ENGLISH

THE ENGLISH CURRICULUM

We want all of our students to develop the knowledge and skills they need for reading, writing and speaking thoughtfully so that they become lifelong habits. Carefully selected literature ensures that students develop culturally, emotionally, intellectually, socially and spiritually.

As we identify the key knowledge students should master in English we think carefully about how we want students to think as linguists.  We want students to: 

  • Make informed choices about what they are reading
  • Use knowledge acquired through a wide range of literature to critically evaluate how the English language has been used by the writers
  • Use their knowledge of written English to create interesting and imaginative writing, adapting language and style in and for a range of contexts, purposes and audiences
  • Use discussion in order to learn; being able to elaborate and explain clearly their understanding and ideas
  • Develop the confidence and expression needed to communicate confidently in any sphere.
 
The primary English curriculum is sequenced around the following key concepts*:

 

Writing for Purpose:

  • Composition
  • Text-type progression & purpose (I.e., ‘Intent’ and ‘Structure’ at Secondary)
  • Understanding the writer’s craft
  • Figurative language
  • Setting
  • Characterisation
  • Verse

 

Reading for Meaning:

  • Fluent Decoding
  • Vocabulary 
  • Comprehension
  • Inference-making:
  • Overcoming Adversity (KS2)
  • Identity (KS2)
  • Power & Conflict (Y5 and 6)
  • Give a Voice to the Voiceless (Year 5 and 6)
  • Displacement (Year 5 and 6)

 

The secondary English curriculum is sequenced around the following key concepts*:

  • Displacement
  • Giving a Voice to the Voiceless
  • Identity
  • Power and Conflict
  • Overcoming adversity
  • Author’s Intent (aka
    Purpose)
  • Structure
  • Figurative Language
  • Setting
  • Characterisation
 
Subjects include GCSE English Language, English Literature, A-level English Language and A-level English Literature
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