English
RESOURCES
The English department is staffed by highly committed, specialist English teachers and a specialist English support teacher. The curriculum is structured as follows: a three year Key Stage 3 course ( years 7-9) and a two year Key Stage 4 in which all pupils follow AQA’s GCSE English Language and English Literature courses. In addition, some pupils study AQA’s ‘Step Up to English’ programme to complement their GCSE preparation.
The programmes of study at Key Stage 3 provide rich coverage of the National Curriculum. As the study of literature is central to pupils’ emotional, cultural, intellectual and spiritual development, high quality literary texts form the bedrock of Key Stage 3. They also form a springboard for ensuring pupils have the skills and knowledge to achieve their full potential at Key Stage 4 and beyond.
The English department seeks to promote high standards of language and literacy. Our aim is to encourage our pupils to become skilled and fluent in reading, writing and speaking. Pupils should read for knowledge and pleasure. As writers, pupils should become confident to produce clear, coherent writing for a range of audiences and purposes. An increased focus on the spoken word, speaking in a range of contexts and for a variety of purposes, allows pupils to develop a command of the English language which helps to underpin their reading and writing skills.
The constantly updated reading room provides a comfortable environment for pupils to pursue their own private reading.
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Year 7 |
Autumn 1 The Tempest
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Autumn 2 Non-fiction shipwreck texts
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Spring 1 Gothic writing
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Spring 2 Darkside- novel
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Summer 1 Poetry – Anthology: School Life |
Summer 2 Non-fiction |
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Explore themes, characters, use of language, context, play in performance. Personal response and interpretation Consideration of context |
Analysis of language and structural devices used in non-fiction texts Produce a group presentation - purpose to inform |
Study of extracts of gothic texts from English literary heritage Analysis of the techniques used |
Explore presentation of setting, characterisation, atmosphere Analysis of writer’s craft. |
Study of pre and post 1914 poems on the theme of school Comparison of techniques used by poets |
Study of themed non-fiction texts Analysis of language and structure |
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Year 8 |
Autumn The Bone Sparrow |
Spring 1 The Merchant of Venice |
Spring 2 Poetry – Anthology: Crime and Punishment |
Summer 1 Drama – The Hound of the Baskervilles
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Summer 2 Of Mice and Men |
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The main texts will be supported by relevant non-fiction texts. Explore main themes, characterisation, setting, analysis of writer’s craft. Personal interpretation and response Speaking and listening- range of discussions related to themes within the novels |
Explore characters, themes, language Personal response and interpretation Exploration of context
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Study of pre and post 1914 poetry Explore the main ideas, techniques used to create effects, poetic terms, comparison of language /structure. Writing poetry
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Study of the play to develop an appreciation of character, language and dramatic devices Understanding of context |
Explore presentation of setting, characterisation, atmosphere Analysis of writer’s craft. Creative writing linked to the original text. |
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Year 9 |
Autumn Heroes - novel with additional supporting texts: Kamikaze, Charge of the Light Brigade, Poppies Non-fiction texts |
Spring 1 Othello
(Poems and non- fiction linked to race/identity) |
Spring 2 Victorian short stories – ghost stories |
Summer 1 20th century drama – The Woman in Black |
Summer 2 Non-fiction unit – themed non-fiction texts on exploration /adventure |
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Explore main themes, characterisation, setting, analysis of writer’s craft. Personal interpretation and response Explore the main ideas, techniques used to create effects, poetic terms, language /structure. Analysis of rhetorical devices used to create a persuasive speech |
Develop an understanding of tragedy Explore themes, characters, use of language, context, Personal response and interpretation |
Analysis of language, structure, sentence structure and punctuation Analysis of writer’s craft. Crafting writing: drafting, editing, revising |
Students will learn to respond to the play, developing an informed personal response to theme, character and historical, cultural/literary influences |
Analysis of language and structural devices Produce a range of non-fiction texts |
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Year 10 |
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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English Paper 2 – Section A -reading and understanding attitudes, ideas , perspectives in non-fiction texts -summarise differences between texts -commenting on writer’s use of language -comparing ideas, attitudes, perspectives and methods used to convey them English Literature Paper 1 – A Christmas Carol -Develop understanding of plot -Understanding of key characters -Writer’s use of language -Relevant contextual information |
English Paper 2 - Section B -writing to present a point of view -understand how to structure a written text -understand how to use language and rhetorical devices to convey a convincing point of view -Written accuracy English Literature Paper 2 - An Inspector Calls -Character, plot and theme -Context -Structure of play |
English Paper 1 – Section B -to develop understanding of how to plan descriptive/narrative writing -to understand how to structure a text – link to Q3 section A -to use vocabulary and other techniques in narrative/descriptive writing - link to Q2 section A -make links to poetry for ideas/techniques English Literature Paper 2 - Power and Conflict poems (4) and unseen poems -respond to unseen poems -understand content, ideas and techniques used in poems -understand relevant contextual information of Power and Conflict poems -develop comparison skills |
English Paper 1 – Section B -to understand how to structure a text -to use vocabulary and other techniques in narrative/descriptive writing -to understand genre -to develop an understanding of sentence structure and punctuation for effect. -to practise responding to exam style questions English Literature Paper 1 – Macbeth -Plot, character and themes -Shakespeare’s use of language and its effects -Relevant contextual information |
English Paper 1 - Section A -reading and understanding modern fiction texts -understand how writers use language to achieve effects -recognise the effects of particular literary/linguistic devices -understand narrative structure -to respond critically to texts English Literature Paper 1 - A Christmas Carol -brief revision of plot -character study -writer’s use of language -importance of context -exam style questions – esp. focusing on extract to whole text |
Exam preparation Spoken endorsement – pupils to prepare and perform their speaking task. All pupils are to be recorded and marks recorded. |
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Year 11 |
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
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English Paper 2 – Section A & B -reading and understanding attitudes, ideas , perspectives in non-fiction texts -summarise differences between texts -commenting on writer’s use of language -comparing ideas, attitudes, perspectives and methods used to convey them -writing to present a point of view -understand how to structure a written text -understand how to use language and rhetorical devices to convey a convincing point of view Literature Paper 2 - An Inspector Calls -revise character, plot and theme -consider language and structure -revise the importance context -develop familiarity with demands of exam style questions |
English Paper 1 – Section A & B Teaching focus: -reading and understanding modern fiction texts -understand how writers use language to achieve effects -recognise the effects of particular literary/linguistic devices -understand narrative structure -to respond critically to texts -to develop understanding of how to plan of descriptive/narrative writing -to understand how to structure a text -to use vocabulary and other techniques in narrative/descriptive writing -to understand genre English Literature Paper 2 - Power and Conflict poems (4) -understand content, ideas and techniques used in poems -develop comparison skills -develop familiarity with demands of exam style questions |
English Paper 1 – Section A & B -reading and understanding modern fiction texts -understand how writers use language to achieve effects -recognise the effects of particular literary/linguistic devices -understand narrative structure -to respond critically to texts -to develop understanding of how to plan of descriptive/narrative writing -to understand how to structure a text -to use vocabulary and other techniques in narrative/descriptive writing -to understand genre English Literature Paper1 - 19th century novel -brief revision of plot -character study -writer’s use of language -importance of context -exam style questions – esp. focusing on extract to whole text 1 lesson per week : English Literature Paper 2 - Power and Conflict poems |
English Paper 2 – Section A & B -reading and understanding attitudes, ideas , perspectives in non-fiction texts -summarise differences between texts -commenting on writer’s use of language -comparing ideas, attitudes, perspectives and methods used to convey them -writing to present a point of view -understand how to structure a written text -understand how to use language to convey a convincing point of view English Literature Paper1 – Macbeth -brief revision of plot -study of character and themes -Shakespeare’s use of language and its effects -relevant contextual information -familiarity with exam questions, answers and marks |
GCSE preparation - external exams begin 13/5/19 Eng Lit Paper 1: Tues 14th May p.m. Eng Lit Paper 2: Thurs 23rd May a.m. Eng Paper 1: Tues 4th June a.m. Eng Paper 2: Fri 7th June p.m. |
KEY STAGE 5
AQA English Language and Literature A Level:
This course offers opportunities for students to develop their subject expertise by engaging creatively, critically and independently with a wide range of texts. Using literary and linguistic concepts and methods, students analyse literary and non-literary texts in a range of modes and genres, in the process gaining insights into the nature of different discourses and ideas about creativity. Students develop skills as producers and interpreters of language by creating texts themselves and critically reflecting on their own processes of production.
The key areas of learning – the representation of place, point of view and genre in prose, the forms and functions of poetic voice, the role of the individual in society, conflict in drama, creative transformations of texts, researching and writing – will effectively engage A-level students from a wide ability range and help them to develop the key critical, creative and analytical skills required both for progression to higher education and for enhanced employability. The focus of teaching and learning is also guided to some extent by the set text choices, which have all been chosen for their accessibility and position as ideal vehicles for the application of students’ knowledge across these key areas.
OCR Media Studies
This is a contemporary, accessible and creative course. This specification will allow learners to study the media in an academic context and apply the knowledge and understanding gained to the process of creating their own media productions.
OCR’s A Level in Media Studies is designed to widen the intellectual horizons of the learner through the analysis of both global and historical media. The course fosters the development of critical and reflective thinking to encourage engagement in the critical debates surrounding contemporary media.
ENRICHMENT AND SUPPORT
At GCSE level, a programme of targeted intervention supports pupils’ progress and ensures particular aspects of reading and writing are addressed appropriately for the individual student
The students have the opportunity to develop as independent readers. Reading for pleasure is actively encouraged through small group reading sessions in our reading room, where young people explore a novel in a group of around five. This approach provides an opportunity to discuss a text with others, communicating their own ideas and learning from the knowledge and ideas of other students in the group. Another advantage is that students explore the text together and can therefore support each other. This helps to take some of the stress out of reading and can build confidence, increasing a student's motivation to read.
The reading room is also available as a quiet, supervised space, where pupils can go to read in a relaxing atmosphere away from the hustle and bustle of the playground.
Trips and visits form an important part of the enrichment programme. For example:
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Peadar O’Guilin |
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| Joshua Khan | |
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Frank Cotrell-Boyce |
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| Andy Briggs |
Useful links
http://www.bbc.co.uk/education
http://www.aqa.org.uk/exams-administration/exams-guidance/find-past-papers-and-mark-schemes
English Key Stage 3
http://www.bbc.co.uk/education/subjects/z3kw2hv
Key Stage 4: AQA English Language (8700) & AQA English Literature (8702)
http://www.aqa.org.uk/student-support/for-parents
https://www.youtube.com/user/mrbruff
http://www.bbc.co.uk/education
AQA English Language and Literature (7706, 7707) Useful Links And Text Books
http://www.aqa.org.uk/subjects/english/as-and-a-level/english-language-and-literature-7706-7707
A/AS LEVEL ENGLISH LANGUAGE AND LITERATURE FOR AQA STUDENT BOOK
Authors: Marcello Giovanelli (Series Editor), Andrea Macrae, Felicity Titjen and Ian Cushing
Publisher: Cambridge University Press
ISBN-13: 978-1-1074-6566-4
Authors: Ruth Doyle (Author), Angela Goddard (Author, Series Editor), Raj Rana (Author), Mario Saraceni
Publisher: OUP Oxford
ISBN-13: 978-0198337492
