Why do we learn English?
Through studying English, pupils will develop their confidence to speak, read and write fluently so that they can effectively communicate their ideas and emotions to others and through their reading and listening, others can communicate with them.
By developing a passion and appreciation for reading for pleasure and information, we want pupils to appreciate our rich and varied literary heritage so that they acquire a wide vocabulary and develop culturally, emotionally, intellectually, socially and spiritually.
Additionally, pupils should be able to analyse language, structure and form of whole texts, including a variety of forms, and articulate themselves academically in well-structured critical essays, considering context and writer’s intentions. Alongside this, pupils will enhance their understanding of grammar and knowledge of linguistic conventions so that they can analyse as well as manipulate conventions to suit audience, purpose and text-type.
Where could English take me in the future?
English is one of the most versatile and academically rigorous qualifications. It helps pupils communicate, both verbally and through writing.
Scholars of English are present in all walks of life- from medical doctors, to lawyers, and beyond.
Head of Department
Assessment Details
In addition to regular knowledge quizzes and multiple-choice style questions, pupils will also undertake extended writing tasks where pupils’ analytical skills, vocabulary, grammar and punctuation skills are assessed.
In GCSE study, pupils will be entered for 2 GCSEs: the AQA Literature Specification and AQA Language specification. In Literature, pupils will study and be assessed on Macbeth, A Christmas Carol, An Inspector Calls, Conflict and Power poetry and Unseen poetry.
GCSE exams consist of:
English Language GCSE:
- English language 1: Fiction texts
- English Language 2: Non-fiction texts
English Literature GCSE:
- English literature 1: Shakespeare and 19th Century Literature
- English Literature 2: Modern Drama and Poetry
There is also a Spoken language component.
Year 7 - English
| Autumn | |
|---|---|
| What kind of character is Bill Sykes? | |
| Life in Victorian England and Victorian Crime The form of a novel Narrative of Oliver Twist Bill Sikes – character development and vocabulary to describe him Knowledge of following characters and how they interact with Bill Sykes: Fagin, Artful Dodge, Oliver Essay and writing skills |
| Spring | |
|---|---|
| Is the love potion good or bad? | |
| Life in Elizabethan England and Shakespeare’s life Elizabeth family relationships The role of the love potion The form of a play Narrative of A Midsummer Night’s Dream Life in Ancient Athens Essay and writing skills |
| Summer | |
|---|---|
| How do poets create meaning in descriptions? | |
| Structure and use of metaphor Poetic forms Lives of Blake and Tennyson ‘The Tyger’ by William Blake ‘The Eagle’ by Alfred Lord Tennyson Essay and writing skills |
Year 8 - English
| Autumn | |
|---|---|
| What kind of character is Sherlock Holmes? | |
| Victorian England The importance of style and archetypes Sherlock Holmes- character development and vocabulary that aids the analysis of his character Essay writing Grammar Building an argument in essays |
| Spring | |
|---|---|
| How is Caliban presented in this extract and in the rest of the play? | |
| Elizabethan England Post- colonial theory and how that assists the reading of the play The form of a play Analysis of Shakespearean language, structure and form Vocabulary that aids analysis |
| Summer | |
|---|---|
| How and why does the farm fail in ‘Animal Farm’? | |
| The form of allegory The relationship between context and texts The importance of the writer’s perspective when analyzing text The stylistic choices made be an author |
Year 9 - English
| Autumn | |
|---|---|
| Explore the way Bronte presents Jane’s childhood experience. | |
| The female voice in Victorian England The significance of the Brontes as artists and writers The significance of contextual knowledge and authorial intent The stylistic elements of Voctorian literature Essay writing skills Oracy skills |
| Spring | |
|---|---|
| Which main character changes the most by the end of Small Island? | |
| The study of a modern play text The Historical background surrounding the Windrush generation Character development Structural choices made by writer The use of theatrical conventions in literature |
| Summer | |
|---|---|
| How do poets create meaning in descriptions? | |
| The genre and form of poems The use of different contexts Stylistic choices made by poets Romanticism War poetry Polemic poetry Comparative essay writing |
Year 10 - English
There are two areas of English: Language and Literature.
Literature: pupils study Macbeth, An Inspector Calls, A Christmas Carol, and Poetry. These texts represent a diverse and rich variety of writers and literary movements across history, and different cultures.
Language: Pupils understand the differences between fiction and non-fiction. They gain an appreciation of how writers create meaning in texts.
| Autumn 1 | Autumn 2 |
|---|---|
| Exploring creative reading and writing | 19th Century Prose: A Christmas Carol |
|
Fiction text types |
Plot summary of the play |
| Spring 1 | Spring 2 |
|---|---|
| Non-fiction writers’ viewpoints and perspectives | Power and Conflict & Unseen Poetry |
|
Non-fiction text types |
Pupils will focus their study on an anthology of key poems and review: |
| Summer 1 | Summer 2 |
|---|---|
| Shakespeare’s Macbeth | How can I best bring together all skills taught so far? |
|
Plot summary of the play |
Bringing learning together to excel in examinations |
Year 11
| Autumn 1 | Autumn 2 |
|---|---|
| An Inspector Calls Non-fiction reading and writing |
Power and Conflict poetry Non-fiction reading and writing |
|
Plot of An Inspector Calls |
Key quotations from each poem |
| Spring 1 | Spring 2 |
|---|---|
|
An Inspector Calls, Unseen Poetry, Power and Conflict |
A Christmas Carol |
|
Revision tailored to specific outcomes in Mock 1 and to individual pupil needs |
Key quotations for each character and theme |
| Summer 1 | Summer 2 |
|---|---|
| Revision Focus | |
|
Revision tailored to specific outcomes in Mock 2 and to individual pupil needs |
|