ABSTRACT
While rich English teaching will make use of all of the curriculum vehicles available, it is in English lessons where there is a sustained opportunity to bring together different elements of English. Coverage is the enemy of good learning. If teachers have a curriculum to deliver with a set amount of content to cover over a certain number of weeks, that leaves little room for flexibility when things do not go as expected. Deciding how prescriptive to be with the texts that are studied can be a challenge when planning a text-based curriculum. If the texts to be studied are chosen and allocated to different year groups centrally, it allows for progression and ensures that the texts studies will be chosen with a clear rationale. Each unit has one or more suggested written outcome: these are not linked to specific text types or genres, but instead to primary purpose for creating them: writing to entertain, describe, inform, instruct or persuade.
