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Every school is different – what works for one school won’t necessarily be right for another. What diversity and inclusivity looks like in an English teaching context will vary depending on a number of factors (including your school’s context; the expertise and experience of the department etc). Wherever you are, we can all agree that this is something that, as practitioners, we all need to think about and act on for the subject to evolve and for the good of future generations of learners.  \nThis resource provides a set of prompts to spark and enrich discussions about curriculum design. It doesn’t seek to be prescriptive or definitive, and is one tool you can add to your repertoire.  \nAt AQA questions matter – so whatever decisions you’re making, the questions provided here make a useful starting point.  \nBefore applying the framework suggested in this resource, you might find it helpful to read of our  \n‘Recommended Reading: A research digest of diversity  and inclusion in English teaching’ or have it close to hand, as some of the prompts and approaches here are an extension of the research literature.  \nWe’ve structured this simply according to two phases: Curriculum conversations followed by Curriculum planning. Though we acknowledge that this process, in practice, is likely to be more fluid than the linear approach proposed here.  \n2  \nCurriculum conversations  \nWe’ve collated a range of big questions for you to take stock of before you commit to changing your curriculum in some way. These considerations have been grouped according to three umbrellas: your teaching context; your curriculum; and your knowledge and practice.  \nYour teaching context  \nA sensible starting point before making any change is to review your current teaching context. These prompts will help you to take an aerial view to ensure any change is aligned with the priorities of the whole school and wider community.  \nYour school and community  \n• What are the core ideas and values that you hold as a school?  \n• What is the school ethos and how is this reflected in (or challenged by) your curriculum?  \n• Are there any wider, social causes your school stands in solidarity with?  \n• How does your curriculum support your school’s responsibility to develop your learners as positively contributing members of society?  \nYour learners  \n• What’s the demographic of your student population (in terms of gender, ethnicity, faith, special education needs and disabilities, for example)?  \n• Can you articulate the underpinning needs and priorities of learners (academically, culturally, socially and spiritually)?  \n• Is there a pressing issue in the demographic you serve which your school is responding to?  \n• Do you teach texts which act as mirrors of your learners’ life experience? ie what (or who) do your learners need to see reflected in the literature they read?  \n• Do you teach texts which act as windows for your learners? ie What different voices/narratives/experiences do your learners need to see in the literature they read?  \nIf you’re not familiar with the analogy of books being mirrors, windows and sliding glass doors as coined by Dr Rudine Sims Bishop, you can read a summary on page 5 of our Resource and  support guide: a research digest of diversity and inclusion in  English teaching ([aqa.org.uk](aqa.org.uk))  \n3  \nYour curriculum  \nA school curriculum needs to both meet the social, cultural and academic needs of its learners and deliver the national curriculum in a way that is inspiring and aspirational. For English, there are many choices to be made and what texts to teach is one of them. We need to be able to answer questions which probe how the curriculum content has been selected and structured in the way it has","cbCainaLfHa49ihs","https://ap.wps.com/l/cbCainaLfHa49ihs","pdf",424202,"English","# Curriculum conversations\n## Your teaching context\n### Your school and community\n### Your learners\n## Your curriculum\n### Curriculum at large\n## Choice of texts\n# Curriculum planning","[{\"question\":\"What is the purpose of this companion guide?\",\"answer\":\"It provides discussion prompts that spark and enrich conversations about curriculum design, especially for an inclusive and diverse English teaching context. It is designed to support practitioners without prescribing a single definitive approach.\"},{\"question\":\"How is the guide structured before and after curriculum change decisions?\",\"answer\":\"It is organized into two phases: Curriculum conversations first, then Curriculum planning. The guide notes that real-world processes may be more fluid than the linear structure.\"},{\"question\":\"What key aspects does the guide ask educators to review when discussing curriculum conversations?\",\"answer\":\"It prompts educators to review their teaching context, including school and community values, learner demographics and needs, and how the curriculum supports learners as positive contributors to society. It also asks how texts connect and what themes provide coherence.\"}]","Companion guide - Sparking conversation about curriculum change - Curriculum conversations - Curriculum planning | PDF",1792465355,23]