The English Department are providing a broad, balanced and challenging curriculum that fosters a love of learning. Our curriculum is intended to support the interests and aspirations of every child and encourages them to strive for personal excellence.
Year 7
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Curriculum Intention: The Year 7 schemes of work ensure that the content of the national curriculum is delivered. Teachers have developed schemes that ensure high challenge, enjoyment and enquiry are at the heart of learning English. Reading has been prioritised to support students’ progress. Texts that have been selected are to broaden the students understanding of plot, character and themes – this is particularly demonstrated through Harry Potter and War Horse. Students will explore the language, form and structure used by the author to create meaning with regards to theme and character. As well as building cross curricular links with History in Warhorse with the context of the world wars. Furthermore, the unit on Ancient Myths is to build students understanding of where motifs and intertextual links are made further in their schooling career, using these to analyse how different people from myths are depicted looking at character motifs in particular. Finally, the Media unit builds on the students understanding of how we use language to influence and how this looks in different non-fiction pieces. We felt it was valuable for the students to see English in the real life examples to help develop their understanding of Englishs’ importance in the wider world. |
Curriculum Implementation:
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Thematic based schemes that will cover the following broad areas: modern fiction, classic fiction, drama, and poetry, reading non-fiction texts, written communication and spoken language. Grammar for writing, opportunities for speaking and listening and reading for pleasure will be interleaved throughout the scheme. |
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Autumn |
Spring |
Summer |
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NOVEL: Fantasy (Harry Potter) |
Ancient Myths |
Novel: War Horse |
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Half term |
Half term |
Half term |
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NOVEL: Fantasy (Harry Potter) |
Media Unit |
Novel: War Horse |
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Christmas Holidays |
Easter Holidays |
Summer Holidays |
**Please note where groups are shared between staff a revised LTP has been adopted.
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Outcomes:
Student outcomes will mirror or exceed targets set and teacher’s aspirations. A reading rich curriculum will enhance progress. |
Employability skills:
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Year 8
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Curriculum Intention: As a department we have a passion for English and endeavour to foster enthusiasm, excitement and an appetite for learning language, literature and fostering student ongoing enthusiasm for English. The Year 8 schemes of work ensure that the content of the national curriculum is delivered. Teachers have developed schemes that ensure high challenge, enjoyment and enquiry are at the heart of learning English. Reading has been prioritised to support students’ progress. Love across the ages allows students to explore different types of love – fitting in with PSHE and exploring this through a historical timeline, students will look at themes of love and different motifs as well as exploring the context of different types of love in different parts of History. The Tempest allows students to begin to get an education in Shakespeare and the different types of plays that he writes. Furthermore, building on the student’s skills of annotating and looking closely at Language, form and Structure, skills we begin in year 7 and maintain throughout their school experience. We have then built in units of Diversity Noughts and Crosses and Face and they will allow students to explore cultural and social communities and how groups are treated and how different writers have explored this. In literature students consider how the writer builds in different themes and placing them in the context of their intentions for the audience. The combination of literature and language being taught at KS3 embed skills and supports students in their application of these skills ultimately unleashing the potential of students to write with flair. We continue to teach transferable skills, such as: Communication, debating and writing techniques applicable to a range of subjects including but not limited to: History, Geography, Drama and R.E |
Curriculum Implementation:
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Thematic-based schemes that will cover the following broad areas: modern fiction, classic fiction, drama, poetry, Shakespeare, reading non-fiction texts, written communication and spoken language. Grammar for writing, opportunities for speaking and listening and reading for pleasure will be interleaved throughout the scheme. |
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Autumn |
Spring |
Summer |
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Love throughout the ages |
Novel: Diversity ‘Noughts and Crosses’ |
Novel: 'Face' |
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Half term |
Half term |
Half term |
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Shakespeare: ‘The Tempest’ |
Novel: Diversity ‘Noughts and Crosses’ |
Poetry: War |
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Christmas Holidays |
Easter Holidays |
Summer Holidays |
**Please note where groups are shared between staff a revised LTP has been adopted
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Outcomes:
Student outcomes will mirror or exceed targets set and teacher’s aspirations. A reading rich curriculum will enhance progress. |
Employability skills:
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Year 9
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Curriculum Intention: We have developed a Year 9 curriculum in English that we feel prepares our students very well for the entrance to GCSE at the end of the year and builds on their prior learning from Year 7 and 8. The curriculum includes opportunities for students to read a range of modern and classic fiction, themed poetry and plays. We have selected poetry as the first unit to retrieve the subject terminology needed in English and developed upon the students understanding of diversity from their year 8 SOL, Essential skills such as annotating, retrieving language, form and structure will be recapped in this unit as well as building on students understanding of author’s intention. Students then complete a non-fiction unit on Freedom. In keeping with the national curriculum expectations to cover Shakespeare we have chosen the play the Taming of the Shrew allowing students to explore Comedy and giving them a wider understanding of Shakespeare prior to covering Shakespeare’s tragedy of Romeo and Juliet as part of their GCSE. This unit looks at both close analysis of scenes as well as wider textual analysis, students will explore the roles of character and how they present the Elizabethan era. Students then explore Dystopia, which opens their understanding of Genre and how writers explore themes and motifs in a particular fashion. Extracts from this will allow students to build on their prior understanding of various examples covered in Year 7 and 8 instead of one set text. Finally, students begin their GCSE text of An Inspector calls, building primarily on their understanding of plot and context introduced in Year 7 and 8. Students will continue to build on their transferable skills, such as: communication, debating and writing techniques applicable to a range of subjects including but not limited to: History, Geography, Drama and R.E |
Curriculum Implementation:
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Autumn |
Spring |
Summer |
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Poetry from other times and places |
Shakespeare ‘The Taming of the Shrew’ |
Dystopia |
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Half term |
Half term |
Half term |
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Freedom |
Shakespeare ‘The Taming of the Shrew’ |
GCSE: ‘An Inspector Calls” Paper 1 Section B |
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Christmas Holidays |
Easter Holidays |
Summer Holidays |
**Please note where groups are shared between staff a revised LTP has been adopted
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Outcomes:
Student outcomes will mirror or exceed targets set and teacher’s aspirations. A reading rich curriculum will enhance progress. More fluency in their understanding of GCSE specific criteria and focus on preparation for Exam conditions. |
Employability skills:
Put forward ideas and arguments in a concise manner |
Year 10
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Curriculum Intention: The English Department are providing a broad, balanced and challenging curriculum that fosters a deeper understanding of literature to prepare them for their examinations. Our curriculum is intended to support the interests and aspirations of every child and encourages them to strive for personal excellence. We have developed a KS4 curriculum in English that we feel prepares our students very well for the examinations they will face at the end of year 11, but which also means students will get to read plenty of literature and explore a range of skills that will help them analyse and pull apart the meaning of texts. The curriculum we have developed includes opportunities for students to read a range of modern and classic fiction, themed poetry and plays. We have mapped out the curriculum so that students cover all of the essential skills they need in order to succeed at GCSE. This will be building on the skills that they have already acquired in Year 7, 8 and 9. In summary, in English literature, students will develop an ability to read critically and to respond to unseen literary extracts from texts they have worked on in lessons. Students will carry out tasks that have been developed using the same wording or format as the tasks used at GCSE. In addition, students will be regularly given feedback on their written accuracy, to ensure that their spelling, punctuation and grammar improves. |
Curriculum Implementation:
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Autumn |
Spring |
Summer |
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Preparation for Paper 2 Section A. ‘19th Century Novel and Poetry since 1789’ 25% of the total GCSE Dr Jekyll and Mr Hyde |
Preparation for Paper 2 Section B ‘19th Century Novel and Poetry since 1789’ 25% of the total GCSE Relationships Conflict Time and Place ALL 15 poems must be studied. Unseen poetry |
Revision: Dr Jekyll and Mr Hyde
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Half term |
Half term |
Half term |
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Preparation for Paper 2 Section A. ‘19th Century Novel and Poetry since 1789’ 25% of the total GCSE Dr Jekyll and Mr Hyde |
Preparation for Paper 2 Section B ‘19th Century Novel and Poetry since 1789’ 25% of the total GCSE Relationships Conflict Time and Place ALL 15 poems must be studied. Unseen poetry |
Preparation for Paper 1 Section A: Shakespeare and post-1914 text: Romeo and Juliet
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Christmas Holidays |
Easter Holidays |
Summer Holidays |
**Please note where groups are shared between staff a revised LTP has been adopted
|
Outcomes:
Student outcomes will mirror or exceed targets set and teacher’s aspirations. A reading rich curriculum will enhance progress. More fluency in their understanding of GCSE specific criteria and focus on preparation for Exam conditions. |
Employability skills:
Put forward ideas and arguments in a concise manner |
Year 11
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Curriculum Intention: The English Department are providing a broad, balanced and challenging curriculum that fosters a love of learning. Our curriculum is intended to support the interests and aspirations of every child and encourages them to strive for personal excellence. We have developed a KS4 curriculum in English that we feel prepares our students very well for the examinations they will face at the end of year 11, but which also means students will get to read plenty of literature. The curriculum we have developed includes opportunities for students to read a range of modern and classic fiction, themed poetry and plays. We have mapped out the curriculum so that students cover all of the essential skills they need in order to succeed at GCSE. This will be building on the skills that they have already acquired in Year 7, 8, 9 AND 10. |
Curriculum Implementation:
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Autumn |
Spring |
Summer |
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Revision of Paper 2 Section A. ‘19th Century Novel and Poetry since 1789’ 25% of the total GCSE Dr Jekyll and Mr Hyde |
Preparation for Literature paper 2: 19th century Novel and Poetry since 1789 Poetry and unseen poetry
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Student led exam preparation and revision
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Half term |
Half term |
Half term |
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Revision of Paper 2 Section A. ‘19th Century Novel and Poetry since 1789’ 25% of the total GCSE Dr Jekyll and Mr Hyde |
Preparation for Literature paper 2: 19th century Novel and Poetry since 1789 Poetry and unseen poetry
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Christmas Holidays |
Easter Holidays |
Summer Holidays |
**Please note where groups are shared between staff a revised LTP has been adopted
|
Outcomes:
Student outcomes will mirror or exceed targets set and teacher’s aspirations. A reading rich curriculum will enhance progress. More fluency in their understanding of GCSE specific criteria and focus on preparation for Exam conditions. |
Employability skills:
Put forward ideas and arguments in a concise manner |
Year 12
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Curriculum Intention: The OCR A Level in English Literature qualification will build on the knowledge, understanding and skills established at GCSE, introducing learners to the discipline of advanced literary studies, and requires reading of all the major literary genres of poetry, prose and drama. The OCR A Level in English Literature will extend these studies in breadth and depth, further developing learners’ ability to analyse, evaluate and make connections. Learners are required to study a minimum of eight texts at A level, including at least two examples of each of the genres of prose, poetry and drama across the course as a whole. This must include: • at least three texts published before 1900, including at least one text by Shakespeare • at least one work first published or performed after 2000 • at least one unseen text. The OCR A Level in English Literature will require learners to develop judgement and independence as they synthesise and reflect upon their knowledge and understanding of a range of literary texts and ways of reading them. It will require learners to show knowledge and understanding of: • the ways in which writers shape meanings in texts • the ways in which texts are interpreted by different readers, including over time • the ways in which texts relate to one another and to literary traditions, movements and genres • the significance of cultural and contextual influences on readers and writers. The set texts will be reviewed after three years and may be subject to change. If a text is to be removed from the list and replaced with another text, centres will be notified a year in advance. |
Curriculum Implementation:
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Autumn |
Spring |
Summer |
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Hamlet Dystopian Fiction |
Rossetti and ADH 1984 and A Handmaid’s Tale |
NEA: ‘A streetcar Named Desire’ ‘Small Island’ Black Fat Women’s Poetry |
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Half term |
Half term |
Half term |
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Hamlet Dystopian Fiction |
Rossetti and ADH 1984 and A Handmaid’s Tale |
NEA: ‘A streetcar Named Desire’ ‘Small Island’ Black Fat Women’s Poetry |
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Christmas Holidays |
Easter Holidays |
Summer Holidays |
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Outcomes: The aims of this specification are to encourage learners to develop their interest in and enjoyment of literature and literary studies as they: • read widely and independently both set texts and others that they have selected for themselves • engage critically and creatively with a substantial body of texts and ways of responding to them • develop and effectively apply their knowledge of literary analysis and evaluation in writing • explore the contexts of the texts they are reading and others’ interpretations of them. |
Employability skills:
Put forward ideas and arguments in a concise manner |
Year 13
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Curriculum Intention: The OCR A Level in English Literature qualification will build on the knowledge, understanding and skills established at GCSE, introducing learners to the discipline of advanced literary studies, and requires reading of all the major literary genres of poetry, prose and drama. The OCR A Level in English Literature will extend these studies in breadth and depth, further developing learners’ ability to analyse, evaluate and make connections. Learners are required to study a minimum of eight texts at A level, including at least two examples of each of the genres of prose, poetry and drama across the course as a whole. This must include: • at least three texts published before 1900, including at least one text by Shakespeare • at least one work first published or performed after 2000 • at least one unseen text. The OCR A Level in English Literature will require learners to develop judgement and independence as they synthesise and reflect upon their knowledge and understanding of a range of literary texts and ways of reading them. It will require learners to show knowledge and understanding of: • the ways in which writers shape meanings in texts • the ways in which texts are interpreted by different readers, including over time • the ways in which texts relate to one another and to literary traditions, movements and genres • the significance of cultural and contextual influences on readers and writers. The set texts will be reviewed after three years and may be subject to change. If a text is to be removed from the list and replaced with another text, centres will be notified a year in advance. |
Curriculum Implementation:
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Autumn |
Spring |
Summer |
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‘Hamlet’ and Dystopian extracts |
Exam preparation 1984 and A Handmaid’s Tale Rossetti and ADH |
Exam revision |
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Half term |
Half term |
Half term |
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‘Hamlet’ and Dystopian extracts |
Exam preparation 1984 and A Handmaid’s Tale Rossetti and ADH Hamlet |
Study Leave
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Christmas Holidays |
Easter Holidays |
Summer Holidays |
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Outcomes: The aims of this specification are to encourage learners to develop their interest in and enjoyment of literature and literary studies as they: • read widely and independently both set texts and others that they have selected for themselves • engage critically and creatively with a substantial body of texts and ways of responding to them • develop and effectively apply their knowledge of literary analysis and evaluation in writing • explore the contexts of the texts they are reading and others’ interpretations of them. |
Employability skills:
Put forward ideas and arguments in a concise manner |