English

Key Stage 3 Information

Students study 8 hours per fortnight of English in Key Stage 3. To provide a broad, balanced curriculum and learning experience, these 8 hours are divided into:

  • 1 Library lesson (timetabled in the library) to encourage independent reading and engagement with Accelerated Reader quizzes
  • 1 Class Reader lesson (new in September 2018) to improve reading stamina, offer a rewarding and creative study of literature and challenge students
  • 6 lessons following the schemes of work below to develop the skills and knowledge needed for GCSE
  • NB Those classes identified as needing extra literacy support may have 1 Lexia lesson as well: Lexia Strategies is a computer programme which targets individual student’s literacy needs and provides personalised intervention

The overviews of our schemes of work outline the diverse skills that we aim to develop over Key Stage 3 and help each student achieve their potential. At least 4 times over the year, students will complete an assessment piece of work in their Progress Books that is graded on a flight path for progress for GCSE. Although we can no longer provide ‘Working At’ grades for Key Stage 3, these assessments allow us to see whether a student is on track, exceeding expectations or working below their GCSE target (based on their Key Stage 2 results). These assessments are then used to inform the ‘Blue Card’ data that is reported to parents.

A Note on Reading

The new GCSE curriculum (first exams in June 2017) requires students to engage with material (in both English Language and English Literature) that is both challenging and complex. Our aim is to ensure students have the necessary Reading Age and skills to achieve their potential in these exams. Therefore, we recommend that students:

  • Read for 20 minutes a day
  • Read the whole book – and don’t just dip in and out of books
  • Choose books that are of a suitable level – challenging, yet appropriate to Reading Age
  • Read a variety of genres, styles and authors
  • Quiz at least once a fortnight
  • Use the Recommended Reading lists on this page and in the library to guide book choices
  • Keep a Reading Journal to track plot, characters and other information

Useful Links

Key Stage 3 Overviews

Year 7 Overview

Half Term 3: Home Learning Projects – Creative task based on Class Reader
Term Topic & Reading Focus Learning Objectives Key Writing Assessments (Best Work Books)
Autumn
Term
Introduction to English: Storytelling
The Umbrella Man by Roald Dahl
Initial STAR Reading Age Test
  • Develop descriptive and narrative techniques, including using sentence construction and punctuation for effect
  • Create interesting, imaginative and thoughtful texts
1. Narrative
A short story or the ending to a story provided
Baseline writing assessment

Ancient Myths and Legends
A selection of ancient myths and legends
Reading comprehension on the description of Grendel
A choice of Beowulf or Sir Gawain and the Green Knight by Michael Morpurgo
  • Read for meaning, using inference and deduction, and summarise understanding
  • Comment on the effect of language and structure on the reader
  • Support opinions with relevant quotations and explain inferred meanings
2. Explanation
Write an essay on tension or structure in one of the texts studied
Inter-House Speaking Competition (November)
Modern Myths Class Reader
Choice of texts such as: The Wind Singer, Artemis Fowl, The Wind Eye, The Kite Rider, Inkheart, Elidor,, The Spook’s Apprentice, The Gollum’s Eye
Spring
Term
Half Term 3: Home Learning Projects – Creative task based on Class Reader
Poetry Through The Ages
A selection of poetry by:Benjamin Zephaniah, Simon Armitage, Dylan Thomas, Grace Nicholls, Robert Frost
  • Engage with reading, writing and performing poetry
  • Experiment with vocabulary, form and structure in original writing
  • Develop self-conscious crafting of structure and vocabulary for effect
3. Creative Writing and Summary
Write a selection of original poems, then write a commentary to summarise your ideas
The Great British Novel
Including:
Boy by Roald Dahl, The Boy in the Striped Pyjamas by John Boyne, The Lion, the Witch and the Wardrobe by C.S. Lewis, Private Peaceful by Michael Morpurgo, Goodnight Mr Tom
Including Internal Exam Preparation
  • Begin to understand genre conventions and link to the impact on the reader
  • Comment on the use of language and structure in a novel
  • Develop an argument
4. Evaluation
How far do you agree……? An opinion essay based on a character or aspect of the narrative
Summer
Term
June: Reading Comprehension Exam (Language Paper 1) + Writing Exam (Descriptive or Narrative Writing) + STAR Reading Tests
Travel Writing
Including: Drama performances, a letter of complaint, brochures, post-cards, blogs and other non-fiction tasks,
Extracts from Bryson’s Notes from a Small Island
  • Understand the conventions of non-fiction writing forms
  • Develop use of language techniques for a specific task, audience and purpose
5. Internal Exams
Off on Holiday Class Reader
Choice of texts such as: My Family and Other Animals, The Famous Five, The Explorer by Katherine Rundell

Year 8 Overview

Term Topic & Reading Focus Learning Objectives Key Writing Assessments (Best Work Books)
Autumn
Term
Pilgrimage Class Reader
A choice of: Walkabout by James Vance, The Dark is Rising by Susan Cooper and Floodland by Marcus Sedgwick
Language Investigation: Where does language come from?
A selection of poetry including:
The Canterbury Tales by Chaucer
Search for My Tongue by Sujata Bhatt
Half-Caste by John Agard
Six O’clock News by Tom Leonard
  • Develop an understanding of how language works, including spelling, grammar and word class
  • Gain a sense of cultural understanding and the English literary heritage
  • Offer a personal response and interpretation
  • Develop an argument with evidence to support
1. Description
Original writing on The Canterbury Tales: description of The Student or the journey to Canterbury

2. Evaluation
How far do you agree…? Linked to language change and technology
Half Term 2: Home Learning Projects – Time Capsule
Spring
Term
Detective Genre Class Reader
A choice of: The Ruby in the Smoke by Philp Pullman, The Murder in the Rue Morgue by Edgar Allen Poe, The Adventures of Sherlock Holmes or The Sign of Four or The Hound of the Baskervilles by Arthur Conan Doyle, And Then There Were None by Agatha Christie (NEW)
Literary Shorts
At least two short stories from:
The Open Window by Saki (1914), The Gulf by Geraldine McCaughrean (1999), The Lawyer and the Ghost, The Flowers by Alice Walker
Other stories from EMC’s Anthology may also be studied


Includes Internal Exam Preparation
  • Develop understanding of genre and convention
  • Consolidate self-conscious crafting of structure and vocabulary for effect
  • Experiment with narrative techniques, including using sentences and punctuation for effect
  • Experiment with structure
3. Narrative
An original short story which demonstrates the conventions of a specific fiction genre

4. Internal Exams
Summer
Term
April: Reading Comprehension Exam (Language Paper 1) and Writing Exam (Descriptive Writing) + STAR Reading Tests (June)
Introduction to Shakespeare
A choice of:
Romeo and Juliet, The Tempest, Twelfth Night, A Midsummer Night’s Dream
  • Read for meaning and summarise understanding
  • Comment on the effect of language
  • Comment on a variety of dramatic effects
  • Offer a detailed response to a text, looking at the writer’s intentions and different interpretations
  • Develop comparison skills
5. Comparison
An essay to compare two characters, ideas or speeches

Year 9 Overview

Term Topic & Reading Focus Learning Objectives Key Writing Assessments (Best Work Books)
Autumn
Term
The Gothic Genre
At least two short Gothic Short Stories including:
The Red Room by HG Wells, The Landlady by Roald Dahl, Dracula’s Guest by Bram Stoker, The Black Cat by Edgar Allen Poe, The Trial for Murder by Charles Dickens, Cause Unknown by Benjamin Hulme-Cross
  • Consolidate understanding of the conventions of genre and writing for a specific genre
  • Read and comment on layers of meaning
  • Use a range of creative features to shape and craft writing
  • Experiment with narrative techniques, using language, punctuation and structure for effect
1. Narrative
An original Gothic short story or story opening
Gothic Class Reader
A choice of: The Woman in Black (or abridged), The Mist on the Mirror, Frankenstein, Jekyll and Hyde, Kiss Kiss, Whispers in the Graveyard, The Watch House, Witch Child

Spring
Term
The War Unit
Range of non-fiction and literary non-fiction
Four set poems (one to be examined on):
Who’s for the Game? by Jesse Pope, Dulce et Decorum Est by Wilfred Owen, Suicide in the Trenches by Siegfried Sassoon, The Soldier by Rupert Brooke
Additional poets may also be studied e.g. Isaac Rosenberg, Patricia McCarthy, Ciaran Carson, Stevie Smith, Owen Sheers
  • Read for meaning and summarise understanding
  • Use terminology to explore the choices of language and structure made by writers
  • Comment on the effect of language and structure
  • Respond to and compare two texts, looking at the writer’s intentions and different interpretations
2.Internal Exams

Speaking and Listening: Debate on Marine A
A newspaper article or letter home from the trenches

3. Comparison
An essay to compare two poems:
Who’s For the Game? and Dulce et Decorum Est
March: Internal Exams: STAR Reading Tests + Conflict Literature – one studied poem and one unseen poem + Non-Fiction Writing: A persuasive speech
Conflict Class Reader
A choice of: Anne Frank’s Diary, Heroes by Robert Cormier, The Machine Gunners, Carrie’s War
Summer
Term
Political Class Reader
A choice of: My Sister Lives on the Mantelpiece, The Wave, Animal Farm, 1984, The Curious Incident of the Dog in the Night-Time, Cirque du Freak, Noughts and Crosses, Roll of Thunder Hear My Cry, Out of Bounds
Taking a Stand
Selection of political speeches, literary non-fiction and poetry:
Out of the Blue by Simon Armitage, The Right Word by Imitaz Dhakar, District 6
  • Develop an understanding of political, social and cultural contexts
  • Identify and comment on the writer’s viewpoint and methods
  • Show a controlled crafting of sentence types, punctuation and vocabulary for imaginative effect
4. Description
An original piece of writing inspired by a line of poetry e.g. Out of the Blue
GCSE Ready: Seminal World Literature
A choice of:
To Kill a Mockingbird by Harper Lee or Of Mice and Men by John Steinbeck
  • Gain a sense of cultural and contextual understanding of a Modern American Novel
  • Read for meaning, using inference and deduction skills
  • Identify and comment on the writer’s viewpoint and methods
  • Evaluate different interpretations of a text
  • Craft a detailed and personal response to a text
5. Evaluation
An opinion essay on the text (How far do you agree…?)
Home Learning Project (half term 6) – Reading Project and reading log on Political and Social Novels – link to GCSE Term 1

9 to 1 GCSE Schedule – Starting September 2018

Term Year 10 Year 11 Year 11
Revision Focus
Summer
Break
Political Protest – Reading List and Reading Log 19th Century Novel – Wider Reading
Autumn Half-term 1 The Modern Play:
An Inspector Calls

Curriculum Enrichment Week: Writing and Performing NEA “Don’t get me started on…” Student’s voice their perspectives
Poetry Link: London (Revision)
The 19th Century Novel:
Great Expectations or A Christmas Carol
Shakespeare: Context, Themes, Characters, Quotes
Half-term 2 Language Paper 1: Reading
Creative Fiction
Key focus:
Character, setting, aspects of narrative, structure
Poetry Set 1: Narrative
My Last Duchess
The Émigré
Checking Out Me History
Ozymandias
Language Paper 2: Reading
Literary Non-Fiction
Key focus:
Comparison, Perspectives

Mock Exams
Language Paper 2
Literature Paper 1 (Shakespeare/Dickens)
Re-read: Shakespeare

Poetry Sets 1 + 4 (Except London/Checking Out me History)
Spring Half-term 1 Poetry Set 2: The Reality of War
Charge of the Light Brigade
Exposure
Bayonet Charge

Link to creative: Saving Private Ryan
Language Paper 1: Writing
Creative/writing to describe
Poetry Link: Checking Out Me History (Revision)
Language Paper 2: Writing
Non-fiction writing to argue/persuade

Revision:
Language Paper 1
Re-read: An Inspector Calls

Poetry Sets 2 +3
Half-term 2 Poetry Set 3: Effects of Conflict
Kamikaze
Poppies
War Photographer
Remains

Shakespeare:
Much Ado About Nothing or Macbeth
Revision:
An Inspector Calls

Mock Exams
Language Paper 1
Literature Paper 2
Re-read:
Dickens


Unseen Poetry
Summer Half-term 1 Text Link: Guilt
Shakespeare:
Much Ado About Nothing or Macbeth

Approaching Unseen Poetry
Revision:
Dickens
Shakespeare
Language Paper
Half-term 2 Poetry Set 4: Power & Society
Ozymandias (Revise)
The Prelude
London
Tissue
Storm on the Island


Mock Exams
Language Paper 1
Literature Paper 2
External EXAMS

9 to 1 GCSE Schedule – Started September 2017

Term Year 11 Year 11
Revision Focus
Summer
Break
Political Protest – Reading List and Reading Log
Autumn Half-term 1 The Modern Play:
An Inspector Calls
Unseen Poetry

Poetry Set 2 – Reality of Conflict

Poetry Set 3 – Effects of Conflict
Half-term 2 Poetry Link to ‘perspectives’: Checking Out Me History and London
Language Paper 2: Reading
Literary Non-Fiction
Key focus:
Comparison, Perspectives

Mock Exams
Language Paper 2
Literature Paper 2 (Poetry + An Inspector Calls)
Re-reads: Dickens

Poetry Sets 1 – Power

Poetry Sets 4 – Perspectives
Spring Half-term 1 Language Paper 2: Writing
Non-fiction writing to argue/persuade

Revision:
Language Paper 1
Re-read: Shakespeare

Dickens Revision – plot, character, context
Half-term 2 Revision:
Shakespeare & Dickens

Mock Exams
Language Paper 1
Literature Paper 2 (Dickens/Shakespeare)
Re-read: An Inspector Calls

Shakespeare Revision – plot, character, context
Summer Half-term 1 Revision:
An Inspector Calls
Language Paper 2
Poetry
Unseen Poetry
Half-term 2 External EXAMS

Key Stage 5 Overviews

A Level English Language

A-Level Language: AQA Language 7701/7702

Term Year 12 Year 13
Summer Reading – Terry Deary “Wicked Words” and Bill Bryson “Mother Tongue” Wider Reading and collation of data for NEA
Autumn Introduction to the study of language.

Analysing texts – understanding how meaning is created in a variety of texts.

Introduction to language varieties: regional and national variations and attitudes towards these.

Introduction to children’s language development.

Develop work on non-exam assessment: language investigation.

Non-exam assessment: original writing.

Internal Mock Exams

Spring Textual variations and representations.

Language, the Individual and Society – language varieties: social groups, gender and occupational varieties.

Language Diversity and Change

NEA Final Deadlines

Summer Preparation for mock exams – revision.
Internal Mock Exams

Introduction to full A level – key topics and non-exam assessment component: investigation.

Revision of Year 12 topics
Exam Preparation

External A2 Exams:
Paper 1 – Language and the Individual in Society
Paper 2 – Language Diversity and Change

A Level English Literature

A-Level Literature: AQA Literature B

Term Year 12 Year 13
Summer Reading of ‘Tess of the D’Urbervilles’ Reading of independent poetry and prose texts for the NEA
Autumn Introduction to the genre of ‘Tragedy’

Prose: ‘Tess of the D’Urbervilles’ by Thomas Hardy

Pre-1900 Drama: Shakespeare’s Othello
Introduction to the genre of ‘Political and Social Protest Writing’

Unseen Texts (Section A) – Exam Preparation

Prose: ‘The Kite Runner’ by Khaled Hosseini

NEA Planning & Drafting

Internal Mock Exams
Spring Poetry: John Keats – Isabella, Lamia, The Eve of St Agnes, La Belle Dame Sans Merci

Modern Drama: ‘Death of A Salesman’ by Arthur Miller
Drama: ‘A Doll’s House’ by Henrik Ibsen

Poetry: Tony Harrison selection – v., Working, National Trust, Them & [uz], Marked with D
NB – contains explicit language

NEA Final Deadlines
Summer Section C – Exam Preparation

Internal Mock Exams

Introduction to Critical Theory – AQA Critical Anthology (Feminism, Marxism, The Canon, Post-Colonialism)
Setting questions and texts for the NEA
Revision of Y12 Texts
Section C – Exam Preparation

External A2 Exams:
Paper 1A – Tragedy
Paper 2B – Political & Social Protest Writing

A Level English Language/Literature

A-Level Literature and Language AQA

Term Year 12 Year 13
Summer Reading of ‘A Handmaid’s Tale’ Reading of independent poetry, prose and non-fiction texts for the NEA.

Reading ‘The Great Gatsby’

Autumn Introduction to ‘Imagined Worlds’

Prose: ‘A Handmaid’s Tale’ by Margret Atwood

Introduction to ‘Remembered Places’
AQA Anthology: Paris (particular emphasis on non-fiction and non-literary material).

Introduction to re-creative writing

Prose: ‘The Great Gatsby’ by F. Scott Fitzgerald

NEA Planning & Drafting

Internal Mock Exams

Spring Remembered Places continued.

Poetic Voices: Carol Ann Duffy selection from the ‘Mean Time’ anthology.

Introduction to ‘Dramatic Encounters’

Play: ‘Othello’ by Shakespeare

NEA Final Deadlines

Summer Exam Preparation paper 1

Internal Mock Exams

Introduction to ‘Writing about Society’
Setting questions and texts for the NEA

Revision of Y12 Texts
Exam Preparation

External A2 Exams:
Paper 1 – Telling Stories
Paper 2 – Exploring Conflict