Full Description
Bringing the English Curriculum to Life builds on David Didau's groundbreaking book Making Meaning in English by showing how the principles of the original book can be applied in schools and classrooms. Drawing together experiences of designing, teaching, supporting and assessing English across the schools within Ormiston Academies Trust (OAT), this book demonstrates what an ambitious, coherently sequenced, broad and balanced English curriculum with successful adaption for students with SEND can look like in practice.
Designed around the explicit teaching of the powerful conceptual knowledge students need to master the discipline, the book offers a fully resourced English curriculum packed with teaching suggestions and examples of high-quality practice. Covering intent, implementation and assessment, and outlining in detail what is included in each module for KS3 and 4, the curriculum can be adopted in its entirety, but is also flexible enough for departments to take modules and slot them into their own curriculum.
Providing an inspiring model for teaching English that enables all students to succeed, this is an essential resource for all English teachers and school leaders responsible for curriculum development.
Contents
Section 1: Intent: Specifying the curriculum
1.1 What we mean by 'intent'
1.2 Curriculum as conversation
1.3 The 'knowledge turn' in English
1.4 The problem with thinking of English as 'skills based'
1.5 Why do so many students fail to make progress?
1.6 Specifying curriculum concepts in English
1.7 Ambitious for all
1.8 Coherent planning and sequencing
1.9 Designed for students with SEND
1.10 Broad and balanced
1.11 Core and hinterland
1.12 Personal development
1.13 GCSE ready
Intent: key points
Section 2: Implementation: Communicating the curriculum
2.1 What we mean by 'implementation'
2.2 Gapless instruction
2.3 Success before struggle
2.4 Five core pedagogies
2.5 Mini-white boards
2.6 Regular retrieval practice
2.7 Vocabulary instruction
2.8 Couch to 5k writing
2.9 Reading for meaning
2.10 Structured discussion
2.11 Teaching tenor, vehicle and ground
2.12 Marking books
2.13 Homework
2.14 Using visualisers
2.15 Student anthologies
2.16 Teacher guides
2.17 The importance of co-planning
2.18 Scaling across multiple schools
Implementation: key points
Section 3: Impact: Assessing the curriculum
3.1 What we mean by 'impact'
3.2 Using the curriculum as a progression model
3.3 The madness of flightpaths
3.4 The problem with Age Related Expectations
3.5 Should we grade students?
3.6 Curriculum Related Expectations
3.7 What is assessment for?
3.8 Mastery assessment
3.9 Problems with assessing English
3.10 Formative assessment and identifying gaps
3.11 Hinge point questions
3.12 The role of numbers
3.13 Summative assessment and comparative judgement
3.14 The need for discriminatory assessment
3.15 Reporting to different audiences
Impact: key points
Section 4: The curriculum in detail
4.1 Year 7 - The origins of literature
4.2 Year 8 - The development of form
4.3 Year 9 - Into the world
4.4 The KS4 curriculum
4.4.1 Teaching AQA's Power & Conflict poetry cluster
4.4.3 A note about GCSE reform
