Let's Talk English: the campaign so far...
Let’s Talk English is all about reimagining what English means for today’s learners and exploring what the subject could (and should) look like in classrooms across the country. Since launching in March, the conversation has continued to grow, with educators from across the sector joining the discussion and sharing their views.
Every forum has raised questions about what we teach, how we teach it and what students learn - the kind that get right to the heart of English as a subject:
What would a curriculum look like if it genuinely reflected students’ voices and the world around them?
Why does memorising quotes still seem to matter more than learning to communicate clearly or think critically?
Can English be both a gateway to functional literacy and offer space for creativity, culture and independent thought?
Let's discuss what English is and what it is for: March 2025
Our first session opened with two deceptively simple questions: What is English? What is it for?
The discussion sparked a huge range of ideas - from rethinking the texts we teach to reimagining the purpose of the subject altogether. What came through clearly was a desire to do things differently: to make English more inclusive, more joyful and more connected to students’ lives and futures.
Curriculum inclusivity
“Everyone should have the opportunity to access a whole range of different literature.”
The call for a more purposeful curriculum was clear. Teachers and subject experts questioned why so many set texts feel so far removed from students’ realities. What if we explored more contemporary, multimodal or student-chosen texts?
Joy vs performance
“You end up stripping back the content just to make it manageable — and the joy goes with it."
Assessment pressure, content overload and memorisation demands were said to be draining the joy out of the subject: creativity and curiosity often sacrificed for performance.
Real-world relevance
"English should be about texts in conversation: from The Odyssey to Love Island."
English should prepare students to think critically, communicate clearly and understand the world around them. Many felt that the curriculum should build on what students already know and care about - drawing from their language, cultural expression and lived experience.
“English as a subject is all about us as human beings and our lives, as expressed through the language we speak and write, the texts we read and the ones we create ourselves. We relish debating and disagreeing about uncertainties and ambiguities, rather than dealing in absolutes and truths. English is unusual in being a creative, aesthetic, affective, knowledge-based, analytical, academic and communicative subject — all at the same time.”
Barbara Bleiman, Co-Director of the English and Media Centre (EMC)
Let’s Reassess English Assessment: April 2025
In April, we explored how assessment shapes not just what is taught but how students experience English:
Are we assessing what matters or what is easiest to measure?
What would it take to make assessment more inclusive, relevant and supportive of great teaching?
What if assessment focused less on recall and more on creativity and confidence in communication?
Too narrow, too repetitive
“We are assessing the same things, multiple times, in the same way.”
There was broad concern that assessment is too focused on extended essays, formulaic responses and memorisation. Attendees questioned the value of asking students to demonstrate the same skills across multiple papers, rather than providing space to explore and express their personal understanding.
Assessment authenticity
“There is so much pressure just to get students through the exams without the element of exploration — and that is fundamentally a huge problem.”
There was a clear desire to realign assessment with the core purpose of the subject: helping students think independently, express themselves clearly and engage deeply with language. The aim isn’t just to test students - it’s to open up what’s possible in their writing, thinking and communication beyond the classroom.
Let’s have an honest conversation about speech in English: May 2025
This month, we turned our attention to how we can bring speaking and listening back into the heart of English — and assess them in a way that really works. We explored how recognising all types of spoken English, not just standard English, can support students’ confidence, sense of identity and ability to communicate clearly.
We will share a full update on the outcomes of this conversation next month.
Thank you!
Without the insights, expertise and openness of colleagues across the sector, these conversations would not be possible. We are incredibly grateful to everyone who has contributed so far.
A huge thank you to Barbara Bleiman (English Media Centre), Catherine Sezen (Association of Colleges), Professor Bob Eaglestone (English Association), Professor Cathy Shrank (University of Sheffield), Leandri Dannhauser (Ark Schools), Anthony Cockerill (NATE), Brian Doyle (United Learning), Rebecca Hawkins (Oasis Academy, Brislington), Meredith Reeve (ɫèAV), Professor Thomas Karshan (University of East Anglia) and the many other teachers and school leaders who have shared their time and perspectives along the way.