Our KS3 English curriculum is designed to spark curiosity, develop critical thinking and nurture a lifelong love of reading and writing while being flexible and engaging for our pupils. We believe that every pupil deserves a curriculum that is structured, supportive and relevant to their interests. That’s why we combine clear expectations with the freedom to adapt content so that pupils feel motivated and connected to what they are studying.

Each year is organised into three broad themes: Friendship, Conflict and Crisis and Love and Relationships. Each theme is built around a core text, which is studied in depth, and a range of satellite texts including fiction, non‑fiction and poetry, that explore similar ideas and provide a rich variety of reading experiences. This approach ensures that pupils encounter whole texts, shorter extracts and different genres.

In the Friendship unit, pupils read Of Mice and Men by John Steinbeck, exploring themes of loyalty, belonging and prejudice. Alongside this, they engage with short stories, articles and poems that deepen their understanding of human connection. In the Conflict and Crisis unit, the core text is War Horse by Michael Morpurgo, which opens up discussions about courage, loss and the impact of war. Pupils also read war letters, diary entries, newspaper reports and poetry to compare perspectives and develop critical reading skills. Finally, in the Love and Relationships unit, pupils study Shakespeare’s Romeo and Juliet, learning about family, choice and consequence, as well as the craft of drama and performance. This is supported by sonnets, modern articles and creative responses to Shakespeare.

While these core texts provide a strong foundation, we are committed to being responsive to the interests and needs of our pupils. We will often adapt our units of work to capture the imagination of our cohort while still covering the same skills and curriculum aims, but in a way that feels meaningful and engaging for our pupils.

Our teaching approach is structured and supportive, with predictable routines, clear modelling and scaffolding that gradually fades as pupils gain confidence. We prioritise literacy development through vocabulary teaching, reading fluency practice and targeted interventions. Pupils have opportunities to write creatively and for real purposes, to speak and listen in discussions and presentations, and to develop the analytical skills they will need for future qualifications.

Assessment is ongoing and low‑stakes, with regular feedback and opportunities to improve. We also provide alternative extracts or tasks where needed, so that sensitive content is handled with care and every pupil can participate safely.

By the end of KS3, pupils will have experienced a broad and balanced English curriculum that prepares them for the next stage of learning, whether that is GCSE English Language and Literature or Functional Skills. Most importantly, they will have developed confidence as readers, writers and communicators and discovered that English can be relevant, enjoyable and empowering.

KS4

During Years 10 and 11, pupils follow the AQA GCSE specifications for both English Language and English Literature, engaging with a wide range of texts and developing the analytical, interpretive and communication skills essential for academic success and life beyond school.

In English Literature, pupils study four core texts:

• Macbeth by William Shakespeare in which pupils explore ambition, power and fate through dramatic structure and language.
• A Christmas Carol by Charles Dickens in which pupils examining themes of redemption, social responsibility and transformation.
• An Inspector Calls by J.B. Priestley in which pupils analyse social class, responsibility and dramatic irony in a post-war context.
• A selection of fifteen poems from the AQA Poetry Anthology, covering the theme of Power and Conflict. Pupils learn to compare poems and explore how poets use language, form and structure to convey meaning.

In English Language, pupils study a broad range of literary fiction and literary non-fiction texts from the 19th, 20th and 21st centuries. They practise responding to unseen extracts, developing skills in comprehension, analysis and evaluation. Pupils also refine their own writing, learning how to craft texts for different purposes and audiences with accuracy, creativity and control.

Throughout both courses, pupils are encouraged to:

• Use critical material to deepen their understanding of texts.
• Articulate personal interpretations with clarity and sophistication.
• Analyse how writers use language and structure to influence readers.
• Practise unseen poetry analysis and develop comparative skills.

The curriculum is designed not only to prepare pupils thoroughly for their final examinations, but also to foster a lifelong appreciation of literature and the power of language.