08/05/2026
In the past couple of years, we’ve been contacted by a number of English teachers working in MATs where highly prescriptive ‘knowledge-rich’ curricula are shaping classroom practice in troubling ways.
One teacher, writing anonymously, described a Y9 Macbeth lesson where students were required to repeat a single, pre-determined interpretation of Shakespeare’s use of rhyme—verbatim. When the teacher briefly opened up space for independent thought, many students were uncertain, even anxious, about offering their own ideas. Read more on our blog: https://www.englishandmedia.co.uk/blog/how-a-mat-s-knowledge-curriculum-is-limiting-and-silencing-students-in-english-lessons/?utm_source=facebook_emc&utm_medium=social&utm_campaign=2026_news&utm_content=may_2026
This raises significant questions. What happens to students’ confidence when there is little room for interpretation? What does this mean for the teaching of English as a discipline rooted in discussion, nuance, and multiple perspectives? And what is the impact on teacher professionalism when lessons are reduced to delivery rather than dialogue?
We are concerned that such approaches risk narrowing both experience and attainment, particularly for students who may already have limited access to rich literary discussion.
If you have encountered similar practices, we would really value hearing from you. Anonymous contributions are welcome.
An English teacher sets out how he is required to teach by his senior leaders - and what it is doing to students
