English

Our Aims & Objectives

The aims and objectives of the English Department complement those of the school but are, by their nature, more particular and selective.

Our Aims

To ensure that all pupils have a broad and balanced curriculum.
To ensure that all pupils have a programme which progresses from Year 7 to Year 11.
To enable each pupil to achieve his/her potential in English.
To give pupils good experiences of learning so that they enjoy their work.

Our Objectives

To provide an English Curriculum which delivers the National Curriculum at both key stages.
To provide a diverse range of experiences in English and English Literature.
To select leaning experiences which build on pupils’ previous work and present knowledge and understanding.
To provide specific opportunities for pupils to take responsibility for their own learning.
To help pupils succeed.
To make learning interesting and rewarding.

The school has a responsibility to provide a broad and balanced curriculum for all pupils. There are three principles which are essential to developing a more inclusive curriculum:

Setting suitable learning challenges.
Responding to pupils’ diverse learning needs.
Overcoming whole school and subject specific barriers to learning and assessment for both individuals and groups.

Term	Topic & Reading Focus	Learning Objectives	Key Writing Assessments (Best Work Books)
Autumn Term	Inter-House Speaking Competition: Reading Comprehension Exam + Vernon B and STAR Reading Tests		1. Explanation Write up a final draft of the speech (To be used as September writing exam)
	Modern Myths Class Reader – to be read in conjunction with Myths and Legends at home or in library lessons by Christmas Choice of texts such as: The Wind Singer, Artemis Fowl, The Wind Eye, The Kite Rider, Inkheart, Eldor – Alan Garner, The Spook’s Apprentice

	Ancient Myths and Legends Choice of texts such as: The Wind Singer, Artemis Fowl, The Wind Eye, The Kite Rider, Inkheart, Eldor – Alan Garner, The Spook’s Apprentice	Develop descriptive and narrative techniques, including using sentence construction and punctuation for effect Create interesting, imaginative and thoughtful texts Experiment with ambitious choices of language	2. Narrative A short story or the opening to an original myth or legend
Spring Term	Half Term 3: Home Learning Projects – Creative task based on Myths and Legends
	Poetry Through The Ages Including: Poetry by Heart / Slam Poetry A selection of poetry by: Benjamin Zephaniah, Simon Armitage, Dylan Thomas, Grace Nicholls, Robert Frost	Engage with reading, writing and performing poetry Read for meaning, using inference and deductuion Experiment with vocabulary, form and structure in original writing	3. Description Original writing (atmosphere and setting) inspired by an image (or line) from a poem e.g. Imagine a World without Imagination
	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, Including Internal Exam Preparation	Read for meaning and summarise understanding Begin to understand genre conventions and link to the impact on the reader Comment on the effect of language and structure of a piece of writing Develop comparison skills	4. Summary A newspaper report or diary entry based on the text chosen 5. Comparison Compare two characters or passages from the novel using PEE
Summer Term	June: Reading Comprehension Exam (Language Paper 1) + Writing Exam (Descriptive Writing) + STAR Reading Tests
Summer Term	Off on Holiday including: Including: A comedy script Extracts from My Family and Other Animals, Swallows and Amazons, The Famous Five	Understand the conventions of descriptive and non-fiction writing forms Develop use of language techniques for a specific task, audience and purpose Develop self-conscious crafting of structure and vocabulary for effect	6. Evaluation A letter of complaint, using persuasive techniques

Term	Topic & Reading Focus	Learning Objectives	Key Writing Assessments (Best Work Books)
Autumn Term	Language Investigations: 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 Understand the conventions of non-fiction writing, adapting language to suit the form and purpose	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
Autumn Term	Half Term 2: Home Learning Projects – Time Capsule
Spring Term	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 literary heritage Read for meaning, using inference and deduction skills Extend comparison skills Consolidate self-conscious crafting of structure and vocabulary for effect Experiment with narrative techniques, including using sentences and punctuation for effect Comment on the language and structure of a story	2. Narrative An original short story which demonstrates the conventions of a specific fiction genre 3. Explanation An essay on the opening of a story using PEE
Spring Term	Detective Genre Class Reader – to be read at home and in library lessons by Easter 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 (e.g. The Speckled Band) or The Sign of Four or The Hound of the Baskervilles by Arthur Conan Doyle, The Listerdale Mystery by Agatha Christie
Summer Term	April: Reading Comprehension Exam (Language Paper 1) and Writing Exam (Descriptive Writing) + STAR Reading Tests (June)
Summer Term	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	5. Summary A newspaper report or diary entry based on the plot or character of the play 6. Comparison An essay to compare two characters, ideas or speeches

Term	Topic & Reading Focus	Learning Objectives	Key Writing Assessments (Best Work Books)
Autumn Term	The Gothic Genre At least two short Gothic Short Stories: 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 Comment on the effect of language, structure and generic features Use a range of creative features to shape and craft writing for effect	1. Explanation A report on the conventions or ingredients of the Gothic genre 2. Narrative An original Gothic short story or story opening
Autumn Term	Gothic Class Reader – to be read using library lessons or time at home by Christmas A choice of: The Woman in Black by Susan Hill (abbreviated version available), The Mist on the Mirror by Susan Hill, The Price by Neil Gaiman, Frankenstein by Mary Shelley
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. by Isaac Rosenberg, Patricia McCarthy, Ciaran Carson, Stevie Smith, Owen Sheer	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	3.Summary A newspaper article or letter home from the trenches 2. Comparison An essay to compare two poems: Who’s For the Game? and Dulce et Decorum Est Speaking and Listening: Debate on Marine A
	March: Internal Exams STAR Reading Tests + Reading: Conflict Literature – one studied poem and one unseen poem + Non-Fiction Writing: A persuasive speech
	Political Class Reader – to be read using library lessons or time at home by May half term A choice of: My Sister Lives on the Mantelpiece, The Wave, Animal Farm, 1984
Summer Term	Taking a Stand: Modern Political Literature Selection of political speeches, literary non-fiction and poetry: Out of the Blue by Simon Armitage The Right Word by Imitaz Dhakar District 6 Theresa May poem – Carol Ann Duffy	• Read for meaning • 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	5. Description An original piece of writing inspired by a line of poetry e.g. Out of the Blue
	Home Learning Project (half term 6) – Creative piece based on the Political Class Reader
	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	6. Evaluation An opinion essay on the text (How far do you agree…?)

Term		Year 10	Year 11	Year 11 Revision Focus
Summer Break		The 19th Century Novel Project – Research & Creative Writing Task	The Political Reading Project Y1 & Z1: Literary Heritage Project
Autumn	Half-term 1	Language Paper 1: Reading Creative Fiction Key focus: Characters, setting, perspectives Aspects of Narrative Poetry Set 1: Nature and Power Ozymandias The Prelude London Curriculum Enrichment Week: Victorian London	The Modern Play: An Inspector Calls or Blood Brothers	Unseen Poetry Poetry Sets 1 + 2
Autumn	Half-term 2	Poetry Link: London The 19th Century Novel: Great Expectations or A Christmas Carol	Language Paper 2: Reading Literacy Non-Fiction Key Focus: Comparison Perspectives Poetry Link to ‘perspectives’: Checking Out Me History and London Mock Exams Language Paper 2: Reading Only Literature Paper 2	Class Re-reads: Dickens (Great Expectations may start in September) Poetry Sets 3 + 4
Spring	Half-term 1	Poetry Set 2: The Reality of War Charge of the Light Brigade Exposure Bayonet Charge Text link: Experiences of ware (Saving Private Ryan) Language Paper 1: Writing Creative/writing to describe	Language Paper 2: Writing Non-fiction writing to argue/persuade Text link: Taking a Stand	Class Re-reads: Modern Play Dickens: characters
Spring	Half-term 2	Poetry Set 3: The (Psychological) Effects of Conflict Kamikaze Poppies War Photographer Remains Shakespeare: Much Ado About Nothing or Macbeth	Revision: Shakespeare Mock Exams Language Paper 2: Writing Only Literature Paper 1 Revision Language Paper 1	Class Re-reads: Modern Play Dickens: context An Inspector Calls
Summer	Half-term 1	Text Link: Guilt Shakespeare: Much Ado About Nothing or Macbeth	Revision: Poetry Language Paper 2	An Inspector Calls
Summer	Half-term 2	Mock Exams Language Paper 1 Literature Paper 1 Poetry Set 4: Power & Society My Last Duchess Tissue The Émigré Storm on the Island Checking out me History NEA – Don’t Get Me Started On tbc by end of July (including filming)	External EXAMS

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 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 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

English Department Staff

Ms C Lewis - Associate Assistant Headteacher, Head of Curriculum Area
Mrs A Sharman - Acting Head of Curriculum Area
Ms S Meredith - Assistant Head of Curriculum Area
Ms M Allen-Gurr - Teacher of English & KS3 Co-ordinator
Ms K Batten - Teacher of English
Miss K Barber - Teacher of English
Miss K Barker - Teacher of English
Mrs C Brennan - Teacher of English & Media
Miss B Brown - Teacher of English & Head of Year 7
Mr N Hartshorn - Teacher of English
Miss E Kavanagh - Teacher of English & Head of Media Studies
Miss J May - Teacher of English
Mr J Mottram - Teacher of English, Head of Year 10/Head of Audley House
Mr L Mulhern - Teacher of English
Mrs A Nash - Teacher of English

English

Our Aims & Objectives

Our Aims

Our Objectives

Key Stage 3 Overviews

Year 7

Year 8

Year 9

Key Stage 4 Overviews

GCSE (9-1)

Key Stage 5 Overviews

A Level English Language

A Level English Literature

A Level English Language/Literature