English
Key Stage 3
The curriculum for English is organised thematically, with a focus on developing students’ understanding of themselves and the world they inhabit, alongside analytical and creative reading and writing skills.
In Year 7 the theme is ‘Storytelling’ and we begin with a short independent reading unit which teaches the skills for effective comprehension. Students move on the novel The Bone Sparrow by Zana Fraillon which delves into themes of displacement, resilience, and hope through the eyes of a young refugee. Students then move on to our ‘Poetry and Paintings’ unit. Drawing on historical and contemporary artworks, this unit allows students to use visual art to develop their creative writing skills. This is followed by Shakespeare’s, Much Ado About Nothing. Through the universal themes of love, deception and gender, students will explore and analyse Shakespeare’s rich language and imagery. In the summer term, Year 7 students explore a range of ‘Myths and Legends’ from around the world, learning how to construct a myth of their own. The year ends with a non-fiction unit on ‘Biography’. Through the exploration of the lives of sport stars, historical heavyweights and everyday heroes, students will cultivate their own biographical writing style.
In Year 8 the theme is the ‘Wider World’. The students begin the year studying the novel Ghost Boys, a novel exploring racism and prejudice against young Black boys in America. This is followed by studying an adapted play version of Frankenstein. The play encourages students to consider the treatment of those othered and discriminated against. Both units will focus on developing students’ analytical writing skills. The next unit is ‘Women in Discourse’ and includes a wide range of texts including fiction and non-fiction, spanning from the 19th century to the present day. This unit encourages students to consider how women have been represented and how they are representing themselves. In the summer term students will study a range of ‘Poetry from Different Cultures’. The year ends with ‘Opinion Writing’ on current topics, such as climate change. Students learn how to debate and express a viewpoint.
In Year 9 the theme is ‘Power and Influence’. The units studied during Year 9 work to prepare students for the skills and knowledge required at GCSE. The year commences with George Orwell's Animal Farm, an allegory of The Russian Revolution covering themes of power, rebellion and integrity. This is followed by a unit on ‘Gothic and Dystopian’ literature. This fiction allows us to engage with the most difficult environmental, social, and political issues facing society. More importantly, it grants us the permission to be scared, unsure and question the unknown and sets a good base for the creative element of the GCSE. Students then study ‘The History of Rhetoric’. In this unit we juxtapose Orwell's Animal Farm with literary non-fiction in the form of the some of the world’s great speeches and, within this, the struggle for rights and equality. Famous speeches are a way to consider our ever-changing world with a technical focus on how to write persuasively. The students end the year by beginning the GCSE course in the summer term. They cover ‘Unseen Poetry’ and ‘Creative Writing’ units.
Key Stage 4
GCSE English Language develops students’ abilities to read, understand and respond to different types of texts. Students are taught explorations in creative reading and writing as well as writers’ viewpoints and perspectives. In reading, students are required to identify and interpret explicit and implicit information and ideas as well as explain, comment on, and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views. In writing, students need to communicate clearly, effectively, and imaginatively, selecting and adapting tone, style, and register for different forms.
GCSE English Literature develops students’ abilities to read a wide range of classic literature fluently and with a good understanding, and make connections across their reading. Students are required to read critically so that they are able to discuss and explain their understanding and ideas. They must be able to analyse the language, form, and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. They will be assessed on their ability to write accurately, effectively, and analytically about their reading. They must use Standard English and a wide vocabulary, including grammatical terminology and literary and linguistic terms.
Key Stage 5
English language is an exciting subject filled with lively debate and discussion. In a world where we are surrounded by language, you will be taught how to think analytically, challenge assumptions, and develop communication skills. The A Level comprises three components: Language, the Individual and Society, Language Diversity and Change, and Language in Action. The course provides students with opportunities to explore a wide range of texts, considering how language is influenced by gender, ethnicity, region, occupation, age, and context. Students will look at language that is written, spoken, and produced for electronic media. They will develop an understanding of how writers construct their identity through text production and how they seek to influence their audience through language choice. Students will discover how language has changed over time, including teen-speak, and consider the various attitudes to these variations and changes.
English Literature A Level focuses on three key components with an additional 20% coursework element.
The course allows students to build on the understanding and appreciation of literary texts gained at GCSE level.
Students will have the opportunity to respond to texts of different periods and genres exploring the connections between them and the different contexts they were produced in.
Year 12 begins with a range of modern poetry, comparing two novels and studying a modern play. Year 13 builds on
this with the study of older poetry and a Shakespeare play. Students also learn how to evaluate secondary critical
material in order to shape and build their own arguments about texts.