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.

Year

Autumn

The Gothic Genre: Darkside (Novel)

Autumn

The Gothic Genre: Gothic Writing

Autumn

The Gothic Genre: A Christmas Carol (Drama)

Spring

Greek Mythology

Spring

Shakespeare: The Tempest

Summer

Non-fiction: Shipwreck texts

Summer

Poetry: School Life

In this topic I am learning about the features of gothic writing; how a writer creates character; how a writer creates setting; how a writer creates tension.

In this topic I am learning about applying gothic features within my writing; how to create character, setting and tension within my own writing.

In this topic I am learning about the features of gothic writing in another form by looking at the script of the stage version of A Christmas Carol.

In this topic I am learning about some of the most significant Greek myths that have influenced many writers over the past five hundred years.

In this topic I am learning about Shakespeare's language and the context around some of his plays. I will be focusing on characterisation as well as exploring some of the themes associated with the play.

In this topic I am learning about different disasters at sea, exploring how writers have reported these disasters, while starting to learn how to adhere to features of certain non-fiction types.

In this topic I am learning about the techniques poets use to present perspectives, specifically about school.

By the end of the topic I will be able to identify and explain different gothic features within a text.

I will also be developing my analysis of language skills, particularly when exploring characterisation.

By the end of the topic I will be able to create the opening of a gothic story, choosing some of the features to create effect.

I will also be developing my creative writing skills, particularly my ability to use imagery within my writing.

By the end of the topic I will be able to identify and explain different gothic features used in a different context and be able to explore some dramatic techniques used by writers.

I will also be developing my speaking and listening skills, building on my understanding of characterisation.

By the end of this topic I will be able to refer to and show knowledge of a range of stories that has shaped and inspired the stories we read today.

I will also be developing my ability to make links between texts, identifying where within modern stories Greek mythology has used been used.

By the end of the topic I will be able to understand the plot of the play, specifically the character of Caliban and his involvement.

I will also be developing my skills analysing Shakespeare's language and applying relevant contextual information to inform my interpretation of a text.

By the end of the topic I will be able to identify key features of some non-fiction and texts and feel confident in writing in different forms.

I will also be developing my speaking and listening skills, using my knowledge to present a news report.

I will be focusing on identifying the effect of their word choices and use of techniques and will be looking to develop my own use of them.

I will also be developing my creative writing skills as I will be writing some of mine poetry about school life and analysing my own word choice.

Year 8

Autumn

Creative Openings

Autumn

Seminal World Literature: Of Mice and Men

Autumn

Drama: Frankenstein

Spring

Shakespeare: The Merchant of Venice

Spring

Poetry: Crime and Punishment

Summer

Non-Fiction: The Bone Sparrow (Novel)

Summer

Novel: The Bone Sparrow

In this topic I am exploring a range of openings from famous literary texts.

In this topic I am exploring the classic John Steinbeck tale, focusing on characterisation, setting and the themes and context of this novel.

In this topic I am returning to the gothic genre to explore this classic tale. The script version will allow me to understand the key themes of the novel and I will be analysing and debating the moral issues involved, particularly the use of science.

In this topic I am exploring another of Shakespeare's most famous works and bringing in the context and themes in what is a very relevant important play.

In this topic I will be learning about a range of poems from the 19th and 20th Century, focusing on how the writer uses poetic techniques to present some of literature's most disturbed characters.

In this topic I will exploring Zana Fraillon's modern classic and using it to develop my understanding regarding a very real issue: the refugee crisis. In addition, I will be exploring a range of speeches the problems identified within the text and others.

I will be continued to explore the novel, developing my understanding of the characters and the themes involved.

By the end of this topic I will be able to use some of the techniques writers use to open stories within my own writing.

I will be developing my creative writing skills, focusing on creating engaging and original plots, characters and settings.

By the end of the topic I will have develop my analytical skills, particularly focusing on the presentation of those characters considering outsiders within 1930s America.

I will also be developing my skills of applying context to my responses to literature.

By the end of this topic I will have a good understanding of the story and have developed my ability to create reasoned arguments about the topics discussed.

I will also be looking at relevant non-fiction texts to develop my understanding further.

By the end of the topic I will have developed my understanding of how Shakespeare uses language, focusing on the presentation of Shylock, an outsider in16th and 17th Century society.

I will also be furthering my understanding of characterisation and my skills when analysing language and applying context to my responses.

By the end of the topic I will have developed my understanding of poetic techniques and be able to analyse them in an extended response.

I will also be developing my skills of independently analysing poetry, searching for deeper meanings and showing consideration of author's intentions.

By the end of this topic I will be able to confidently write a speech, implementing many non-fiction writing techniques to present a powerful perspective.

I will also be developing my speaking and listening skills, as I will be delivering my speech to my class.

By the end of the novel I will be able to analyse the presentation of a theme, considering the writer's opinion on a topic she has presented within the novel.

I will also be developing my reading skills, focusing on close analysis of the text and extracts chosen from it.

Year 9

Autumn

Creative Writing: Heroes

Autumn

Novel: Heroes

Autumn

Poetry and Non-Fiction

Spring

Shakespeare: Othello

Spring

Drama: The Woman in Black

Summer

Short Stories: A selection of ghost stories

Summer

English Literature Paper 1 - Section B: A Christmas Carol

In this topic I am exploring the start of Robert Cormier's novel 'Heroes'. I will be focusing on the craft of the writer, looking at how he creates effect using a range of techniques and structures.

In this topic I will be continuing to explore Robert Cormier's novel 'Heroes' focusing on his characterisation and presentation of themes.

Poetry on the theme of heroism and speeches. In this topic I will be exploring further the theme of heroism, which I explored in 'Heroes'. I will be analysing both poems and speeches, looking at the key techniques used by writers.

In this topic I will be focusing on one of Shakespeare's most harrowing tragedies, looking at what constitutes a tragic hero and developing further my analytical skills of Shakespeare's language.

In this topic I will be exploring of the most terrifying stories of recent times. By looking at the script I will be discovering the features of the horror genre, while analysing how writers create fear and tension within a text.

In this topic I will be exploring further how fear and tension is created but this time through prose. Using my knowledge of the horror genre, I will explore a range of short stories, analysing the author's craft within them.

In this topic I will be exploring my first GCSE text. I will be learning the plot of A Christmas Carol as well as exploring how Dickens creates one of literature's most famous characters: Ebenezer Scrooge.

By the end of the topic I will have developed my creative writing skills, particularly my use of imagery when describing dramatic events.

I will also be developing my analytical skills, considering how a writer creates effect.

By the end of the topic I will have developed my analytical skills, particularly focusing on the presentation and the development of Larry Le Salle.

I will also be developing my skills of exploring themes and how an author's perspective can be shown through his writing.

By the end of the topic I will have developed the skills to write my own speech on the topic of heroism and returning veterans.

I will also be developing my speaking and listening skills and may get the opportunity to make my speech.

By the end of the topic I will have explored how Iago manipulates those around him, focusing on his use of language to show a deeper understanding of his character.

I will also be developing my understanding of Shakespeare's genres and the influences upon him.

By the end of the topic I will have developed my analytical skills particularly when discussing specific effects achieved by writers.

I will also be furthering my understanding of genre, particularly horror, considering how writers look to conform or subvert to genre types.

By the end of the topic I will have not only developed my analytical skills further but also looked to developed my own ability to write to create fear and tension.

By the end of the topic I will have a clear understanding of the story, as written by Dickens, and understand the influences in Scrooge's reclamation.

I will also be developing my understanding of the context surrounding the novel.

Year 10	Autumn a	Autumn b	Spring a	Spring b	Summer a	Summer b
English Language	English Paper 2 – Section A: Writer's Viewpoints and Perspectives.	English Paper 2 – Section B: Writer's Viewpoints and Perspectives.	English Paper 1 – Section B: Explorations in Creative Reading and Writing.	English Paper 1 – Section B: Explorations in Creative Reading and Writing.	English Paper 1 - Section A: Explorations in Creative Reading and Writing.	English Language: Spoken Endorsement.
	In this topic I will be exploring a range of non-fiction texts from across the past two hundred years, focusing on how writers present their perspectives on a range of topics.	In this topic I will be exploring how to write a range of different non-fiction texts, such as speeches, articles, letters and essays, to present my own perspective on a topic.	In this topic I will be developing my writing skills further but for a different purpose. I will be focusing on the individual skills required to write an original and engaging piece of creative writing.	In this topic I will be developing my writing skills further but for a different purpose. I will be focusing on the individual skills required to write an original and engaging piece of creative writing.	In this topic I will be developing my reading skills, breaking down the exam into questions, identifying what skills are required for which question.	In this topic, I will developing my non-fiction writing skills and oracy skills in preparation for my Spoken Endorsement, which will take place this half term.
	By the end of the topic I will have a clear understanding of how a writer presents a perspective on a variety of different topics. I will also be developing my comparative skills, as I look at the different viewpoints on a topic.	By the end of the topic, I will be comfortable in creating a reasoned line of argument, using techniques effectively and looking to produce perceptive perspectives on a range of topics. I will also be developing my understanding of the writer's craft further.	By the end of the topic, I will be able to have original and engaging ideas in response to a variety of stimuli and be improving my writing skills to produce a narrative. I will also have explored a range of writing that will develop my understanding of author's craft.	By the end of the topic, I will be able to have original and engaging ideas in response to a variety of stimuli and be improving my writing skills to produce a narrative. I will also have explored a range of writing that will develop my understanding of author's craft.	By the end of this topic, I will feel comfortable working through the exam and have a good understanding of which skills are required for which question. I will also have developed my ability to analyse language, structure and to respond critically to a text.	By the end of this topic, I will confidently and effectively be able to make a speech to a group of people in assessment conditions. I will also have developed my research and questioning skills, allowing me to produce logical arguments about a topic.
English Literature	English Literature Paper 2 - Section A: An Inspector Calls.	English Literature Paper 2- Section B: Power and Conflict poetry.	English Literature Paper 1 - Section A: Macbeth.	English Literature Paper 1 - Section A: Macbeth.	English Literature Paper 1 – A Christmas Carol. In this topic	English Literature Paper 2- Section B: Power and Conflict poetry.
	In this topic I will be exploring my second GCSE text, focusing on understanding the events of the play, the presentation of the characters and the themes presented.	In this topic I will be exploring some of the poems from my exam anthology. I will be building my understanding of poetic techniques and considering the influences of the writers and how this is reflected in their writing.	In this topic I will be exploring my third GCSE text, focusing on understanding the events of the play, the presentation of the characters and the themes presented.	In this topic I will be exploring my third GCSE text, focusing on understanding the events of the play, the presentation of the characters and the themes presented.	I will be returning to this exam text with a view to develop my close analysis skills and recover the key plot and contextual aspects.	In this topic I will be returning to explore some more of the poems from my exam anthology. I will be developing further my understanding of poetic techniques and considering the influences of the writers and how this is reflected in their writing.
	By the end of the topic I will have a clear understanding of the plays and events and will have developed my analytical skills of a script. I will also be developing my understanding of socialism and capitalism and how it influenced writers.	By the end of the topic I will have a clear understanding of some of my exam poetry, having analysed the techniques used to present the author's opinions and ideas within a poem. I will also have developed an understanding of a wider range of contextual aspects to help me understand other issues.	By the end of the topic I will have a clear understanding of the plays and events and will have developed my analytical skills of Shakespeare. I will also be developing my understanding of 17th Century Britain and how it influenced Shakespeare's ideas and plays.	By the end of the topic I will have a clear understanding of the plays and events and will have developed my analytical skills of Shakespeare. I will also be developing my understanding of 17th Century Britain and how it influenced Shakespeare's ideas and plays.	By the end of this topic, I will feel comfortable analysing key extracts from the novella and be able to build in key contextual points that are relevant to Dickens and his story. I will also have developed my understandings of conventions of genre and how texts a specifically structured.	By the end of the topic I will have a clear and secure understanding of some of my exam poetry, having analysed the techniques used to present the author's opinions and ideas within a poem. I will also have developed my ability to analyse unseen poetry.

Year 11	Autumn a	Autumn b	Spring a	Spring b	Summer a	Summer b
English Langugage	English Paper 2 – Section A: Writer's Viewpoints and Perspectives.	English Paper 2 – Section B: Writer's Viewpoints and Perspectives.	English Paper 1 - Section A and B: Explorations in Creative Reading and Writing.	English Paper 2 – Section A and B: Writer's viewpoints and Perspectives.	GCSE preparation: Revision of key areas skills and areas of the exam.
	In this topic I will be exploring Section A of the exam, focusing on the specific skills required for the exam such as inference, synthesis, comparison and analysing language.	In this topic I will be developing my ability to write a range of different non-fiction texts, such as speeches, articles, letters and essays, presenting my own perspective on a variety of topics topic.	In this topic I will be revisiting this paper, focusing on developing the skills required for each question and developing my exam technique.	In this topic I will be revisiting this paper, focusing on developing the skills required for each question and developing my exam technique.
	By the end of the topic I will have a clear understanding of how to approach the exam and the different skills needed for each question. I will also be preparing for my mock examination on this paper.	By the end of the topic, I will have developed my use of vocabulary, techniques and structure to create and engaging and effective piece of writing. I will also be preparing for my mock examination on this paper.	By the end of this topic, I will be comfortable with the timings of the exam, and be confident with the skills required for each question.	By the end of this topic, I will be comfortable with the timings of the exam, and be confident with the skills required for each question.
English Literature	English Literature Paper 2 - Section A: An Inspector Calls.	English Literature Paper 2- Section B: Power and Conflict poetry.	English Literature Paper 1 – A Christmas Carol.	English Literature Paper 1 – Macbeth.	GCSE preparation: Revision of key areas skills and areas of the exam.
	In this topic I will be revisiting and embedding knowledge of the text, particularly focusing on close analysis of the characters, themes, techniques and context of the play.	In this topic I will be returning to explore the remaining poetry from my exam anthology. I will be developing further my understanding of poetic techniques and considering the influences of the writers and how this is reflected in their writing.	In this topic I will be returning to this exam text with a view to developing my ability to produce detailed and developed exam responses that will address all the required skills.	In this topic I will be returning to this exam text with a view to developing my ability to produce detailed and developed exam responses that will address all the required skills.
	By the end of the topic I will have a secure understanding of the plays and events and will have developed my ability to plan and respond to exam questions. I will also be developing my understanding of how the themes and ideas of this play link to other texts we have covered.	By the end of the topic I will have a clear and secure understanding of some of my exam poetry, having analysed the techniques used to present the author's opinions and ideas within a poem. I will also have developed my ability to analyse unseen poetry and look to work in exam conditions to respond to questions.	By the end of this topic, I will feel comfortable responding to a range of exam questions. I will also have developed my ability to plan essays effectively, showing a wide range of knowledge and skill.	By the end of this topic, I will feel comfortable responding to a range of exam questions. I will also have developed my ability to plan essays effectively, showing a wide range of knowledge and skill.

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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