‘Inspiring literature helps us to understand the world, and understanding language helps us to unlock great literature.’
English is offered as:
| Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 | |
|---|---|---|---|---|---|---|
| Year 7 | Modern Drama: ‘Our Day Out’ by Willy Russell | Modern Novel: ‘Refugee Boy’
by Benjamin Zephaniah | Introduction to non-fiction:
Conventions of non-fiction forms; Travel Writing; Newspapers; Speeches | Poetry: Poems of celebration from around the world. | Drama:
Introduction to Shakespeare. | Myths and Legends. |
| Year 8 | Modern Drama: ‘Pygmalion’ by George Bernard Shaw | Drama: ‘A Midsummer Night’s Dream’ by William Shakespeare | Prose: Gothic Literature. Extracts from various Gothic texts. | Poetry: Love Poetry across the ages. | Non-fiction and debating: The power of Spoken language | Modern Novel: ‘Noughts and Crosses’ by Malorie Blackman |
| Year 9 | Drama: ‘Macbeth’ by William Shakespeare.
What makes a tragic hero? | Modern Prose: ‘Anita and Me’ by Meera Syal How can storytelling empower you? | Poetry: Poems from around the world. How can poetry reflect society? | Modern Drama: ‘A View from the Bridge’ by Arthur Miller What constitutes an outsider?
| Prose: 19th Century Literature
How does context shape authorial intent? | Descriptive and Narrative writing
What makes a great story? |
Students receive seven lessons a fortnight during which they will develop the key skills of communication through the written and spoken word. They will learn how to analyse the form, structure and language of a text while also looking at the conventions of different genres. For Drama this will include: stage directions, characterisation, context and language; for Prose: Characterisation, Themes and Narrative Structure and for Poetry: Interpretation, form and structure and terminology. Students will also study a range of non-fiction texts where they will explore the different conventions of various forms of non-fiction. Key skills will be developed through working both independently and in groups, and will consist of both written and oral work including role play and presentations.
Students receive seven lessons a fortnight during which they will continue to develop and add to the skills learnt in Year 7. For Drama they will develop their knowledge of how context can affect the content and ideas within a text, and consider how characterisation affects the audience’s response. They will also further their understanding of narrative structure, looking at how a plot is developed. In their Prose studies, students will develop their analytical skills by focusing on close analysis; how to unpack a quotation and looking at authorial intent and what key words and phrases suggest. They will also consider the importance of setting within a text and the effect on both the text and audience. For Poetry, students begin to develop their skills of comparison and how to analyse similarities and differences within two poems. For their non-fiction studies, students will engage in the skills of debating, looking at how to argue and persuade using both the written and spoken word. Again, these skills will be developed through working both independently and in groups, and will consist of both written and oral work including role play and presentations.
Students receive seven lessons a fortnight, exploring a ‘big question’ which provides a focus for the unit and the opportunity for personal enquiry. It also allows students to consider the universality of these ideas and how they are represented in different genres across time. Students will develop their independent thinking skills and will be encouraged to share their ideas and consider the ideas of others. Students will continue to develop their analytical and creative skills through both written and oral work as in Years 7 and 8.
Throughout KS3, students are exposed to high quality texts which embrace our literary heritage and the Canon.
English studies comprise both written and oral skills and alongside the school assessment guidelines, assessment will be made of both these skills throughout KS3. There are two formal assessments a term which will be followed by whole class feedback lessons. Frequent constructive verbal feedback will also be given to pupils throughout lessons from the teacher and through peer assessment. Regular high level questioning will also be used to assess students’ understanding.
Students are encouraged to read as often and as much as possible. Throughout KS3, students have one lesson a fortnight which is dedicated to reading for pleasure. Students bring in their own books for this lesson and to help them with this, a KS3 reading list of recommended texts is available.
In Year 7, students will be taken to the Globe Theatre for a tour and a workshop where they will develop their understanding of performing Shakespeare.
Students at Key Stage 4 have 7 periods a fortnight studying the AQA GCSE English Language and English Literature qualifications.
| Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 | |
|---|---|---|---|---|---|---|
| Year 10 | Modern Literature: ‘An Inspector Calls’ by J.B. Priestley (Literature Paper 2 | AQA Poetry Anthology.
(Literature Paper 2) | Unseen Fiction Extracts from the 20th and 21st centuries.
(Language Paper 1) | AQA Poetry Anthology and Unseen Poetry
(Literature Paper 2) | Non-fiction texts from the 19th, 20th and 21st centuries.
(Language Paper 2) | Descriptive and Narrative Writing and Writing for specified audiences and purpose.
(Language Papers 1&2) |
| Year 11 | ‘Romeo and Juliet’ by William Shakespeare
(Literature Paper 1) | ‘Romeo and Juliet’ and ‘A Christmas Carol’ by Charles Dickens
(Literature Paper 1) | ‘A Christmas Carol’
(Literature Paper 1) | Revision | Revision |
|
Students begin their studies for their GCSE English Literature and GCSE English Language. In Year 10 the Literature focus is on Literature Paper 2 ‘Modern Texts and Poetry’. Students will also cover all the necessary elements for success in both Language Paper 1 ‘Explorations in Creative Reading and Writing’ and Language Paper 2 ‘Writers’ Viewpoints and Perspectives’. In addition, at some point in the year students will be assessed for the Spoken Language component of the English Language qualification. Students will give a presentation on a subject of their choice for which they will be awarded either a Distinction, Merit of Pass. Whilst this is a compulsory element of the GCSE English Language qualification, the grade awarded does not go towards the overall grade for this qualification.
The focus in Year 11 is GCSE English Literature Paper 1 ‘Shakespeare and the 19th Century Novel’. There are only two texts for this paper and students will study ‘Romeo and Juliet’ and ‘A Christmas Carol’ across Terms 1-3. From November in Year 11 students will complete a ‘Revision Note Programme’ where they will complete a schedule of revision tasks as part of their home learning. They will then build on this during Terms 4 and 5 which are dedicated to revision.
GCSE English Language Paper 1: ‘Explorations in Creative Reading and Writing’ (1 hr 45 mins. 50% of qualification)
GCSE English Language Paper 2: ‘Writers’ Viewpoints and Perspectives’. (1 hr 45 mins. 50% of qualification)
Spoken Language Award (compulsory unit but 0% of qualification)
GCSE English Literature Paper 1: ‘Shakespeare and the 19th Century Novel’ (I hr 30 mins. 40% of qualification)
GCSE English Literature Paper 2: ‘Modern Texts and Poetry’ (2 hrs 15 mins. 60% of qualification)
Students at Key Stage 5 can follow one of 2 paths as part of the IB Diploma: IB Literature or IB Language and Literature. Both courses are available at both Higher and Standard level. All students must take one English course to complete their Diploma.
| IB Literature Standard | Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 |
|---|---|---|---|---|---|---|
| Year 12 | ‘A Streetcar Named Desire’ by Tenessee Williams | ‘A Doll’s House’ by Henrick Ibsen | ‘Why We Can’t Wait’ by Martin Luther King,‘Twenty Love Poems and a Song of Despair’ by Pablo Neruda and ‘Springtime in a Broken Mirror’ by Mario Benedetti | ‘Twenty Love Poems and a Song of Despair’ by Pablo Neruda and ‘Springtime in a Broken Mirror’ by Mario Benedetti | ‘Othello’ by William Shakespeare | ‘The World’s Wife’ by Carol Ann Duffy |
| Year 13 | ‘The World’s Wife’ by Carol Ann Duffy and ‘The Handmaid’s Tale’ by Margaret Attwood | ‘The Handmaid’s Tale’ by Margaret Attwood and IA planning practice and skills. | ‘Top Girls’ by Caryl Churchill | Revision for Paper 1 and Paper 2 | Revision for Paper 1 and Paper 2 |
| IB Literature Higher | Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 |
|---|---|---|---|---|---|---|
| Year 12 | ‘A Streetcar Named Desire’ by Tenessee Williams and ‘A Doll’s House’ by Henrick Ibsen | Poetry of Sylivia Plath and Pablo Neruda and ‘The Handmaid’s Tale’ by Maragaret Atwood | ‘Why We Can’t Wait’ by Martin Luther King and Paper 1 conventions of non-fiction and ‘The Cherry Orchard’ by Anton Chekhov | ‘Othello’ by William Shakespeare and ‘Springtime in a Broken Mirror’ by Mario Benedetti | ‘The World’s Wife’ by Carol Ann Duffy and Paper 1 conventions of prose and drama | IA planning practice and skills |
| Year 13 | 'Half of aYellow Sun’ by Chimamanda Ngozi Adichiecand ‘To Each His Own’ by Leonardo Sciascia. | HL essay | ‘Top Girls’ by Caryl Churchill | Revision for Paper 1 and Paper 2 | Revision for Paper 1 and Paper 2 |
In Year 12 students studying the IB Literature pathway will have an opportunity to explore a wide range of texts that span both time and space. Students will study texts from four centuries, four continents and eight countries. At Higher Level thirteen texts are studied while at Standard Level it is nine texts. At KS5 students continue to hone and develop the analytical skills they have practiced at GCSE as well as learning about the impact of structure. To study from an IB perspective students will also explore the ways in which meanings arise from the time and place a text was written in; they will explore the relationships between writers and readers and will examine the connections between literary texts.
In Year 13 of the Literature course students will have an opportunity to understand further how the texts they are studying can be used for assessments in the course. Students will learn how to write cohesive and coherent arguments, and they will learn the skills for redrafting. The Internal Assessment is an oral assessment and students will explore the differences between written and oral responses to texts. In preparation for their written exams, students will investigate further the conventions of literary texts and how to write about unseen texts.
Standard Level
External assessment: Paper 1: Guided Literary analysis (1 hrs 15 mins) (35% of total assessment)
The paper consists of two passages from two different literary forms, each accompanied by a question. Students choose one passage and write an analysis of it.
Paper 2: Comparative essay (1 hr 45 mins) (35% of total assessment)
The paper consists of four general questions. In response to one question, students write a comparative essay based on two works studied in the course.
Internal assessment: Individual oral (15 mins) (30% of total assessment)
Supported by two extracts, students will offer a prepared response of 10 minutes to a prompt, followed by 5 minutes of questions by the teacher. This is internally assessed by the teacher and externally moderated by the IB at the end of the course.
Higher Level
External assessment: Paper 1: Guided Literary analysis (2 hrs 15 mins) (35% of total assessment)
The paper consists of two passages from two different literary forms, each accompanied by a question. Students write an analysis of each of the passages.
Paper 2: Comparative essay (1 hr 45 mins) (25% of total assessment)
The paper consists of four general questions. In response to one question, students write a comparative essay based on two works studied in the course.
Higher Level Essay (20% of total assessment): Students submit an essay on one literary text or work studied during the course. The essay must be 1,200-1,500 words in length.
Internal assessment: Individual oral (15 mins) (20% of total assessment)
Supported by two extracts, students will offer a prepared response of 10 minutes to a prompt, followed by 5 minutes of questions by the teacher. This is internally assessed by the teacher and externally moderated by the IB at the end of the course.
| IB Language and Literature Standard | Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 |
|---|---|---|---|---|---|---|
| Year 12 | ‘A Streetcar Named Desire’ by Tennessee Williams | Non-literary texts on the topic of film and television | Non-literary texts for the topic of politics | ‘Top Girls’ by Caryl Churchill and bodies of work (Articles by Caitlin Moran and Fairy Adverts) | Non-literary texts exploring black and Asian voices in modern Britain and bodies of work (Articles by Caitlin Moran and Fairy Adverts) | ‘The World’s Wife’ by Carol Ann Duffy |
| Year 13 | ‘A Doll’s House’ by Henrik Ibsen | IA practice. Revision for Paper 1 | IA and Revision for Paper 1 and Paper 2 | Revision for Paper 1 and Paper 2 | Revision for Paper 1 and Paper 2 |
In Year 12 students studying the IB Language and Literature pathway will have an opportunity to explore a wide range of both literary and non-literary texts and their relationships with one another. Literary and non-literary texts will be grouped by concepts to help students understand the intricate and integral relationships between types of texts. At Higher Level, six literary texts are studied and for Standard Level it is four texts. These will include at least one play, novel and collection of poetry. They will also explore an extensive range of non-literary texts. At KS5 students continue to hone and develop the analytical skills they have practiced at GCSE as well as learning about the impact of structure. To study from an IB perspective students will also examine the ways in which meanings arise from the time and place a text was written in; they will explore the relationships between writers and readers and will examine the connections between texts; both literary and non-literary.
In Year 13 of the Language and Literature course students will have an opportunity to further understand how the texts they are studying can be used for assessments in the course. Students will learn how to write cohesive and coherent arguments. The Internal Assessment is an oral assessment and students will explore the differences between written and oral responses to texts. In preparation for their written exams, students will investigate further the conventions of non-literary texts and how to write about unseen texts.
External assessment: Paper 1: Guided Literary analysis (1 hrs 15 mins) (35% of total assessment)
The paper consists of two passages from two different non-literary forms, each accompanied by a question. Students choose one passage and write an analysis of it.
Paper 2: Comparative essay (1 hr 45 mins) (35% of total assessment)
The paper consists of four general questions. In response to one question, students write a comparative essay based on two works studied in the course.
Internal assessment: Individual oral (15 mins) (30% of total assessment)
Supported by two extracts, one literary and one non-literary students will offer a prepared response of 10 minutes to a prompt, followed by 5 minutes of questions by the teacher. This is internally assessed by the teacher and externally moderated by the IB at the end of the course.
External assessment: Paper 1: Guided Literary analysis (2 hrs 15 mins) (35% of total assessment)
The paper consists of two passages from two different non-literary forms, each accompanied by a question. Students write an analysis of each of the passages.
Paper 2: Comparative essay (1 hr 45 mins) (25% of total assessment)
The paper consists of four general questions. In response to one question, students write a comparative essay based on two works studied in the course.
Higher Level Essay
Students submit an essay on one non-literary text or a collection of non-literary texts by one same author, or a literary text or work studied during the course (20% of total assessment)
Internal assessment: Individual oral (15 mins) (20% of total assessment)
Supported by two extracts, one literary and one non-literary students will offer a prepared response of 10 minutes to a prompt, followed by 5 minutes of questions by the teacher. This is internally assessed by the teacher and externally moderated by the IB at the end of the course.
Democracy: Abuses of democracy are taught in KS5 through the dystopian text ‘The Handmaid’s Tale’. Ideas of democracy and abuse are further explored by students through research of how context affects the ideas presented in literature and through the speeches of Martin Luther King.
Rule of law: This is explored in KS3 through ‘Macbeth’ when students examine the divine right of Kings and also throughout their studies looking at how the rule of law has affected women’s rights throughout history. This is also part of the study looking at the political elements in ‘Othello’ in KS5.
Individual Liberty: The rights of women are considered throughout all key stages. Students study ‘Myths and Legends in Year 7, ‘Pygmalion’ in Year 8, and through the study of 19th century literature throughout. KS5 has a strong focus on gender issues through the study of texts such as ‘The Handmaid’s Tale’, ‘A Streetcar Named Desire’, ‘A Doll’s House’ and poetry by Carol Ann Duffy. Students also study the speeches of Martin Luther King looking at the Civil Rights Movement.
Mutual respect: Respect for other cultures is developed in Year 7 through the study of ‘Refugee Boy’. This is further explored in Year 9 through poetry from different cultures and texts such as ‘A View from the Bridge’ and ‘Anita and Me’. Respect for different classes is also studied in Year 7 in ‘Our Day Out’ and further explored through socialist ideas with the GCSE study of ‘An Inspector Calls’ and ‘A Christmas Carol’. Cultural differences are also explored through the study of ‘Othello’ in KS5.
Tolerance of those of different faiths and beliefs: Tolerance of other faiths is examined in KS3 through ‘Anita and Me whilst the ideas of fundamentalism are explored through the study of ‘The Handmaid’s Tale’ in KS5.
