Intent for curriculum 

Our intent for the English curriculum at Bishop Heber is to equip each student with the skills to communicate in both written and oral forms. Every student deserves a voice, affording them the opportunity to speak out in both local and global conversations, alongside the skills to read comfortably and critically in order to make informed decisions as effective members of an increasingly divided and polarised global society.  

We are passionate about reading and aim to instil each child with the skills to enjoy a range of literature throughout their lives, opening them to an array of voices, experiences and cultures through a diverse reading list of fiction and non-fiction at Key Stage 3 and through considered text choices for each class at Key Stage 4 and 5. We aim to consider the writers of our chosen class texts as well as the perspectives that they present, ensuring that the students are allowed to explore experiences different to their own. 

We owe it to our students that they should leave school able to confidently engage in any debate or discussion in their personal, political and career focused lives as well as an appreciation of our rich cultural capital through literature and theatre.    

Implementation of curriculum 

We deliver our English Language and Literature curricula through engaging, developing and constantly improving methods of teaching and by ensuring that each classroom is a safe space for every student to be able to share their ideas and opinions without fear of judgement or bias. We teach in a thorough and varied manner with the confidence to try out new approaches and make our own decisions about their long-term value in Heber classrooms. We will set high standards and aspirational targets whilst ensuring that the needs of learners of all abilities and from all backgrounds, including those with special educational needs and disabilities, are supported inside and outside of the classroom.    

The curriculum at Key Stage 3 is balanced between reading and writing, covering a range of genres and forms across the three years. Students will encounter a variety of text types and explore ways to communicate in several forms and styles, learning the required conventions of each one in a consistent manner across the department. They will explore different perspectives and consider how these perspectives are presented to a reader in line with political or personal bias – through learning how to understand these methods they will have more ability to spot their use in the real world.  

Effective recall strategies will be employed to improve students’ ability to retain quotations and contextual information at Key Stage 4 in preparation for Literature examinations. 

Lessons will be a mixture of teacher led, group work and independent work. The department is well resourced and there is a wide range of print, digital and online resources that we use.  

Impact of curriculum 

We are confident that through the content of the curriculum and the way in which it is delivered, that English will have a meaningful impact on pupil’s ability to communicate critically and confidently in their time at school and beyond. 

• Every term will include one extended piece of writing which will be given detailed written feedback. This will support each teacher in tracking the progress of all students. We will make use of formative assessment strategies in the classroom to monitor progress and inform planning and teaching, including written and verbal feedback, targeted questioning and frequent low stakes testing. Student progress will be carefully monitored to determine any requirements for further intervention and support. Progress will be communicated to parents regarding students’ current achievement and future targets to keep parents and guardians fully informed of the student’s progress and to maintain open lines of communication between school and home. 
• We will use lesson observations and work scrutinies to ensure parity of offer across the department and to support every teacher in delivering the highest quality learning experience to every student. 
• We will consider the destinations of our students, looking at where they go after their time at school and how effectively they are prepared for their future.