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, which is why students are taught two novels throughout the year. Schemes of work have been mapped to ensure that the skills required for assessment in the year build also building on their KS2 knowledge. The use of concrete ideas will support building the foundations for the skills required in year 8. 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. 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, moreover, getting students to use these in their own examples when they create their own myth. 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, they getting them to use these in their own pieces of persuasive writing. 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. Students will be encouraged to build on their creative writing and exploring how writers use different skills and devices to enhance their own writing. |
Curriculum Implementation:
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Thematic-based schemes 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 that groups that are shared between staff are implementing a revised LTP.
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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: 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. Schemes of work have been mapped to ensure that the skills required for assessment for the unit and to ensure students are achieving expected or exceeding at this stage. Within the course of the year we have selected a range of schemes to develop on students understanding of English in wider context. Love across the ages allows students to explore different types of love – fitting in with PSHE and exploring this through a historical timeline. The Tempest allows students to begin to get an education in Shakespeare and the different types of plays that he writes. We have then built in units of Diversity Noughts and Crosses and Face will allow students to explore cultural and social communities and how groups are treated and how different writers have explored this. Building on their understanding of discrimination and racism in the wider world. Within these units students are asked to complete pieces of non-fiction writing to place the events of the novel in real life examples, further solidifying Englishs’ place in the real world. War poetry allows students to explore key subject terminology and the skill of annotating while also retrieving knowledge from their Warhorse SOL in year 7. 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. The |
Curriculum Implementation:
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Thematic-based schemes 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 that groups that are shared between staff are implementing a revised LTP.
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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: 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 KS3 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 develop their skills at transactional writing to ensure an accurate understanding for year 10. 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. Students then complete a non-fiction unit on Freedom, allowing them to explore English in the wider world and how language is used to influence readers. Students are then taught Taming of the Shrew – in keeping with the national curriculum expectations of students to cover Shakespeare, exploring Comedy to give them a wider understanding of Shakespeare prior to their GCSE’s and covering Shakespeare’s tragedy of Romeo and Juliet. 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 understanding of various examples instead of one set text. Finally, students begin their GCSE text of An Inspector calls, building primarily on their understanding of plot and context. Students will carry out tasks that have been developed using the same wording or format as the tasks used at GCSE to ensure familiarity with the language of the exams. In addition, students will be regularly given feedback on their written accuracy, to ensure that their spelling, punctuation and grammar improves. Students are also taught 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 that groups that are shared between staff are implementing a revised LTP.
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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:
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Year 10
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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 and 9. In summary, in English Language, students will develop an ability to read critically and to respond to unseen literary extracts and non-fiction texts. They will learn to write for an audience and purpose and will develop their creative writing skills. 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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Week B Lang: Paper 2 Non fiction and Transactional Writing |
Week B Lang: Paper 1 19th Century Fiction and Imaginative Writing |
Week B Lang: Spoken Language Endorsement |
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Half term |
Half term |
Half term |
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Week B Lang: Paper 2 Non fiction and Transactional Writing |
Week B Lang: Paper 1, 19th Century Fiction and Imaginative Writing |
Week B Lang: Spoken Language Endorsement |
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Christmas Holidays |
Easter Holidays |
Summer Holidays |
**Please note that groups that are shared between staff are implementing a revised LTP.
|
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. In summary, in English Language, students will develop an ability to read critically and to respond to unseen literary extracts and non-fiction texts. They will learn to write for an audience and purpose and will develop their creative writing skills. 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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Week B Lang: Paper 1 19th Century Fiction and Imaginative Writing |
Week B Lang: Paper 2: Non Fiction and Transactional Writing |
Focused revision |
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Half term |
Half term |
Half term |
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Week B Lang: Paper 1, 19th Century Fiction and Imaginative Writing |
Week B Lang: Paper 2: Non Fiction and Transactional Writing |
Study Leave |
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Christmas Holidays |
Easter Holidays |
Summer Holidays |
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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
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Year 12
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Curriculum Intention: Offering clear skills progression from GCSE, this course allows students to build on the skills already gained and prepare for their next steps. The variety of assessment styles used, such as data analysis, discursive essays, directed writing, original writing and research-based investigative writing, allows students to develop a wide range of skills. These include critical reading, data analysis, evaluation, the ability to develop and sustain arguments and a number of different writing skills which are invaluable for both further study and future employment. This course draws academic insights from a range of fields within the study of English language/linguistics, including sociolinguistics and discourse analysis. This course is designed to fit within a continuum of study from GCSE to degree level. |
Curriculum Implementation:
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Autumn |
Spring |
Summer |
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EXAM – Component 1 – Section B
Spoken language Literacy Assessment:
Assessment Objective Focus: AO1 / AO2 EXAM – Component 2 – Section A
The history of the English language Assessment Objective Focus: AO2 EXAM – Component 2 – Section A DIVERSITY Accent & Dialect & Social class Assessment Objective Focus: AO1 / AO2 |
EXAM – Component 1 – Section A LANGUAGE LEVELS & TEXTS AND REP Language levels & analysing a modern text only Assessment:
Assessment Objective Focus: AO1 / AO3 EXAM – Component 2 – Section A DIVERSITY Occupation & Gender Assessment:
Assessment Objective Focus: AO1 / AO2 |
REVISION FOR NITERNAL EXAM EXAM – Component 1 – Section B
Spoken language Literacy Assessment:
Assessment Objective Focus: AO1 / AO2 EXAM – Component 2 – Section A DIVERSITY Global English Assessment:
Assessment Objective Focus: AO1 / AO2 |
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Half term |
Half term |
Half term |
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EXAM – Component 1 – Section B CHILD LANGUAGE DEVELOPMENT Spoken language Literacy Assessment:
Assessment Objective Focus: AO1 / AO2 EXAM – Component 2 – Section A CHANGE The history of the English language Assessment Objective Focus: AO2 EXAM – Component 2 – Section A DIVERSITY Accent & Dialect & Social class Assessment Objective Focus: AO1 / AO2 |
NEA – Component 3 – 20% of A-Level DATA INVESTIGATION Assessment Objective Focus: AO1 / AO2 / AO3 NEA – Component 3 – 20% of A-Level DATA INVESTIGATION
Assessment Objective Focus: AO1 / AO2 / AO3
NEA – Component 3 – 20% of A-Level ORIGINAL WRITING & COMMENTARY (1500 words) Assessment Objective Focus: AO1 / AO2 / AO3 / AO4 /AO5 (REVISION FOR INTERNAL EXAMS) NEA – Component 3 – 20% of A-Level
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EXAM – Component 1 – Section A LANGUAGE LEVELS & TEXTS AND REP Language levels & analysing a modern text only Assessment:
Assessment Objective Focus: AO1 / AO3 EXAM – Component 2 – Section A (and introduction of section B) DIVERSITY - Revision Assessment:
Assessment Objective Focus: AO1 / AO2 NEA mop up if needed |
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Christmas Holidays |
Easter Holidays |
Summer Holidays |
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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 A Level specific criteria and focus on preparation for Exam conditions. |
Employability skills:
Put forward ideas and arguments in a concise manner |
Year 13
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Curriculum Intention: Offering clear skills progression from GCSE, this course allows students to build on the skills already gained and prepare for their next steps. The variety of assessment styles used, such as data analysis, discursive essays, directed writing, original writing and research-based investigative writing, allows students to develop a wide range of skills. These include critical reading, data analysis, evaluation, the ability to develop and sustain arguments and a number of different writing skills which are invaluable for both further study and future employment. This course draws academic insights from a range of fields within the study of English language/linguistics, including sociolinguistics and discourse analysis. This course is designed to fit within a continuum of study from GCSE to degree level. |
Curriculum Implementation:
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Autumn |
Spring |
Summer |
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EXAM – Component 1 – Section A TEACH TEXTS & REPRESENTATIONS Focus on comparing a modern and older text Assessment Objective Focus: AO1 / AO3 / AO4 MOCK EXAMS ON THIS SECTION (On-going Coursework intervention) EXAM – Component 2 – Section B TEACH Language discourses Change and Diversity Assessment Objective Focus: Q3: AO1 / AO3 / AO4 Q4: AO2 / AO5 MOCK EXAMS ON THIS SECTION |
EXAM – Component 1 – Section B REVISE Child Language Development Regular internal assessments Assessment Objective Focus: AO2 (On-going exam intervention) EXAM – Component 2 – Section A REVISE Language change Regular internal assessments Assessment Objective Focus: AO1 / AO3 / (On-going exam intervention)
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Paper 1 revision – led by student needs Assessment Objective Focus: AO1 / AO2 / AO3 / AO4 EXAM – Component 2 – Section B TEACH Language discourses Change and Diversity revise Assessment Objective Focus: Q3: AO1 / AO3 / AO4 Q4: AO2 / AO5 MOCK EXAMS ON THIS SECTION (On-going Coursework intervention)
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Half term |
Half term |
Half term |
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EXAM – Component 1 – Section A TEACH TEXTS & REPRESENTATIONS Focus on comparing a modern and older text Assessment Objective Focus: AO1 / AO3 / AO4 MOCK EXAMS ON THIS SECTION (On-going Coursework intervention) EXAM – Component 2 – Section B TEACH Language discourses Change and Diversity Assessment Objective Focus: Q3: AO1 / AO3 / AO4 Q4: AO2 / AO5 MOCK EXAMS ON THIS SECTION |
EXAM – Component 1 – Section A REVISE TEXTS & REPRESENTATIONS Focus on comparing a modern and older text Assessment Objective Focus: AO1 / AO3 / AO4 EXAM – Component 2 – Section A REVISE Language diversity Regular internal assessments Assessment Objective Focus: AO1 / AO3 / (On-going exam intervention)
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Christmas Holidays |
Easter Holidays |
Summer Holidays |
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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 A Level specific criteria and focus on preparation for Exam conditions. |
Employability skills:
Put forward ideas and arguments in a concise manner
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