A shelf of books, many theoretical handbooks related to Literature

Discipline Of English

Welcome to Discipline of English,

DisciplineOfEnglish.co.uk is a prototype curriculum intending to demonstrate the form that could be taken by the recommendations of published papers. The papers are undergoing peer review and publication by Taylor and Francis within the journal English In Education. These papers were written in response to a clear need for adaptation of the English curriculum, as told to us by Ofsted reports, examiner reports, student voice, and teacher satisfaction levels. This prototype curriculum challenges many assumptions and inherited curriculum structures, based on 20 years teaching experience and pedagogy.

The papers that influence this demonstrative curriculum include:

  • Pedagogy:
    • The Analytical Framework: A Synthetic approach to the writing of secondary level education essays – currently in academic-peer-review
    • Expansion Stems: How cognitive domain questions scaffold the authorised response – in peer-review
  • Curricular papers:
    • Swan, A. (2026). Methodological facts associated with literature; a style guide for secondary‑level literature analysis in replacement of PEE-esk strategies. English in Education, 1–19. https://doi.org/10.1080/04250494.2026.2701733
    • Proposing a Conceptualised Essentialism for Critical Analysis – currently in academic-peer-review
    • Defining the procedures of Secondary Education Literature, When The Cognitive Domain’s ‘Knowledge’ Levels Are Considered Flat And synchronous – in draft
    • Exploring Various Metacognitions For Secondary Education Literature, When The Cognitive Domain’s ‘Knowledge’ Levels Are Considered Flat and Synchronous – in draft

The questions and solutions provided by this curriculum can be summarised as followed:

  • What is the disciplinary uniqueness between Language and Literature?
  • What do we mean by ‘analysis’ and ‘critical analysis’?
  • How can these complex disciplines use pedagogical principles to transfer objectives into long term memory?
  • How do department documents follow a cascade / taxonomy of determination?
  • Do students deserve a hybrid learning opportunity?
  • How can data be better utilised to create key performance indicators and metrics of success, to allow for recommendations for adaptation?

The accumulation of documents, lesson resources and outcomes constitute a ‘virtual department’. They are designed to work in harmony, and no one document or resource is a standalone / transferable product. The curriculum is constantly being written and reviewed, which can be traced through the articles and posts being produced. It is under live development so please revisit and follow it’s development.

For consultation on the papers or the VLE, please use the ‘contact’ webform. Other modes of contact are possible through LinkedIn or the dedicated Facebook group.

Audit of development:

  • Confirm accessibility for students
    • ChatGPT compatibility good,
    • Reading mode compatibility good,
    • Translation compatibility good,
    • AI summary compatibility good,
    • Copilot compatibility bad,
      • Standardise lessons into Kadence blocks
      • Remove legacy CSS code
  • Confirm Google indexing of sites and robots.txt conflicts
  • Continued development of Language discipline lessons
    • Factual knowledge completed
    • Conceptual knowledge in development
  • Continued development of Literacy discipline lessons
  • Development of data dashboard for disciplines