Principles and Purpose of the English Curriculum
The purpose of the English curriculum is to equip students with the skills and knowledge to become confident thinkers, speakers, and writers. We want to ensure that students are prepared for each stage of their academic journey and the world beyond the classroom. Through the study of a range of texts written by diverse voices, students are encouraged to discuss, debate, and explore universal ideas.
The following principles have informed the planning of the United Learning curriculum across all subjects:
Here we explore these principles in the context of the English curriculum:
‘Why This, Why Now?’
In our planning, we have asked ourselves 'why this, why now?’. Here we provide some examples of the curriculum choices we have made, and why the units have been placed in the order we have chosen:
developed through the Social Justice theme in Year 8 in texts such as Dracula (19th Century idea of the ‘NewWoman’) and Pygmalion (representations of women and class). This provides students with the appropriatevocabulary and understanding of the key ideas, enabling them to approach more challenging issuesencountered in Year 9. For example, the subjugation and oppression of marginalised groups in texts such asThe Crucible andSherlock Holmes,wherestudentsstudy thetheoryof ‘The Other’.
Teaching the English Curriculum
Every unit has a Topic Guide that supports the teaching of key vocabulary and terminology. In every unit, key vocabulary and terminology are displayed, defined, and continually revisited. Students are routinely tested on new vocabulary and terminology in ‘Do Now’ and end-of-lesson reviews. Students are required to apply new vocabulary and terminology in extended written tasks which are supported by high-quality models.
Extended tasks demonstrate whether students are accurately embedding the key knowledge into developed responses. The sequence of the curriculum provides opportunities for students to develop and deepen their understanding of key ideas, forms, and conventions. For example, students study the form and conventions of a tragedy in two texts (The Crucible and King Lear).
KS3 - Sparks Reader:
Sparx Reader is the online reading platform used to embed regular and consistent reading opportunities for all students as part of Sedgehill Academy’s commitment to improving literacy for our students.
Sparks Reader is completely tailored to the individual needs and abilities of all of our students; supporting both struggling readers as well as pre-existing avid readers. The platform assigns an induvial reading curriculum based on the data gathered from the initial platform baseline test, which is then intuitively reviewed through comprehension quizzes.
KS4 - CommonLit:
As part of the English department’s commitment to improving students’ resilience and confidence in preparation for their GCSE exams, KS4 students are set weekly reading on CommonLit.
Like Spark Reader, the platform is designed to support student reading skills through exposure to diverse and quality non-fiction articles. Each article is accompanied by comprehension questions which have been tailored to support acquisition of specific skills necessary for success in their GCSE Language course, eg: evidence retrieval, language analysis and evaluation.
KS5 - Reading, Research & Written debate:
Written debates in response to exam style questions, to develop students as writers and critics of literature in preparation for their exam components.
SE6 3QN (for correspondence please use SE6 3QW)
Ofsted & Examinations
Parents and Students
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