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english curriculum intent.pdf


Staff Members

Mrs E Ablitt, Mrs L Barnett, Mr P Etchingham, Miss A Jowett, Mrs A Martin, Miss O Sherred and Miss R Taylor

English Head of Faculty: Miss V Wright

Prior Learning

At KS1 and 2 the aim was for students to:



In Years 5 and 6 pupils should be taught to:

  • Apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), both to read aloud and to understand the meaning of new words that they meet.
  • Maintain positive attitudes to reading and understanding of what they read by continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
  • Reading books that are structured in different ways and reading for a range of purposes
  • Increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions
  • Recommending books that they have read to their peers, giving reasons for their choices
  • Identifying and discussing themes and conventions in and across a wide range of writing
  • Making comparisons within and across books
  • Learning a wider range of poetry by heart
  • Preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience
  • Understand what they read by: checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context; asking questions to improve their understanding; drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence; predicting what might happen from details stated and implied; summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas; identifying how language, structure and presentation contribute to meaning
  • Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader; distinguish between statements of fact and opinion
  • Retrieve, record and present information from non-fiction; participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously
  • Explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary
  • Provide reasoned justifications for their views.



Pupils should be taught to:

  • Use further prefixes and suffixes and understand the guidance for adding them
  • Spell some words with ‘silent’ letters [for example, knight, psalm, solemn]
  • Continue to distinguish between homophones and other words which are often confused
  • Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically
  • Use dictionaries to check the spelling and meaning of words
  • Use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary
  • Use a thesaurus.



Pupils should be taught to:

  • Plan their writing by; identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own noting and developing initial ideas, drawing on reading and research where necessary; in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed
  • Draft and write by: selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action; précising longer passages; using a wide range of devices to build cohesion within and across paragraphs; using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]
  • Evaluate and edit by: assessing the effectiveness of their own and others’ writing; proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning; ensuring the consistent and correct use of tense throughout a piece of writing; ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register
  • Proof-read for spelling and punctuation errors



Pupils should be taught to:

  • Develop their understanding by: recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms; using passive verbs to affect the presentation of information in a sentence; using the perfect form of verbs to mark relationships of time and cause; using expanded noun phrases to convey complicated information concisely; using modal verbs or adverbs to indicate degrees of possibility; using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun
  • Indicate grammatical and other features by: using commas to clarify meaning or avoid ambiguity in writing; using hyphens to avoid ambiguity; using brackets, dashes or commas to indicate parenthesis; using semi-colons, colons or dashes to mark boundaries between independent clauses; using a colon to introduce a list; punctuating bullet points consistently
Key Stage 3

The aim of our Key Stage 3 curriculum is to develop creativity and passion for reading and writing and to sufficiently challenge students in preparation for the GCSE courses. In Years 7-9 students receive six lessons of English a fortnight. All Key Stage 3 schemes of work blend language and literature skills and knowledge and are rooted in fiction texts in order to develop an appreciation of reading. These texts have been chosen to deliver a challenging mix of classic and contemporary plays, novels and poetry. They are:


Year 7 – Homer’s ‘The Odyssey’, Oedipus Rex and Beowulf.

Year 8 – Animal Farm, The Importance of Being Earnest and Romeo and Juliet.

Year 9 –  A View from the Bridge, Julius Caesar and Victorian Literature.


Each scheme of work is developed by the department and incorporates:

  • Creative writing: a hugely enjoyable part of our curriculum and now a significant part of the English Language GCSE;
  • Poetry linking to themes and ideas explored in the main texts;
  • Learning and revision of Tier 2 vocabulary (Tier 2 high frequency words are used by mature language users across several content areas. Because of their lack of use in oral language, Tier 2 words present challenges to students who primarily meet them in print) to enable students to communicate their ideas in an increasingly sophisticated style;
  • Reading and writing of fiction and non-fiction texts to develop comprehension, analysis and critical thinking;
  • Regular opportunities for discussion to prepare students for their GCSE Spoken Language certificate and to nurture confidence in oracy skills crucial to wider school life and beyond.


To develop confidence in reading, students will also read a class novel in addition to the main areas of study. One lesson a fortnight is dedicated to active reading time.


Assessment at Key Stage Three


Formative assessment

Students will complete regular formative assessment in lessons such as quizzes and extended writing tasks. This will allow teachers to identify any gaps in knowledge and address these through teacher feedback and student response tasks.


Summative assessment

Students will sit summative assessments during knowledge weeks. These will be testing knowledge from the knowledge organisers and their ability to apply it.


English Long Term Plans - Year 7

English Long Term Plans - Year 8

English Long Term Plans - Year 9

Key Stage 4

Each student will study the AQA English Language course and the Edexcel English Literature course. These are two separate GCSEs (each comprising two exams) and students will be awarded two 9-1 grades.


The courses are demanding in assessing both reading and writing, with an increased focus on deep knowledge of literature texts, analysis of unseen texts and writing skills. These are assessed through closed book terminal examinations (there is no coursework).


English Literature

The Literature course is divided into four sections across two exam papers. The texts studied are as follows:


Literature Paper 1

Shakespeare – ‘Macbeth’

19th Century Fiction – ‘A Christmas Carol’ (Dickens)


Literature Paper 2

Modern play or prose – ‘An Inspector Calls’ (Priestley)

Poetry – Power and Conflict Poetry (15 poems)

Unseen Poetry


In addition to the Conflict poetry cluster, students must also analyse unseen poems and so this skill is taught throughout Key Stages 3 and 4.


Texts will be read in lessons although students are encouraged to pre-read and revisit texts as much as possible. Having their own copy of the text to annotate and to use for revision is invaluable.


English Language

As in Literature, students will sit two exams for their Language qualification.


English Language Paper 1 – Explorations in Creative Reading and Writing

Section A: Reading and analysis of unseen 20th Century fiction

Section B: Creative Writing


English Language Paper 2 – Writers’ Viewpoints and Perspectives

Section A: Reading and analysis of two non-fiction texts

Section B: Non-fiction writing (article, letter, leaflet etc.)


Students can further develop their English language skills through regular reading of fiction and non-fiction (quality newspaper, magazine, and website articles).


Students will also undertake a spoken language study where they will give a presentation on a topic of their choice to a small audience and answer questions based on what they have discussed.


Assessment at Key Stage 4

In Year 10, students will sit regular formative assessments allowing teachers to track progress and identify gaps in skills and knowledge. Students will then take summative assessments in knowledge weeks. At the end of Year 10, students will sit a formal mock examination in both English Language and English Literature.

In Year 11, students will sit regular mock exams allowing us to gain accurate data on student progress. These will usually take place in November and February.  


English Long Term Plans - Year 10

English Long Term Plans - Year 11

Useful websites

and resources

English Language:



English Literature:



Hadleigh High School English Revision:

English Language Paper 1 - https://padlet.com/rtaylor235/846k3ti4htqx1nq6


English Language Paper 2 - https://padlet.com/rtaylor235/edn82s0muglvm7ck


Macbeth - https://padlet.com/vwright30/pf07wghsm8kj5buc


An Inspector Calls - https://padlet.com/vwright30/k58jm4lep52bgz04


A Christmas Carol - https://padlet.com/vwright30/77ytyimh420gfko2


Poetry - https://padlet.com/rtaylor235/jsfscfq4gz3guu9e

Possible areas of future Studies

A Level English Language

A Level English Literature

A Level English Language and Literature (Combined Course)

English as part of the International Baccalaureate Diploma programme

Possible future careers

English offers many opportunities for a future career including journalism, law, teaching, writing, advertising and marketing, media and managerial positions.


Excellent communication skills are essential to the vast majority of jobs.