You appear to be using an unsupported browser, click here to update your browser

Blog: Prioritising Key Stage 3 in English
Monday 2 December 2019
A blog about how English ensures the Key Stage 3 curriculum is enriching and empowering.

Our Key Stage Three curriculum is relentlessly challenging. We teach each core text over a term, with other key areas woven in. The texts are highly challenging not only in content, but in the discussions their themes provoke. ‘The Yellow Wallpaper,’ ‘The Speckled Band’ and ‘To Kill a Mockingbird’ all feature in Year 8, and The Iliad is Year 7’s first introduction to English at Kings. In year 9 kids read either Frankenstein (yes- the full, unabridged version) or The Strange Case Of Dr Jekyll and Mr Hyde. Shakespeare, too, features highly, with ‘The Tempest’, ‘A Midsummer Night’s Dream’ and ‘Romeo and Juliet’ all studied during the three year course. 

Grammar, Vocabulary, Creative Writing, Poetry, Rhetoric and Non-Fiction are all interspersed with these literary works. This is coupled with the use of Direct Instruction; the overt teaching of four words a week designed to give students a better general vocabulary. 

Knowledge is power. Power breeds confidence. Teachers in our department have two or three core literary concepts/terms only that students must understand by the end of each text or topic. This has two advantages, but the first is that students build up thorough knowledge of core literary terms and their usage. A typical Year 7, for example, will be able to explain and identify simile, metaphor, verse, prose and soliloquy by Christmas.

Students are empowered by this knowledge. They communicate with big brothers about why “solitary as an oyster” is a simile and not a metaphor. They explain with nonchalance to guardians why verse indicates higher status than prose. They question the ordering of classical rhetoric and move the refutation where they fancy, because they speak with authority.

Put simply - they know they know stuff.

The second advantage of this knowledge-rich curriculum is that, without warning, feeling powerful starts feeling fun. Competence breeds a thirst for further competence and as confidence improves, students seek more for themselves.

This curiosity filters upwards. By GCSE, students have already grappled with key terms and texts others may first encounter only partway through Year 10 and have the confidence to articulate what they feel and know about a text.  They believe in their teachers and value their knowledge, and understand that sometimes, you need to just listen. They fear pen-to-paper less, because they have the words to show themselves.

But there’s a secret here. The best thing about KS3 in our school is that I love teaching it. I love that once I spent a month of our creative writing lessons slow-writing a short story with a class because the kids wanted to, and that’s OK with the boss. I love that I will never again drag an eleven-year-old through a GCSE language paper as if that’s somehow useful. I love that when others cover my classes, they’re pulled up for misspelling learned vocabulary.

We give our students voices of their own so they do not shy away from challenge. By the time they reach GCSE, they have the words - and the love - they need to succeed.