Turing House

Curriculum - English

Intent (based on the National Curriculum)

Our English curriculum aims to teach students to:

  • express themselves fluently, articulately, powerfully and precisely via their writing and the spoken word.
  • comprehend, analyse and evaluate information via their reading and listening
  • think and write creatively, inspired by the craft of successful writers and established forms
  • understand the way in which words have, and continue to, shape the world
  • take joy in appreciating great writing, both from the canon and the present day, building common cultural capital, to become empowered and engaged global citizens

It is structured to build on the skills developed in KS2 and secure the foundation for reading, writing and oracy at GCSE. Most crucially, KS3 English offers time to immerse students in the power and creativity of language and develop empathy and understanding, through engaging in the views and lives of others, both real and imagined.

All students will participate in:

  • regular reading for information, analysis, comparison and pleasure across a range of prose, poetry, drama and non-fiction, using both extracts and whole texts across a range of genres and forms.
  • securing, extending and editing their vocabulary and knowledge of grammar and linguistic conventions, for reading, writing and spoken language, building on relevant learning from Key Stage 2
  • appreciating our rich and diverse literary heritage, alongside contemporary writing, and the links to their contexts and students’ own lives
  • speaking and writing for a range of different audiences, with awareness of the conventions of purpose, audience, text type and tone
  • understanding the relationship between the classroom and the subject of English in the wider world e.g. through links to the world of work, the media, participation in visits and events and establishing contextual links between literary texts, real lives and world events


Students will develop the reading, writing and spoken language skills above through coverage of the text list below in each year group:

  • Pre-1900 and modern non-fiction and fiction extracts
  • Pre-1900 and modern poetry
  • A complete modern novel and/or play text
  • Two Shakespeare plays across KS3

Reading texts will present increasing levels of challenge and maturity as students move through Key Stage 3. Students will encounter a range of genres and periods, including texts that reflect a range of literary traditions and writers who represent the diversity of our modern society. They will understand and analyse language, structure and form as well as considering context and writer’s purpose; particular focus in Year 7 is given to the notion of the text as a whole, to provide secure reading foundations, before moving close-up, to analysis of the finer detail.

Students will write in a range of genres (fiction, poetry and non-fiction) having understood the conventions of purpose audience, text type and tone through secure models of such writing. They will be given opportunities to write creatively, for pleasure, and hear and play with language to understand the power and joy of words for their own sake.

They will secure and extend their knowledge of grammar, vocabulary, spelling and punctuation, via contextualised activities, to enable them to understand their application and apply them in their own writing. They will continue to practice these elements via peer and self-marking, teacher-marked work, personalised feedback and response to marking.

Students will be given opportunities to develop both formal and informal spoken language skills via class discussion, paired and small group work, as well as presentations and readings of texts aloud. They will secure and extend their knowledge of register and vocabulary and draw on their knowledge of text conventions to embed relevant aspects in their own spoken delivery.

Key concepts

  • Reading
  • Writing
  • Spoken English and related listening
  • Spelling, punctuation and grammar
  • Subject terminology

Links to Key Stage 2

Extending and applying the relevant grammatical knowledge selected from English Appendix 2 to the Key Stage 1 and 2 programmes of study to analyse more challenging texts.

Relationship to the wider Key Stage 3 Curriculum

Cross-curricular literacy: summarising and organising material, and supporting ideas and arguments with any necessary factual detail; amending the vocabulary, grammar and structure of their writing to improve its coherence and overall effectiveness; paying attention to accurate grammar, punctuation and spelling; applying the spelling patterns and rules set out in English Appendix 1 to the key stage 1 and 2 Programmes of Study for English.

Music, Drama, History and Art: knowing the purpose, audience for and context of writing and drawing on this knowledge to support comprehension.

Drama: improvising, rehearsing and performing play scripts and poetry in order to generate language and discuss language use and meaning, using role, intonation, tone, volume, mood, silence, stillness and action to add impact.

Links to KS4

The English curriculum builds on knowledge of a range of text types, contexts and writers, with a major focus on skills’ building from Key Stage 2 to 4. Students experience a spiral curriculum for English skills, revisiting the key areas of reading, writing and spoken language to address the increasing level of challenge in these areas at Key Stage 4. The range of texts across fiction, non-fiction, poetry and drama, and pre-and post-1900 texts provide a foundation for this pattern of text coverage at Key Stage 4.

Extra-Curricular Experience

Students are given opportunities to select from a range of activities, both within school time and after school, that develop their love of reading, writing and speaking and recognise the subject of English as alive and relevant to their world outside school. These may include:

  • Theatre, cinema and performance experiences, both virtual and face-to-face
  • Visiting writers
  • Creative writing competitions/clubs and writing for a real audience
  • Reading groups
  • Debating societies
  • Links with or speakers from businesses where qualifications in English are particularly relevant
  • Homework/transition/project work that requires students to draw on links between the subject of English and the real world including the media, world events and the wider arts

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