Curriculum

ENGLISH

The study of English is essential, not only in terms of helping individuals make sense of who they are, but also in terms of learning how to communicate successfully with the world. English Literature teaches a great deal about life, history and society and fosters tolerance and understanding, which is a vital part of a balanced education.

Reading, spoken language and writing are the cornerstones of success and we aim to equip our pupils with the skills to read critically, confidently and for pleasure; to be articulate in their spoken language; and to write effectively with style and accuracy for a wide range of purposes and audiences.

Curriculum Overview
Year 7 Year 8
  • Half term 1 – Creative Writing (focus on 20th century texts around the theme of feelings of attachments and comfort with surroundings). Pupils are new to school and may feel detached. The extracts we use help them to understand that new environments are a part of growing up.
  • Half term 2 – 19th century and Dickens’ concerns. Main focus on detachment caused by unfamiliarity.
  • Half term 3 – Shakespeare and The Globe – 17th century to add further challenge to language that pupils are unfamiliar with.
  • Half term 4 – Short Stories around the theme of feelings of detachment and making the right choice. Decisions of speaking the truth, being polite, being grateful.
  • Half term 5 – ‘Face’ by B.Z (Chapter 1-10 focusing on tracking relationships and friendships) 20th century novel as the purpose of teaching this novel is so that pupils explore ambitious ideas around relationships and friendships.
  •  Half term 6 – Poetry around conflict (with nature with other and within ones self) Roger McGough – A living poet. A poet Laureate in 1997 from Liverpool. These poems allow pupils to learn a new way of expressing themselves as McGough does.
  • Half term 1 – Dystopian and Utopian fiction 19th – 20th century texts as the purpose is to re-visit reading and writing skills taught in Y7. Pupils would be familiar with the language.
  • Half term 2 – 19th century short. 19th century to add challenge to language in whole texts that pupils are unfamiliar with.
  • Half term 3 – Shakespeare’s Love. 17th century to add further challenge to longer extracts that pupils are unfamiliar with.
  • Half term 4 – Exploring Explorers. 19th and 20th century as this unit of work takes into consideration the local context of the school. These pupils are from other countries and are from different backgrounds, so we introduce them to comparing their travel experiences or their parents’ migration to England.
  • Half term 5 – Dealing with current issues. 21st century as the purpose of teaching current issues takes into consideration the local context of the school. Pupils in Y8 at this stage are comfortable with our schools’ expectations so we mould them through non-fictions sources to understand challenging current issues that affect young people.
  • Half term 6 – Poetry through the ages on the theme of attachment (17th – 20th century poetry) to introduce students to a diverse and challenging mix of poetic texts in order to give them a sense of history, and a time frame in which to ‘place’ the various poetic movements and poets. At various points, there are also suggestions for approaching a poem ‘blind’ or as an unseen text to help students build their confidence in this area.

 

Year 9 Year 10 Year 11
  • Half term 1 – AQA poetry anthology – Poems Past and Present, Power and Conflict cluster, (Bayonet Charge, Charge of the Light Brigade, Remains, Exposer). Descriptive writing.
  • Half term 2 – AQA poetry anthology – Poems Past and Present, Power and Conflict cluster (War Photographer, Poppies, Ozymandias, M.L.D). Analysis of language and structure.
  • Half term 3 – JB Priestley ‘An Inspector Calls.’ And how to evaluate language.
  • Half term 4 – JB Priestly ‘An Inspector Calls.’ And how to evaluate language.
  • Half term 5 – AQA poetry anthology – Poems Past and Present, Power and Conflict cluster. (The Prelude, Storm on the Island, Emigree, Checking out me History) Revision for exams – Lang, P1 Lit. P2
  • Half term 6 –  AQA poetry anthology – Poems Past and Present, Power and Conflict cluster(Tissue, London, Kamikaze)
  • Half term 1 – AQA poetry anthology – Poems Past and Present, Power and Conflict cluster. Creative Writing.
  • Half term 2 – Consolidating skills of comparison – comparing poems from the AQA poetry anthology – Poems Past and Present, Power and Conflict cluster. Creative writing.
  • Term 2 and 3 – The merchant of Venice: Contextual Influences. Development of themes. Presentation of character. Looking at language and character. Exploring role and symbolism, through language. Dramatic events and development. Looking at dramatic structure and development character study. Comparison of characters to explore themes. Language analysis. Differing interpretations of language, dramatic presentation and character. Relationship between dramatic theme, character and structure. Exploring character, role and function and how Shakespeare presents these. Analysis of dramatic moments. Character study. Symbolism. Key themes. Author and character, viewpoint and Point of View writing. Upon the completion of the study of Merchant of Venice, pupils will learn skills required to analyse unseen poetry.
  • Shakespeare: thematic and characterisation study through language
  • Non-Fiction Study: making connections and comparisons across unseen texts and writing about a viewpoint
  • Literature Revision
  • Language Revision

 

Assessment

Internal assessments take place every half-term.

KS4 Exam Board Specifications: AQA GCSE English Language (8700) and AQA GCSE English Literature (8702)

Enrichment Offer

The Department offers subject-specific enrichment clubs and organises a range of educational visits throughout the year. Pupils are able to take part in school-wide competitions, as well as representing the Academy in local and national competitions designed to increase their engagement and enhance their subject knowledge. Intervention sessions to consolidate prior learning and ensure maximum progress are at the heart of our delivery model.