent practice and purposeful practice​
• Assessment data (both formative and summative) that is fed back into planning
• Content is rich, relevant and reflective of the diverse world in which we live
• Learning is sequenced to enable young people to develop knowledge and skills
• Literacy is explicitly delivered across the curriculum. 
• Learning is adapted to support the specific needs of individuals
• A sustainable approach is supported through the curriculum
• Resilience is promoted for students by frequent (low stakes) assessment to inform teaching

In classrooms, this may look like:

• Structured pupil talk, where pupils are able to practice talk before writing
• Deliberate independent practice​ in exercise books
• Pupils self assessing and/or improving their own writing green/ purple pen
• Pupils explicitly taught key vocabulary and using it in their responses​
• Carefully planned shared schema, developed by experts and tailored by teachers to meet the needs of teaching groups
• DO NOW tasks drawing on prior learning
• Signature strategies used for Checking Understanding, such as Show Call, Show Me, Intentional Monitoring
• Shared literacy and reading strategies in place, such as Inside Outside Beyond and whole class reading work
• Precise pedagogical decisions made for students with additional needs (EHCP, SEND K, PSP, Behavioural, PA) including additional adults, alternative resources or outcomes, seating arrangements, precise deployment of signature strategies
• Teaching which alters according to student understanding demonstrated both from assessment points and within lessons

In work produced, this may look like:

• Pupils self assessing and/or improving their own writing using green/ purple pen
• Individual feedback that challenges and supports 'Live' marking during the lesson that addresses misconceptions/ errors in the moment ​
• Weekly homework tasks (Year 7-11) that consolidate learning from the week's teaching
• Regular feedback, which addresses knowledge or skills gaps
• Opportunities for conscious practice by students (reteach episodes, green pen lessons, revision)
• Opportunities for self and peer assessment, engaging with success criteria
• As relevant to Key Stage, opportunities to engage with exam-style content
• Home learning will promote digital literacy in line with school strategy

For students, this experience may include:

• Consistent learning across different classes - all pupils are taught agreed knowledge and skills within each unit
• Regular opportunities to receive feedback on work
• Opportunities to practise speaking and listening whilst discussing a range of engaging topics
• Reviewing model 'exemplar' responses and unpicking what has made them good
• Weekly homework - low stakes quiz and consolidation revision
• Consistent staffing in lessons with teachers who know them and similar learning journeys across year groups
• Regular opportunities to engage with feedback on progress (parents’ evenings, progress grades, reports, assessment feedback, in-class feedback, marking)
• A clear sense of the curriculum journey leading to CEIAG – how can you pursue this field of study? What might it lead you to?
• Where students are taught by professionals at the start of their career, they can expect additional adults in classes supporting through a range of strategies (live coaching, learning walks, observations, team teaching)

In evaluating the impact of our curriculum, we will consider:

• Outcomes data, such as A level and BTEC Results, GCSE results, Additional qualifications (sports leaders, community languages, Entry level qualifications) and the performance of vulnerable groups within that data
• Destinations data at common points of transition from the school (Key Stage 4 and Key Stage 5)
• Internal and external Quality Assurance processes (Ark review processes, governor accountability processes, internal audit processes, Ofsted)
• The development of professionals into experts in their field through their work in supporting colleagues, supporting other schools, developing curriculum resource, becoming examiners etc.

All Year 7 subjects Next Year 7 Subject - Science

All Year 8 subjects Next Year 8 Subject - Science

All Year 9 subjects Next Year 9 Subject - Science

All Year 10 subjects Next Year 10 Subject - Science

All Year 11 subjects Next Year 11 Subject - Science

All Year 12 subjects Next Year 12 Subject - History

All Year 13 subjects Next Year 13 Subject - History

GCSE

A-Level