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Curriculum

English

Curriculum intent, implementation, and impact

About the subject

“Literature is a luxury; fiction is a necessity.” G. K. Chesterton

At Hadley Learning Community, we believe that English helps students understand themselves and the world around them. Through reading, writing and spoken language, students learn how language shapes meaning, influences ideas and allows people to communicate effectively. Our curriculum develops confident communicators and critical readers through ambitious, knowledge-rich study of language and literature.

At KS3, students build strong foundations in reading, writing and spoken language through the study of fiction, non-fiction, poetry and drama. Key knowledge and skills are revisited regularly so that learning becomes secure and students grow in confidence and independence over time.

At KS4, students deepen and refine these skills through the parallel study of English Language and English Literature. Students engage with increasingly challenging texts and develop more perceptive analytical writing, confident interpretation and greater control in their communication.

About the KS3 Curriculum intent, implementation, and impact

At Hadley Learning Community, our English curriculum develops confident communicators and critical readers through ambitious, knowledge-rich study of language and literature. We believe that English helps students understand themselves and the world around them. Through reading, writing and spoken language, students learn how language shapes meaning and influences ideas. English gives students the confidence to question viewpoints, interpret information and express themselves clearly.

Our curriculum is ambitious for all students. Every student is entitled to a rich and challenging curriculum that develops disciplinary knowledge alongside cultural literacy. We do not reduce challenge for disadvantaged students or students with SEND; instead, we provide the support needed for all students to access complex texts, sophisticated vocabulary and academic discussion.

At KS3, the curriculum has been carefully sequenced to build strong foundations in reading, writing and spoken language. Students study fiction, non-fiction, poetry and drama from a range of periods and perspectives. Key knowledge and skills are revisited regularly so that learning becomes secure and students can apply it independently.

Reading sits at the heart of our curriculum. Students are taught to read fluently and analytically through exposure to increasingly challenging texts. Vocabulary and interpretation are taught explicitly so that students can engage with complex ideas within texts. Through literature, students encounter experiences and viewpoints that broaden their understanding beyond their own lives.

Writing is taught as both a craft and a form of communication. Students learn how writers shape meaning before applying this knowledge in their own analytical and creative writing. We want students to write accurately, adapt their style to purpose and communicate with control. Spoken language underpins learning across the curriculum. Students are taught to articulate ideas clearly and contribute thoughtfully to discussion. Strong oracy supports confidence across the curriculum and beyond the classroom.

By the end of KS3, students will be able to read with increasing confidence, communicate their ideas clearly and apply core analytical skills across a range of texts and contexts. They will enter KS4 with secure foundational knowledge and the literacy skills needed to succeed in GCSE English.

Our curriculum is implemented through consistent routines, explicit instruction and carefully sequenced learning. Lessons are designed around clear ‘Big Questions’ which provide students with a clear focus for learning and help them revisit prior knowledge over time. This creates consistency across the department whilst still allowing teachers the flexibility to explore different interpretations and ideas within English.

Modelling is central to teaching in English. Teachers explicitly model reading, writing and analytical thinking before guiding students through structured practice and independent application. We use a consistent approach to modelling and checking for understanding so that students develop confidence and independence over time.

Vocabulary instruction and disciplinary literacy are embedded throughout the curriculum. Students are explicitly taught ambitious vocabulary, subject terminology and academic language so that they can access increasingly complex texts and communicate their ideas with precision. Regular retrieval practice, low-stakes quizzing and revisiting prior learning help students retain core knowledge from Year 7 through to Year 11.

Reading and writing are closely connected across the curriculum. Students regularly complete extended analytical and creative writing which allows them to apply knowledge from their reading. Teachers provide regular feedback and opportunities for redrafting so that students can refine their thinking and improve the accuracy and control of their writing.

At KS3, units are structured around both a ‘core text’ and a linked ‘wider study’. This allows students to study texts in depth whilst also exploring wider themes, ideas and contextual links. This structure mirrors the relationship between English Literature and English Language at KS4, helping students build confidence with the disciplinary demands of both subjects over time. Core texts have been carefully selected to provide students with access to a broad literary heritage whilst exposing them to different perspectives, experiences and voices. Students are encouraged to develop and articulate their own interpretations through discussion, analytical writing and academic debate.

The impact of our KS3 English curriculum is evident in the quality of students’ reading, writing and discussion across Years 7 to 9. Students become increasingly confident in analysing texts, articulating interpretations and applying knowledge independently within their writing. Assessment evidence demonstrates that students retain and build upon core knowledge over time. Regular retrieval practice, extended writing and vocabulary instruction support students in developing greater fluency and control across the curriculum.

Learning walks, book reviews and departmental moderation demonstrate consistency in curriculum delivery and high expectations across classrooms. Student work shows clear progression in analytical writing, vocabulary use and engagement with increasingly complex texts and ideas.

We use No More Marking comparative judgement to benchmark writing against national standards and evaluate the impact of our curriculum over time. Comparative judgement reports help us identify strengths, misconceptions and gaps in performance across cohorts, allowing teaching, intervention and curriculum planning to remain responsive.

Student voice demonstrates that students feel challenged and supported within English lessons and are able to discuss their learning with confidence.

The strong foundations built at KS3 prepare students effectively for the demands of GCSE English. By the end of Year 9, students are able to read with greater confidence, communicate their ideas clearly and engage thoughtfully with the texts they study.

Homework is set fortnightly and is centred around a programme called Sparx Reader.

 

  • Sparx Reader is an interactive e-reading platform designed to improve literacy through regular reading and comprehension tasks.
  • Students select e-books based on their reading level, reading at their own pace while answering questions to check understanding.
  • Fortnightly Homework: Students read a book of their choice and complete comprehension questions.
  • Personalised Progress: Tasks are tailored to each student’s reading level.
  • Sparx Reader Points (SRP): Points are awarded for careful reading, with 300 SRP required weekly.
  • Gold Reader: Students who demonstrate consistent, careful reading can unlock the option to add their own books.

Over the course of a typical academic year, we offer a wide range of enrichment opportunities ranging from theatre trips, external speakers and companies, quizzes, poetry writing, assemblies and class/school-based debate and discussion.

Often times, we will complete these enrichment opportunities within the department but where possible, we will have whole school initiatives such as National Poetry Day or World Book Day – the latter in which we ask all staff to engage with students about their own favourite books either by dressing up as their favourite character in literature or by participating in a “Book Hunt” activity that students will complete.

We celebrate Shakespeare’s birthday; we create poems on National Poetry Day and often try to look at cross-curricular links. For example, this year, students created their own version of the poem “Ratios” by Dean Martin – using statistics in their poetry work. There are also opportunities to encourage debate and discussion, for example in Storytelling Week 2024 where we used the short story “Thank You Ma’am” by Langston Hughes as our focus. The stories themselves may be relatable and evoke discussion about how the story is relatable but also the themes may be less relevant or obvious to comprehend which allows our students to expand their cultural capital.

Skills for Your CV

The skills developed through studying English are highly sought after by employers across a wide range of industries. These include:

  • Effective Communication (written and verbal)
  • Critical Thinking and Problem-Solving
  • Analytical Skills (interpreting texts, data, and information)
  • Research Skills (gathering, evaluating, and synthesizing information)
  • Creativity (writing and generating ideas)
  • Leadership and Teamwork (collaborating on projects and group discussions)
  • Presentation Skills (conveying ideas confidently and clearly)
  • Empathy and Emotional Intelligence (understanding different perspectives)

 

Career Opportunities

A qualification in English opens the door to a wide array of career paths. Whether in creative industries, education, media, or business, the opportunities include:

  • Journalist
  • Author or Writer
  • Editor or Publisher
  • Marketing and Advertising Executive
  • Teacher or Lecturer
  • Lawyer or Legal Researcher
  • Public Relations Specialist
  • Speech Therapist
  • Copywriter
  • Policy Analyst
  • Social Media Manager
  • Human Resources Officer
  • Actor or Playwright
  • Film or TV Scriptwriter

The skills gained from studying English empower students to thrive in both traditional and emerging career fields. English graduates are valued for their ability to communicate effectively, think critically, and adapt to various professional environments, giving them the versatility to shape their own career paths in exciting and diverse directions.

View KS3 Curriculum map

About the KS4 Curriculum intent, implementation, and impact

At Hadley Learning Community, our English curriculum develops confident communicators and critical readers through ambitious, knowledge-rich study of language and literature.

We believe that English helps students understand themselves and the world around them. Through reading, writing and spoken language, students learn how language shapes meaning and influences ideas. English gives students the confidence to question viewpoints, interpret information and express themselves clearly.

Our curriculum is ambitious for all students. Every student is entitled to a rich and challenging curriculum that develops disciplinary knowledge alongside cultural literacy. We do not reduce challenge for disadvantaged students or students with SEND; instead, we provide the support needed for all students to access complex texts, sophisticated vocabulary and academic discussion.

At KS4, the curriculum builds upon the foundations established at KS3 and prepares students for the academic demands of GCSE English and beyond. Students revisit and deepen their understanding of writer’s methods, interpretation and disciplinary concepts through the study of increasingly challenging texts and regular analytical writing.

Reading remains central to the curriculum. Students are taught to interpret texts critically and engage with increasingly complex ideas and perspectives. Vocabulary and disciplinary knowledge are taught explicitly so that students can communicate perceptive interpretations with precision and confidence.

Writing is taught through regular analytical, transactional and creative tasks which develop accuracy and control. Students learn how to structure arguments effectively and adapt their writing to different audiences, purposes and forms.

Spoken language continues to underpin learning across KS4. Students are encouraged to articulate interpretations, justify viewpoints and engage thoughtfully in academic discussion. Strong oracy supports confidence within English and beyond the classroom.

The curriculum is carefully sequenced so that key knowledge and skills are revisited regularly across English Language and English Literature. This allows students to strengthen core analytical skills over time whilst making meaningful connections between texts, themes and ideas.

By the end of Year 11, students will be able to read perceptively, write with control and communicate confidently in a range of contexts. They will leave with the literacy and critical thinking skills needed for further education, employment and adult life.

Our KS4 curriculum is implemented through consistent routines, explicit instruction and carefully sequenced learning. Lessons are shaped around clear ‘Big Questions’ which help students focus on key concepts and revisit prior learning over time. This creates consistency across the department whilst still allowing teachers the flexibility to explore different interpretations and perspectives within English.

Modelling is central to teaching at KS4. Teachers explicitly model reading, analytical writing and disciplinary thinking before guiding students through structured practice and independent application. Regular checking for understanding and feedback help students develop confidence and accuracy in their written responses.

Vocabulary instruction and disciplinary literacy are embedded throughout the curriculum. Students are explicitly taught ambitious vocabulary and subject terminology so that they can engage with increasingly challenging texts and communicate interpretations with precision.

Retrieval practice is used regularly to strengthen long-term retention across English Language and English Literature. Students revisit key quotations, concepts and methods throughout KS4 so that learning becomes secure and can be applied independently within extended writing.

Following assessment points and mock examinations, departments analyse student performance to identify gaps in knowledge and skills. This informs intervention, responsive teaching and the development of bespoke schemes of work tailored to the needs of each cohort. English Language and English Literature are taught in parallel so that students can make meaningful connections between reading and writing across both disciplines. Core texts have been carefully selected to expose students to a broad literary heritage and a range of perspectives.

The impact of our KS4 English curriculum is evident in the quality of students’ reading, writing and discussion across English Language and English Literature. Students develop confidence in interpreting increasingly challenging texts, articulating thoughtful interpretations and applying knowledge independently within extended writing.

Assessment evidence demonstrates that students retain and build upon core knowledge over time. Regular retrieval practice, vocabulary instruction and extended writing opportunities support students in developing greater fluency, accuracy and control across both disciplines. Learning walks, book reviews and departmental moderation demonstrate consistency in curriculum delivery and high expectations across classrooms. Student work shows clear progression in analytical writing, vocabulary use and engagement with increasingly complex ideas and perspectives. Assessment analysis is used diagnostically to identify gaps in knowledge and skills, informing responsive teaching, intervention and curriculum refinement. Following the analysis of Year 11 autumn examinations, bespoke schemes of work were developed to address cohort-specific gaps ahead of the February mock examinations. Comparative judgement has also been used within Year 10 to strengthen assessment accuracy and support curriculum evaluation.

GCSE outcomes demonstrate sustained improvement over time. Since 2024, the percentage of students achieving grade 5 and above in English has increased from 52.7% to 54.4%, whilst grade 4 and above outcomes have also improved from 72.8% to 73.6%. Departmental analysis, external review and quality assurance processes continue to inform curriculum development and support further improvement.

In KS4, students complete weekly homework designed to reinforce and revisit core knowledge from English Language and English Literature. Students in both Year 10 and Year 11 complete Sparx Reader once per week to support reading fluency, vocabulary development and reading stamina.

Alongside this, Year 10 students complete bespoke homework tasks set by their class teacher, including analytical, creative and retrieval-based activities linked to current learning. Homework is modelled carefully and designed to support classroom learning, retrieval practice and independent revision.

From the Spring term onwards, Year 11 students move to a bespoke homework model focused more directly on cohort needs and examination preparation. Homework tasks are informed by assessment analysis, intervention priorities and areas requiring further development.

Spot checks, peer assessment and feedback are used to ensure accountability and support progress. Regular reviews are conducted to evaluate the effectiveness of the homework strategy and inform further refinement.

Throughout the academic year, students are provided with a range of enrichment opportunities designed to develop enjoyment of English and broaden cultural understanding. These include theatre productions, poetry activities, quizzes, assemblies, debate and discussion activities, alongside whole-school literacy events.

Where possible, enrichment is embedded across the wider school community through events such as World Book Day and National Poetry Day. During World Book Day, staff are encouraged to share and discuss their favourite books with students through activities such as themed costumes and whole-school reading initiatives. Students regularly engage with creative and cross-curricular opportunities within English. For example, students have explored the relationship between poetry and mathematics through creating their own versions of Dean Atta’s poem Ratios. Enrichment activities also promote discussion around wider themes and perspectives. During Storytelling Week, students explored Langston Hughes’ short story Thank You, Ma’am, using the text as a stimulus for discussion around relationships, morality and personal choices.

We also celebrate key literary events throughout the year, including Shakespeare’s Birthday and National Poetry Day, helping students develop a wider appreciation of literature and its relevance beyond the classroom.

Over the course of a typical academic year, we offer a wide range of enrichment opportunities ranging from theatre trips, external speakers and companies, quizzes, poetry writing, assemblies and class/school-based debate and discussion.

Often times, we will complete these enrichment opportunities within the department but where possible, we will have whole school initiatives such as National Poetry Day or World Book Day – the latter in which we ask all staff to engage with students about their own favourite books either by dressing up as their favourite character in literature or by participating in a “Book Hunt” activity that students will complete.

We celebrate Shakespeare’s birthday; we create poems on National Poetry Day and often try to look at cross-curricular links. For example, this year, students created their own version of the poem “Ratios” by Dean Martin – using statistics in their poetry work. There are also opportunities to encourage debate and discussion, for example in Storytelling Week 2024 where we used the short story “Thank You Ma’am” by Langston Hughes as our focus. The stories themselves may be relatable and evoke discussion about how the story is relatable but also the themes may be less relevant or obvious to comprehend which allows our students to expand their cultural capital.

Skills for Your CV

The skills developed through studying English are highly sought after by employers across a wide range of industries. These include:

  • Effective Communication (written and verbal)
  • Critical Thinking and Problem-Solving
  • Analytical Skills (interpreting texts, data, and information)
  • Research Skills (gathering, evaluating, and synthesizing information)
  • Creativity (writing and generating ideas)
  • Leadership and Teamwork (collaborating on projects and group discussions)
  • Presentation Skills (conveying ideas confidently and clearly)
  • Empathy and Emotional Intelligence (understanding different perspectives)

 

Career Opportunities

A qualification in English opens the door to a wide array of career paths. Whether in creative industries, education, media, or business, the opportunities include:

  • Journalist
  • Author or Writer
  • Editor or Publisher
  • Marketing and Advertising Executive
  • Teacher or Lecturer
  • Lawyer or Legal Researcher
  • Public Relations Specialist
  • Speech Therapist
  • Copywriter
  • Policy Analyst
  • Social Media Manager
  • Human Resources Officer
  • Actor or Playwright
  • Film or TV Scriptwriter

The skills gained from studying English empower students to thrive in both traditional and emerging career fields. English graduates are valued for their ability to communicate effectively, think critically, and adapt to various professional environments, giving them the versatility to shape their own career paths in exciting and diverse directions.

 

View curriculum map
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