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The English Curriculum at BGGS

“When I read great literature, great drama, speeches, or sermons, I feel that the human mind has not achieved anything greater than the ability to share feelings and thoughts through language.”

James Earl Jones


At BGGS, we believe that the teaching of English can provide the foundations of all learning and provide students with a mastery of skills that they will utilise throughout their lives. We are passionate about instilling young people with insightful and perceptive knowledge of the workings of the English language, of cultivating a love of literature and developing high levels of literacy. What students learn in the classroom will equip them with the resilience to navigate the world outside. The thoughts, philosophies, concepts and controversies they come across will plant the seed for learning and exploring the world that they live in.

Our students will engage with the world around them, and that often starts in the classroom. They will ask questions, and feel they have a voice and the skills to articulate their thoughts and opinions.  They will be robust and be able to face difficult questions.  Our students will know their own mind and if they don’t, they will be able to look in the right places for knowledge, inspiration and ideas.

In English, students will develop their reading, writing and spoken language skills.  They will also develop skills of critical analysis, and explore the historical, social, and political landscape of a piece of writing or a performance. They will have a rich diet of language and literature, spanning non-fiction, poetry, prose, modern and literary heritage texts.  All these will be underpinned by the building blocks of written communication – spelling and grammar.

 We will promote student learning through our learning culture which challenges students and takes in to account their different experiences.  We will provide a broad curriculum that builds their cultural capital through classical texts, culturally diverse stories and poems, challenging ideas and thought-provoking concepts.

We will acheive this by modelling high quality analysis, incisive questioning, a robust feedback system, access to a range of texts, opportunities to participate in competitions, and encouragement to undertake wider reading. We will maintain our high aspirations for our young people, ensuring we continue to develop our own knowledge, practice and skills so that we can be the best for them.

The BGGS English team will provide students with an inclusive education that sparks the joy of learning and ensures our students become lifelong learners.

How we assess the impact of what your child is taught:


How will classwork be marked/ monitored/ graded/ self-assessed?


Once every 3 weeks.


Once per fortnight.


Two essays every half term.

What classwork will be marked?


·         Teachers mark using purple pens. 

·         One piece of independent work every three weeks has evidence of detailed marking in the form of comments or questions and/or grades for work. 

·         WWW (What Worked Well) & EBI (Even Better If…) used.


·         Teachers mark using purple pens. 

·         One piece of independent work a fortnight has evidence of detailed marking.  This may include comments or questions and/or grades for work.

·         Student notes analysing texts for Literature need not be marked, however students need to label each page as ‘class notes’.

·         WWW (What Worked Well) & EBI (Even Better If…) used.


Teachers mark essays twice every half term.

·         WWW (What Worked Well) & EBI (Even Better If…) used.

How will students ‘reflect’ on marking/ feedback?


Students allocated about ten minutes ever two to three weeks to respond to feedback ‘GAP TASK’ or ‘GREEN PEN WORK’.  Students respond to teacher questions or instructions using green pen in silence; either directly underneath the written prompt by the teacher or at the end of the piece of work.

How will Homework be marked/ monitored/ graded?


SAM Learning™ automated sheets provided with marks.


Essay (Literature questions) or Language tasks set for homework are marked.  SAM Learning™ automated summaries provided with marks.


Essays will be marked

What are the formal Assessments? When are they marked?


KS3 - Reading/Writing tasks once every half term. STAR rating used for feedback following assessments.

 KS4 - Exam style questions every half term. Evaluation sheets using AO’s used following assessments.

 KS5 - Past exam question paper once every half term. Evaluation sheets with Assessment Objectives used following assessments.