Zoe Helman is a highly experienced teacher and Education Consultant from West Yorkshire. She is co-founder of English-Ed which works with secondary schools to transform their English provision. Her main interest is in using Continuing Professional Development (CPD) to improve outcomes for disadvantaged pupils. She was also involved, as an Advisor and Assessor, with the CPD Assessment Pilot set up by the Wellcome Trust.

Sam Gibbs is Trust Lead for Pedagogy and Curriculum across secondary schools in Greater Manchester. She is an experienced teacher educator and coach, who has delivered evidence-informed training on curriculum design and implementation to primary and secondary schools across the country. She co-founded English-Ed with Zoe and was previously an Advanced Skills Teacher and leader in English departments. Sam lives in Leeds with her husband and three children.

Foreword

Mary Myatt

Introduction

1.Persistent problems in English

2. How do pupils make meaning in English?

3. Teaching abstract concepts

4. What are the implications for English curriculum design?

5. Curating a curriculum

6. How should the curriculum be assessed?

7. Evidence-informed approaches to enacting the curriculum

8. How should we implement change?

9. Resource design - supporting teachers to enact the curriculum

10. How can we measure impact?

11. Sustaining high standards

Conclusion: A Vision for English

Appendix

Afterword

David Didau