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At the heart of the English department is a commitment to delivering a rich, inclusive curriculum that inspires and challenges all pupils. Across every key stage, we nurture the talents of every learner, stretching the most able while supporting all students in developing the essential skills and confidence needed for success in education and beyond.
Through creative and dynamic teaching, we foster a love of language and literature, enabling pupils to become thoughtful communicators and critical thinkers. Our curriculum equips students with the tools to listen attentively, speak with purpose, read deeply, and write with clarity and imagination.
English empowers pupils to explore and express ideas, feelings, and perspectives. As they engage with a wide range of texts - from classic literature and contemporary fiction to media and non-fiction they grow as both enthusiastic readers and skilled writers. By examining how language works, students gain a deeper understanding of communication and culture.
The skills learned in English are not confined to the classroom. They are transferable, essential, and enduring, supporting achievement across the curriculum and enriching students’ lives long after they leave school.
Aims
Our KS3 learning journey is both immersive and ambitious. Built around a diverse range of literary and non-fiction texts, we offer students rich and varied opportunities to develop their skills. Our spiral curriculum is carefully sequenced to revisit key concepts with increasing depth and complexity, enabling students to master core skills and preparing them thoroughly for the demands of KS4. The curriculum is regularly reviewed to incorporate new and challenging texts that inspire and engage learners.
Each scheme of work is designed to provide both challenge and support, ensuring accessibility for all students. Our experienced teachers are well-equipped and supported in tailoring lessons to meet the needs of every class and individual learner. Over the nine terms of KS3, students in Years 7, 8, and 9 explore a wide range of content: 19th-century fiction, historically based and contemporary literature, poetry, Shakespeare, cultural diversity, the Gothic, political power, creative and non-fiction writing, spoken rhetoric, and the etymology and history of language, which is embedded throughout. Each scheme is crafted to enhance students’ ability to:
- Write accurately, fluently, effectively and at length for pleasure and information
- Consolidate and build on knowledge of vocabulary
- Speak confidently and effectively
- Know how language (including figurative language, vocabulary choice, grammar, text structure and features) presents meaning
- Find, evaluate and use relevant information
- Make inferences and refer to evidence in the text
- Write appropriately to purpose, audience and form
- Express own ideas and keep to the point
- Summarise and/or build on what others say
- Analyse historical and social context and how this can influence the meaning of a text and conceptions
- To challenge previous misconceptions
- Explore how and why an author crafts a novel to affect a reader
- Have deep knowledge of the rhetoric in oral and written compositions
- Make connections between linguistic knowledge and other domains and their connections as well as knowledge of the etymology and history of language.
- Develop knowledge so that pupils can evaluate and edit their own/peers’ writing.
KS3
Students in Key Stage 3 receive four one-hour English lessons each week, providing ample time to explore texts in depth and develop a genuine love of reading and writing.
In addition, Years 7 and 8 benefit from a dedicated weekly reading lesson focused on a class novel, fostering a strong culture of reading for pleasure. This is further supported by a tri-weekly library session, where students immerse themselves in books of their choice and participate in the Accelerated Reader programme. Teachers carefully guide book selections to ensure students read across a range of genres, with texts that are both age-appropriate and challenging. As students complete each book, they complete Accelerated Reader tasks to demonstrate comprehension, allowing staff to track progress and address any barriers to reading early and effectively.
Our curriculum is enriched by trips to the theatre, where students experience live performances of novels and plays studied in class. These experiences help bring literature to life and contribute to the development of students’ cultural capital.
Student work is marked every two weeks, allowing teachers to address misconceptions and provide detailed formative and summative feedback. Grammar, spelling, and punctuation are also targeted, and students are encouraged to correct and reflect on their errors. Marking is supplemented with opportunities for peer and self-assessment, guided by clear success criteria. This fosters independence, critical thinking, and a sense of ownership over their work. Homework is set weekly, with tasks designed to deepen understanding and promote autonomy, always within achievable deadlines.
Our Year 7 curriculum introduces learners to a range of diverse and creative texts, helping them to explore the world around them. From the very beginning, students are taught to read through a critical lens and to express their views on complex themes and ideas. Tasks range from analytical writing to creative responses, including monologues, and aim to build academic confidence and personal insight.
In Year 8, students deepen the knowledge and enthusiasm developed in Year 7, making meaningful links across texts and concepts. They explore powerful themes such as racism and diversity, love and relationships, and the evolution of British society. Literature becomes a tool through which students examine and shape their understanding of the world.
In Year 9, the curriculum begins to introduce more challenging texts and themes to lay the foundation for GCSE study. Students refine their analytical skills, engage with a wider range of fiction and non-fiction, and are exposed to ambitious vocabulary and contextual knowledge. Throughout each unit, differentiated tasks and independent learning opportunities help students extend their understanding and broaden their literary horizons.
Assessment and Expectations:
- Students complete formal assessments at the end of each unit, focused on reading, writing, and spoken language skills.
- Regular low-stakes quizzes and vocabulary tests support ongoing progress.
- High standards of effort, engagement, and presentation are expected across all work.
- Students are expected to read at home in their own time, with research proving just 20 minutes a day having a significant positive impact on their learning and ability across all subjects.
Home Learning
- Weekly homework tasks come in a range of forms, including creative writing, learning key terminology or pre-learning key concepts.
- Students are encouraged to read independently every day to build fluency and confidence.
- Homework is used to reinforce classroom learning and prepare students for assessments.
Trips and Visits
- Theatre trips linked to texts studied in class (e.g., Shakespeare plays).
- Author visits and creative writing workshops to inspire and engage.
- Enrichment days celebrating World Book Day or National Poetry Day.
Useful Links to help your children learn at home
- BBC Bitesize – KS3 English - https://www.bbc.co.uk/bitesize/subjects/z3kw2hv
- Seneca Learning – Free interactive revision and learning platformCurriculum Maps
|
Year 7 |
Unit 1: Animal Farm |
Unit 2: Art Inspired Creative Writing |
Unit 3: Romeo and Juliet |
Unit 4: Childhood Reading |
Unit 5: Awe and Wonder – non-fiction |
Unit 6: Character and Voice Poetry |
| Curriculum Vision | Students will develop their ability to analyse literary texts and understand the metaphors that power classic literature – finding deeper meanings hidden in a moving story. | Students will develop their ability to draw out the big ideas and inspirations from famous works of art across the ages. | Students will experience Shakespeare as they’ve never seen it before, decoding the language and learning the timeless value of Shakespeare’s tragedy. | Students will revisit their childhood favourite stories through a variety of critical lens, seeing new angles and perspectives. | Students will explore different aspects of the climate crisis through non-fiction, learning the facts, proposing solutions and finding hope. | Students will learn the differing methods poets use to tell stories and create memorable voices in poetry. |
| GCSE Link | Literature Paper 2, Language Paper 1 | Literature Paper 1 and 2, Language Paper 1 and 2 | Literature Paper 1, Language Paper 1 and 2 | Literature Paper 1 and 2, Language Paper 1 | Language Paper 2 | Literature Paper 2, Language Paper 1 |
| By the end of the unit, students will be able to: | Analyse language and structure in a novel; explore character and theme development, respond critically to a text. | Showcase their creative writing skills in response to a stimulus. | Analyse language from an extract, identify and use terminology applicable to a play/poetry. | Respond to texts critically, write in detail creatively. | Express an opinion orally and in writing; build confidence in expressing their opinions and build an awareness of world events. | Explore how writers present viewpoints through a range of different methods. |
|
Year 8 |
Unit 1: Animal Farm |
Unit 2: Art Inspired Creative Writing |
Unit 3: Romeo and Juliet |
Unit 4: Childhood Reading |
Unit 5: Awe and Wonder – non-fiction |
Unit 6: Character and Voice Poetry |
| Curriculum Vision | Students will develop their ability to analyse literary texts and understand the metaphors that power classic literature – finding deeper meanings hidden in a moving story. | Students will develop their ability to draw out the big ideas and inspirations from famous works of art across the ages. | Students will experience Shakespeare as they’ve never seen it before, decoding the language and learning the timeless value of Shakespeare’s tragedy. | Students will revisit their childhood favourite stories through a variety of critical lens, seeing new angles and perspectives. | Students will explore different aspects of the climate crisis through non-fiction, learning the facts, proposing solutions and finding hope. | Students will learn the differing methods poets use to tell stories and create memorable voices in poetry. |
| GCSE Link | Literature Paper 2, Language Paper 1 | Literature Paper 1 and 2, Language Paper 1 and 2 | Literature Paper 1, Language Paper 1 and 2 | Literature Paper 1 and 2, Language Paper 1 | Language Paper 2 | Literature Paper 2, Language Paper 1 |
| By the end of the unit, students will be able to: | Analyse language and structure in a novel; explore character and theme development, respond critically to a text. | Showcase their creative writing skills in response to a stimulus. | Analyse language from an extract, identify and use terminology applicable to a play/poetry. | Respond to texts critically, write in detail creatively. | Express an opinion orally and in writing; build confidence in expressing their opinions and build an awareness of world events. | Explore how writers present viewpoints through a range of different methods. |
|
Year 9 |
Unit 1: Skin of the Sea |
Unit 2: Gothic Writing |
Unit 3: Othello |
Unit 4: Dystopian Fiction |
Unit 5: Love and Relationship Poetry |
Unit 6: The Crucible |
| Curriculum Vision | Students will explore how writers draw on myth, history, and culture to give voice to untold stories. Through the study of Skin of the Sea, they will examine themes of identity, resistance, and belonging, while deepening their understanding of the transatlantic slave trade. | Students will investigate how writers create fear, tension, and atmosphere to reflect societal anxieties and psychological depth. Through the study of Gothic fiction, they will explore the darker side of human nature and develop their ability to write with creativity, control, and flair. | Students will explore the destructive power of jealousy, manipulation, and prejudice through the study of Shakespeare’s Othello. They will engage with complex characters and themes, while analysing how language, form, and structure reflect human behaviour and societal issues that remain relevant today. | Students will examine how writers use imagined futures to comment on contemporary issues such as power, control, and freedom. Through the study of dystopian fiction, they will reflect on the role of the individual in society and the impact of political and technological change. | Students will explore how poets express the complexities of love, desire, loss, and connection across time and cultures. They will learn to analyse poetic language and structure while developing their ability to interpret and respond to a range of emotional and philosophical perspectives. | Students will study how fear, power, and mass hysteria can influence human behaviour and shape society. Through the lens of The Crucible, they will explore the dangers of scapegoating and the importance of integrity, drawing connections between historical events and present-day issues. |
| GCSE Link | Literature Paper 2, Language Paper 1 and 2 | Literature Paper 1, Language Paper 1 | Literature Paper 1 | Literature Paper 1 and 2, Language Paper 1 and 2 | Literature Paper 2 | Literature Paper 1 and 2, Language Paper 1 and 2 |
| By the end of the unit, students will be able to: | Explore different literary contexts and how writers use these to influence their writing and express meaning | Understand the conventions of the Gothic genre and how writers employ these to express different cultural anxieties. | Analyse language from an extract, identify and use terminology applicable to a play/poetry, make links to the wider messages of Shakespeare’s plays. | Respond to texts critically, write in detail creatively and voice their opinions on democratic issues across the world. | Explore the conventions used by writers to express deep emotion, and make connections between a writer’s context and their message. | Be able to comment on stagecraft and how a narrative in a play is constructed to create tension. |
KS4
In the English Department, we aim to provide students with an inspirational, rigorous, and personalised curriculum that develops both written and spoken literacy while instilling a genuine love of literature.
Our Key Stage 4 curriculum is immersive and ambitious, equipping students with transferable skills for other subjects as well as essential life skills that empower them in further study and the world of work. We are committed to ensuring every student exceeds their expected progress and achieves their full potential. Alongside academic development, we are equally focused on students’ personal growth, choosing texts that are culturally relevant, diverse, and thought-provoking. Our intent is to keep all future pathways open to English students at Tabor.
At Key Stage 3, our curriculum is built on a spiral model: key skills are revisited throughout each year, gradually increasing in complexity and application. This approach ensures a strong foundation for success at Key Stage 4. We provide targeted support for any students who fall behind, both in the classroom and through wider school interventions, ensuring no learner is left behind.
At Key Stage 4, all students study for two GCSEs: English Language and English Literature. These are assessed solely through final examinations, with no coursework or controlled assessments. Students engage with a wide range of texts, including 19th-century fiction, contemporary short stories, non-fiction, and non-literary sources, reflecting key themes such as identity, society, and morality. These texts provide rich opportunities to build on the skills and knowledge developed at Key Stage 3.
For their English Literature GCSE, students study Macbeth, The Strange Case of Dr Jekyll and Mr Hyde, the AQA ‘Power and Conflict’ Poetry Anthology, and An Inspector Calls. Students are expected to develop a secure and in-depth understanding of each text and respond analytically to questions linked to characters, themes, and context.
To prepare for their English Language GCSE, students study two examination papers. Paper One focuses on fiction: students read a prose extract and complete a series of analytical and creative writing tasks. Paper Two centres on non-fiction: students compare texts from different time periods and complete a range of comprehension and transactional writing questions. Topics may include social issues, education, the supernatural, or politics, ensuring a stimulating and wide-ranging course.
Additionally, students complete a non-examined Speaking and Listening endorsement. This task, which builds on their Key Stage 3 experience, helps develop their communication and presentation skills. Each student delivers a short speech on a topic of their choice and responds to questions from their peers.
Throughout the academic year, we run revision and intervention sessions to support all students in their preparation for these important qualifications.
Year 10:
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
|---|---|---|---|---|---|
| An Inspector Calls by JB Priestley | AQA Language Paper 2, AQA Power and Conflict Poetry Anthology | AQA Power and Conflict Poetry Anthology | Macbeth | Macbeth, Language Paper 1 | Language Paper 1, AQA English Language Speaking and Listening |
Year 11:
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
|---|---|---|---|---|---|
| Unseen Poetry, Jekyll and Hyde by RL Stevenson | AQA Language Paper 1, An Inspector Calls by J.B. Priestley | AQA Power and Conflict Poetry Anthology, AQA Language Paper 1 | Macbeth | Final Exams | - |
Assessment and Expectations
All students have to sit an extended writing task each fortnight. Levelled assessments at the end of the module. These scores and levels are recorded and monitored for progress. In addition to this several skills test with exam style questions are given to assess different topics. This will embed AQA Assessment Goals. Students are expected to attempt one HW on a weekly basis. Tasks will be provided by the teacher.
Students should have at least an extended piece of writing every 2 weeks. This should be teacher or peer assessed.
Trips and Visits
- Theatre trips to see live performances of set texts such as Macbeth or An Inspector Calls to deepen understanding of character, staging, and themes.
- Poetry Live events, where students hear poets from the AQA anthology read and discuss their work.
- Guest speakers and creative workshops
Careers link
The majority of career paths require a grade 4 or above in English Language.
Extra-Curricular
- Book club
- Creative writing club
- Nurture club
Useful Links
Resource/text books available for AQA English Language 9-1:
- New GCSE English Language AQA Revision Guide – for the Grade 9-1 Course Paperback – 4 Aug 2015 by CGP Books
- New GCSE English Language AQA Workbook – for the Grade 9-1 Course (includes Answers) Paperback – 10 Aug 2015 by CGP Books (Author, Editor)
- AQA GCSE English Language: Student Book 2: Assessment preparation for Paper 1 and Paper 2 Paperback – 12 Mar 2015 by Jane Branson and Peter Ellison
Resource/text books available on Amazon AQA English Literature 9-1: (Ensure that you know which text your child is studying)
- New GCSE English Literature AQA Poetry Guide: Love & Relationships/Power and conflict Anthology – the Grade 9-1 Course Paperback – 12 Aug 2015 by CGP Books (Author, Editor)
- Lord of the Flies: York Notes for GCSE Workbook: Grades 9-1 Paperback – 4 Aug 2015 by Ms Clare Constant (Author)
- Much Ado about Nothing: York Notes for GCSE Workbook: Grades 9-1 Paperback – 4 Aug 2015 by Mike Gould (Author
- Much Ado about Nothing: York Notes for GCSE (Grades A*-G) 2010 Paperback – 2 Jul 2010 by James Sale (Author)
- Jekyll & Hyde: York Notes for GCSE 2015 Paperback – 4 Aug 2015 by Lucy English (Author)
- Jekyll and Hyde: York Notes for GCSE (9-1) Workbook: YNA5 GCSE a Christmas Carol 2016 Paperback – 30 Mar 2016 by Ms Beth Kemp
Useful Links
Curriculum Map
