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Curriculum – Website |
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Department |
“The essence of the independent mind lies not in what it thinks, but in how it thinks.”
At Burton Borough School, our students follow a personalised and challenging curriculum, rich in variety and rooted in our core values: Ambitious, Proud, Caring. Our curriculum aims to at equipping every student with essential knowledge and skills to empower them as positive contributors to their community and the wider world. No student is left behind. We promote equality and mutual respect within our school community and beyond, unlocking the potential of all students regardless of ability, gender, race, or background. Through a rigorous curriculum, we inspire students to aspire to excellence and prepare for success in life. We believe that immersing students in the experiences of others through English is vital. It helps them develop moral and cultural understanding while building the skills needed to communicate confidently—both in writing and speaking—preparing them for life beyond school. Our curriculum follows a spiral model that supports knowledge retention and connects learning across time periods. At Key Stage 3, students study literature from the 16th, 19th, and 20th/21st centuries, fostering a deep appreciation of how literature reflects its historical context. Our intent—becoming confident communicators and critical thinkers—drives everything we do. By the time students leave our department, they will be equipped with the skills and knowledge to succeed in future careers and engage thoughtfully as global citizens.
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KS3 Intent |
KS3 Intent Within English at KS3, we have carefully designed our curriculum to are develop considerate communicators and empathic thinkers. When students join us in Year 7, they embark on an exciting journey that builds on the strong foundations laid in primary school. They will dive into a rich and diverse selection of high-quality literature—works that don’t just tell stories, but spark curiosity, challenge ideas, and provoke deep thinking beyond the written page. Throughout Key Stage 3, students will engage with both fiction and non-fiction, mastering a wide array of reading and writing skills that empower them to understand and create many different types of texts with confidence and creativity. We also nurture their spoken language abilities, encouraging students to refine their performance and delivery so they can communicate with clarity, passion, and assurance. Our commitment to fostering a genuine love of reading drives us to inspire curiosity, opening doors to new worlds and enriching their cultural and emotional intelligence. In a rapidly evolving world, exceptional reading, writing, and speaking skills are not just valuable—they are essential. These are the tools that will equip our students to thrive, lead, and make a lasting impact as confident, thoughtful global citizens. Year 7 - A Writer's Craft: Great writers make great choices. Spine Tingling Tales: The Gothic Genre: Here students are introduced to storytelling and the conscious choices of the writer behind the pen as they study A Christmas Carol. They begin to understand the elements writers utilise to fit a genre and to entertain their readers through conscious word choices and structures. These skills will be built upon throughout their Burton Borough journey as they revisit the gothic genre.
The Powerful, The Mighty & The Moral: Greek Heroes and Mythology: Here students are introduced to the origins of language and the purpose of storytelling: to entertain, to inform and to help decipher the world that we live in. Greek myths and the morals within them pervade literature and this unit provides students with the cultural capital necessary to make links between texts, and gives key knowledge to apply to wider life. Students will build upon the authorial methods undertaken in unit one and add to their repertoire of methods and structures. Power & Exploitation: The Tempest: Here, students are introduced to the form of plays and Shakespeare as a creative writer making conscious choices for an audience. Students transfer their skills of analysing language, structure, purpose and form. This writing brings in the new element of crafting their writing to be performed on stage. Students will also be introduced to themes, both building on their knowledge of the supernatural and beginning to understand ideas about colonialism in preparation for studying contexts in Year 8 and 9. Year 8 Time tells: the construct of society shapes our stories Here, students revisit the genre of gothic to enhance their understanding of authorial choice. However, students begin to deepen their understanding of storytelling, and are guided to consider societal and historical-based influence over the characterisation of women in patriarchal societies. Building on the foundations explored at the end of Year 7, students also develop their analysis of thematic ideas around the darkness within characters and the shaping of characters within literature as a whole. Investigating the Criminal Mind: Here, students transfer their prior learning about humanity’s inner darkness and begin to explore societal prejudice, and how that is exploited by writers historically within the detective genre. Students begin by exploring how the introduction of the Metropolitan Police Force first created the detective genre which has continued to enrapture readers to this day. Through the writing of Dickens, Conan Doyle, Wilke Collins (and various non-fiction texts), students learn about the introduction of the very first detectives and compare them as time and literature progresses. Students also learn how scientific advancements and thinking influences the depiction of characters and criminals.
The Course of Love Never Did Run Smooth: As their journey progresses, students revisit their knowledge of Shakespearean plays and dive deeper into the influence of a patriarchal views upon Shakespeare’s writing within Romeo & Juliet. Students are introduced to tragedy as a structure and build upon their understanding of authorial choices within drama. Students also develop their analysis of authorial purpose exploring love as a theme within both plays and poetry and non-fiction. The unit develops empathy within our community, exposing the challenges faced by lovers throughout time, exploring issues around consent, abuse and LGBTQ+ Year 9 - Fighting talk: finding your voice in an ever-changing world Overcoming Adversity: After students started to explore the subliminal messages and the ways literature reflect society in Year 8, students now explore ‘The Why’: the reasons writers write and the social commentary they are making about the world. As a critical thinker, students will consider the world with a critical eye and explore through detailed analysis of the: what, how and why. Through the study of Refugee Boy and various poems, students will empathise with modern-day affairs and reflect on the writer’s own perspectives on the topics they encounter. They will build upon ideas around overcoming prejudice, trauma and adversity. Students begin to explore rhetoric and transfer their learning to their own persuasive writing.
This Means War: Through the study of modern play, Journey’s End, and various forms of war poetry and non-fiction, students begin to compare the experiences of writers in war. Students learn about propaganda and its influence on society in WW1. They also explore the pressures patriarchal expectations put upon men and the impact it had upon their experiences. Building on their understanding of the purpose of writing, students explore writing as more than just an informant or entertainment but both a form of cathartic and critical experience. Building upon their prior analysis of both plays and poetry in younger years, now Year 9 students are enhancing their comparison of methods by exploring the hidden and inferred perspectives of writers. Finally, students are introduced to dystopia as a post-war genre revisiting and contrasting ideas of utopia from Year 7. Tragedy: How the Mighty Fall In their final chapter in their KS3 journey, Year 9 students combine all of the authorial methods explored through lower years and brining them to life to reflect the ways writers critique universal experiences of man. Students stroll through back through history exploring how the tragedy, a universal experience of man, has been used to commentate on society throughout time. They will come full circle and revisit the initial ideas of Year 7 where they explored Greek stories the origins of storytelling as answers to the mysteries of the universe, through to the post-Victorian patriarchy of Year 8 before finally exploring more modern tragedies and modern hurdles. Now students begin to combine the heroic feats of the original Greek Heroes such as Heraclues, and our universal darkness and criminality from Year 8, and unpick the social influences that led to authorial choices and messages they are inflicting. Students will analyse the trajectory of the original tragic hero Oedipus, to Shakespeare’s Othello and Macbeth, to the contemporary and often real life.
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KS3 Implementation |
Subject specialists have meticulously designed and thoughtfully sequenced the curriculum with a clear rationale behind the content we teach and the order in which it is delivered. This deliberate approach ensures that knowledge is not presented as isolated facts but is meaningfully connected to prior learning. By building on what students already know, we promote long-term retention and foster a deeper understanding, purpose, and relevance in their studies. At Key Stage 3, students are introduced to essential English skills that enable them to confidently access and create a wide range of text types. These lessons build directly on the foundations established at Key Stage 2 through engaging and insightful teaching. Throughout Key Stage 3, these skills are revisited and reinforced as students encounter progressively more complex texts and concepts, encouraging continuous growth. Each lesson is carefully structured around a clear learning intention focused on specific English skills. Following the LCT Lesson Framework each lesson follows a clear routine: Remember, Learn, Practice, Review. This structure encourages students to retrieve prior knowledge and make meaningful connections with new material. Modelling plays a vital role in our teaching approach, with worked examples and the ‘I do, we do, you do’ method guiding students towards mastery and independence. Through rigorous questioning techniques and adaptive teaching, we challenge students to refine their thinking. The use of ‘say it again, say it better’ prompts further supports students in articulating their ideas with clarity and precision. We encourage the use of scaffolds such as writing supports; think, pair share; talk like a critic; and regular vocabulary retrieval to develop confidence with skills over time. |
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KS3 Impact |
The impact of our curriculum is measured through multiple rigorous methods, providing a comprehensive and secure understanding of each student’s achievements and progress. In lessons, progress is evaluated in a variety of ways, all aimed at guiding students towards age-related or aspirational expectations. Every lesson begins with a carefully designed starter activity consisting of recall questions. These questions encourage students to retrieve prior learning, which may stem from the previous lesson, the past week, the previous month or even previous year. This consistent practice of daily, weekly, and monthly retrieval is essential for embedding knowledge into long-term memory. We ensure that these retrieval tasks vary in format, presenting prior knowledge in diverse contexts to challenge students’ working memory and further consolidate their understanding. Then, using a checking for understanding techniques such as questioning; think, pair, share; and mini white boards, teachers can immediately address any misconceptions before the main learning begins. At the start of every unit, students undertake a vocabulary quiz where teachers assess students’ prior vocabulary knowledge essential for the unit of learning. Teachers then regularly revisit this key vocabulary throughout the scheme of learning and adopt see it, say it, use it regularly to ensure full fluency of new vocabulary. Finally at the end of each unit students’ will undertake an ‘exit quiz’ allow us to assess progress and adapt future teaching to address any gaps in knowledge. Throughout each lesson, a range of targeted questioning techniques are employed to assess students’ knowledge and comprehension, monitor their progress, and identify any misconceptions. These questions address both knowledge and skills, ensuring students not only understand content but also develop the ability to apply their learning confidently in new and varied contexts. Students’ exercise books provide another valuable measure of progress. Regular, detailed marking highlights what students have accomplished well and identifies areas for further development. Students complete regular ‘Purple Progress Points’ as opportunities to showcase their independent reading and skills. These are then marked by the class teacher to identify misconceptions and opportunities for further skill development. This task may involve revising a piece of work or adding new elements to deepen their learning. Additionally, students are encouraged to use red pen to document their progress—whether through extension questions, responses to previous feedback, or improvements inspired by peer, self, or class assessment. To clarify, red pen marks indicate where progress has been made or student reflection.
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KS3 Homework |
60 minutes of homework is set within the department which is monitored by class teachers. Weekly retrieval activities are set within the department which develop both knowledge linked to in class learning and spelling, punctuation and grammar errors. This should take 30 minutes. We also recommend students complete independent reading for pleasure of at least 30 minutes. |
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KS3 Enrichment |
Within our curriculum, we provide students with a diverse range of extracurricular activities designed to broaden their horizons and support their personal interests as well as future career aspirations. Currently, we offer Book Club and Writing Club, alongside enriching trips to the theatre that bring literature to life and deepen students’ appreciation of the arts. The culture within our English department is highly valued and carefully nurtured, with oversight from the Assistant Subject Leader, reflecting our commitment to enrichment and meaningful student experiences. Competitions are also embedded within the KS3 curriculum, providing all students with opportunities to extend their skills beyond the classroom and receive recognition for outstanding achievement. These extracurricular activities offer students the chance to engage with English in dynamic and inspiring ways, encouraging a lifelong passion for the subject and supporting their continued studies in further education and beyond.
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KS3 Careers |
Ultimately, the true measure of our students’ progress lies in the careers and futures they build for themselves. We are committed to inspiring every student to strive for excellence—because when they make good or better progress, the world truly becomes their oyster, full of endless possibilities. By the end of Key Stage 3, our students will have developed a profound understanding of the world around them. They will be equipped not only to articulate their views with clarity and confidence but also to make thoughtful judgments and detailed analyses of their experiences. They will also have ample spoken communication skills and secure prosody in their presentation. These essential skills lay the foundation for independence and pave the way for success in their GCSEs—crucial milestones that open doors to future academic achievements and career opportunities
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KS4 intent |
During Key Stage 4, students will engage with both Language and Literature, building on the strong foundation laid in earlier years. In Literature, in Year 10, they will explore a rich and diverse selection of texts developing the skills they have been working on in KS3 including inference, analysis, evaluation and synthesis, starting with the 20th century drama (J B Priestley’s ‘An Inspector Calls’). In the run-up to Christmas, they explore Dickens’ ‘A Christmas Carol’, followed in the Spring term, a Shakespearean classic (Macbeth) is studied. All of these texts are linked to previous learning and they build on their knowledge of themes and genres as they delve deeper into KS4 literature study. As we move towards the end of Year 11, students will engage in an anthology of poetry from the literary heritage around the theme of Power and Conflict. To truly unlock the meaning within these works, students will draw on the critical skills developed in Key Stage 3—interpreting the historical context, uncovering layers of significance, gain an insight and introduction to critical theory which they can they take into KS5. All of our texts lead to an understanding of the universality of the human condition. In English Language, students will encounter a range of ‘unseen’ texts spanning the 19th, 20th, and 21st centuries. The skills they have been developing through their study of Literature texts lends itself to the skills in the English Language curriculum. This unseen texts which cover both quality fiction and non-fiction will challenge them to independently and confidently apply their reading and writing skills—summarising, inferring, synthesising, analysing, comparing, and evaluating complex texts. They will also refine their ability to write in a variety of forms with clarity and creativity. Additionally, students will continue to hone their spoken language skills as part of our aim to ensure all of our students become confident communicators, a crucial skill for the world of work. |
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KS4 implementation |
Having firmly established the essential English skills required to engage with a wide range of texts and writing styles in KS3, students will now apply these abilities to the GCSE English Literature set texts, as well as meet the demands of GCSE English Language. Retrieval, practice, reflection and improvement work is a core part of our teaching strategy We start to study the ‘Unseen’ poem in Year 11, applying the skills they have been developing during their learning from the Power and Conflict anthology. Their increasing confidence applying the skills of inference, analysis and evaluation skills of the combined GCSEs come into play and they consider universal concepts which apply to themes in all poetry. From February onwards, the focus will shift to refining exam techniques and revising all set texts in preparation for their examinations. |
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KS4 Impact |
Similar to Key Stage 3, the effectiveness of our curriculum at Key Stage 4 will be evaluated through consistent methods to provide a reliable insight into every student’s progress and achievements. By the conclusion of Key Stage 4, students will have honed their reading, writing, and spoken language abilities to a level where they can confidently apply the necessary skills to summarise, analyse, compare, and evaluate a wide range of texts. They will then work on exam routines and timings to ensure that the skills they have been working hard to develop can be exemplified in the exam so that they can achieve their potential. They will also be adept at composing and presenting texts across various formats. Throughout their studies, students will engage with an extensive selection of fiction and non-fiction texts, revisiting language concepts and building on previous knowledge to ensure they can accurately deploy the appropriate skills in different contexts. They will develop a nuanced understanding of how historical and cultural contexts—from the 16th through to the 21st centuries—influence texts and meaning. By this stage, students will read fluently, write with clarity and confidence, and express well-informed opinions, demonstrating the growth of their critical thinking abilities
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KS4 Homework |
Weekly homework of at least 60 minutes study, alternating between exam practise or revision and comprehension and/or analytical tasks produced through Seneca learning. Targeted resources are provided for all students. |
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KS4 Enrichment |
We believe that bringing the curriculum to life through real experiences is vital. Our enrichment activities offer students exciting opportunities to broaden their horizons, inspire ambition, and build the cultural capital needed to succeed. At Key Stage 4, students engage with GCSE texts through theatre productions and trips to local venues like Theatre Severn, connecting literature to real-world contexts. The English department values student culture highly, with the Assistant Subject Leader overseeing enrichment and competitions. These activities extend learning beyond the classroom, helping students develop skills, earn recognition, and foster a lasting love of English that supports further study. |
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KS4 Careers |
Achieving success in GCSEs opens countless doors to future opportunities. With a solid grade 4 in GCSE English, students can progress confidently onto A-levels, T-levels, and apprenticeships. Mastering English not only enhances career prospects but also equips students with critical thinking skills essential for navigating an increasingly complex global marketplace. As the ways we access and interpret information evolve, these skills become ever more vital, preparing students for success in a wide range of careers—both directly and indirectly linked to English—and for further education, including university. As our students access information more than they ever have from an increasing variety of sources – both reliable and ones we should question – our aim to ensure that they can access information in a critical way. To read critically and communicate confidently will prepare them for the world that they will positively contribute to in the future. |
For more information regarding the English Curriculum please contact the Head of Department via our contact form