Curriculum intent

• The English curriculum has been designed to embed both substantive and procedural knowledge throughout. The curriculum follows a literature-based model, where students are exposed to a breadth of literature across each key stage, with the substantive knowledge running through the curriculum, as a series of strands - our substantive concepts. Each text will offer students an opportunity to develop their understanding of these substantive concepts.

• The macro-curriculum has been designed to follow a chronological sequence, looking at classic works of the literary canon. At KS3, texts move through the chronology by beginning with Old English, to middle English, early modern and then modern English literature. Alongside the core curriculum texts there are a number of supplementary texts that help to explore the substantive concepts, as well as texts to be read for pleasure that compliment the themes of the core texts.

  • Within the macro-curriculum, each unit will develop students’ procedural knowledge which are broken down into analytical and compositional skills. The procedural knowledge will be sequenced, so students would not be expected to complete all aspects of analytical or compositional skills at one time. These will be linked to specific units, with procedural knowledge embedded and built upon over the course of the curriculum.

    Key stage 3 

    	Autumn Term 1	Autumn Term 2
    Year 7	Beowulf	Beowulf Chaucer
    Year 8	Romantics	Romantics Wuthering Heights
    Year 9	The Tempest	The Tempest Journey's End

     

    	Spring Term 1	Spring Term 2
    Year 7	Chaucer Romeo and Juliet	Romeo and Juliet
    Year 8	Wuthering Heights Drama	Drama
    Year 9	Journey’s End The Great Gatsby	The Great Gatsby

     

     

    Key Stage 3
    	Summer Term 1	Summer Term 2
    Year 7	Coram Boy
    Year 8
    Year 9