In terms of GCSE, I find it interesting that Shakespeare is compulsory but no other writers are. Obviously, the value of Shakespeare is undeniable but it's interesting to consider what the curriculum implicitly / explicitly values. Linking to this, you could address representation in the curriculum and the extent to which teachers are confined by certain texts (especially the traditionally canonical ones). Having a read of this article may be useful: https://www.theguardian.com/education/2020/jul/30/exclusive-tone-deaf-ministers-reject-bame-review-of-english-curriculum.
With everything happening at the moment, there has been a lot of focus on the way students are assessed and the problems of terminal exams. You could look into alternative methods of assessment.
With everything happening at the moment, there has been a lot of focus on the way students are assessed and the problems of terminal exams. You could look into alternative methods of assessment.
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