The English Department are providing a broad, balanced and challenging curriculum that fosters a love of learning. Our curriculum is intended to support the interests and aspirations of every child and encourages them to strive for personal excellence.
Year 7
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Curriculum Intention: The Year 7 schemes of work ensure that the content of the national curriculum is delivered. Teachers have developed schemes that ensure high challenge, enjoyment and enquiry are at the heart of learning English. Reading has been prioritised to support students’ progress. Schemes of work have been mapped to ensure that the skills required for assessment in Year 11 are developed from the start of a pupil’s journey in Year 7 and that learning from KS2 is built upon. The use of concrete ideas will support building the foundations for the skills required at GCSE and A Level. As a department we have a passion for English and endeavour to foster enthusiasm, excitement and an appetite for learning language, literature and fostering student ongoing enthusiasm for English. The combination of literature and language being taught at KS3 embed skills and supports students in their application of these skills ultimately unleashing the potential of students to write with flair. This in turn will echo the skills needed at GCSE. |
Curriculum Implementation:
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Thematic based schemes that will cover the following broad areas: modern fiction, classic fiction, drama, and poetry, reading non-fiction texts, written communication and spoken language. Grammar for writing, opportunities for speaking and listening and reading for pleasure will be interleaved throughout the scheme. |
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Autumn |
Spring |
Summer |
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NOVEL: Fantasy (Harry Potter) |
Ancient Myths |
Novel: War Horse |
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Half term |
Half term |
Half term |
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NOVEL: Fantasy (Harry Potter) |
Media Unit |
Novel: War Horse |
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Christmas Holidays |
Easter Holidays |
Summer Holidays |
**Please note that groups that are shared between staff are implementing a revised LTP.
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Outcomes:
Student outcomes will mirror or exceed targets set and teacher’s aspirations. A reading rich curriculum will enhance progress. |
Employability skills:
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Year 8
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Curriculum Intention: The Year 8 schemes of work ensure that the content of the national curriculum is delivered. Teachers have developed schemes that ensure high challenge, enjoyment and enquiry are at the heart of learning English. Reading has been prioritised to support students’ progress. Schemes of work have been mapped to ensure that the skills required for assessment in Year 11 are developed from the start of a pupil’s journey in Year 8 and that learning from KS2 and Year 7 is built upon. The use of more abstract ideas is age appropriate and will support and challenge students on their journey to GCSE and A Level. As a department we have a passion for English and endeavour to foster enthusiasm, excitement and an appetite for learning language, literature and fostering student ongoing enthusiasm for English. The combination of literature and language being taught at KS3 embed skills and supports students in their application of these skills ultimately unleashing the potential of students to write with flair. This in turn will echo the skills needed at GCSE and A Level. |
Curriculum Implementation:
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Thematic based schemes that will cover the following broad areas: modern fiction, classic fiction, drama, poetry, Shakespeare, reading non-fiction texts, written communication and spoken language. Grammar for writing, opportunities for speaking and listening and reading for pleasure will be interleaved throughout the scheme. |
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Autumn |
Spring |
Summer |
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Love throughout the ages |
Novel: Diversity ‘Noughts and Crosses’ |
Poetry: War |
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Half term |
Half term |
Half term |
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Shakespeare: ‘The Tempest’ |
Novel: Diversity ‘Noughts and Crosses’ |
Novel: ‘Face’ |
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Christmas Holidays |
Easter Holidays |
Summer Holidays |
**Please note that groups that are shared between staff are implementing a revised LTP.
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Outcomes:
Student outcomes will mirror or exceed targets set and teacher’s aspirations. A reading rich curriculum will enhance progress. |
Employability skills:
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Year 9
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Curriculum Intention: We have developed a KS3 curriculum in English that we feel prepares our students very well for the examinations they will face at the end of year 11, but which also means students will get to read plenty of literature. The curriculum we have developed includes opportunities for students to read a range of modern and classic fiction, themed poetry and plays. We have mapped out the curriculum so that students cover all of the essential skills they need in order to succeed at GCSE. This will be building on the skills that they have already acquired in Year 7 and 8. Students will carry out tasks that have been developed using the same wording or format as the tasks used at GCSE. In addition, students will be regularly given feedback on their written accuracy, to ensure that their spelling, punctuation and grammar improves. Students are also taught transferable skills, such as: Communication, debating and writing techniques applicable to a range of subjects including but not limited to: History, Geography, Drama and R.E |
Curriculum Implementation:
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Autumn |
Spring |
Summer |
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Poetry from other times and places |
Shakespeare ‘The Taming of the Shrew’ |
Dystopia |
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Half term |
Half term |
Half term |
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Freedom |
Shakespeare ‘The Taming of the Shrew’ |
GCSE: ‘The Strange case of Dr Jekyll and Mr Hyde’ (English literature paper 2) |
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Christmas Holidays |
Easter Holidays |
Summer Holidays |
**Please note that groups that are shared between staff are implementing a revised LTP.
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Outcomes:
Student outcomes will mirror or exceed targets set and teacher’s aspirations. A reading rich curriculum will enhance progress. More fluency in their understanding of GCSE specific criteria and focus on preparation for Exam conditions. |
Employability skills:
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Year 10
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Curriculum Intention: We have developed a KS4 curriculum in English that we feel prepares our students very well for the examinations they will face at the end of year 11, but which also means students will get to read plenty of literature. The curriculum we have developed includes opportunities for students to read a range of modern and classic fiction, themed poetry and plays. We have mapped out the curriculum so that students cover all of the essential skills they need in order to succeed at GCSE. This will be building on the skills that they have already acquired in Year 7,8 and 9. In summary, in English Language, students will develop an ability to read critically and to respond to unseen literary extracts and non-fiction texts. They will learn to write for an audience and purpose and will develop their creative writing skills. Students will carry out tasks that have been developed using the same wording or format as the tasks used at GCSE. In addition, students will be regularly given feedback on their written accuracy, to ensure that their spelling, punctuation and grammar improves. |
Curriculum Implementation:
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Autumn |
Spring |
Summer |
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Week B Lang: Paper 1 19th Century Fiction and Imaginative Writing |
Week B Lang: Paper 2 Non fiction and Transactional Writing |
Paper 2 revision |
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Half term |
Half term |
Half term |
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Week B Lang: Paper 1 19th Century Fiction and Imaginative Writing |
Week B Lang: Paper 2 Non fiction and Transactional Writing |
Week B Lang: Spoken Language Endorsement |
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Christmas Holidays |
Easter Holidays |
Summer Holidays |
**Please note that groups that are shared between staff are implementing a revised LTP.
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Outcomes:
Student outcomes will mirror or exceed targets set and teacher’s aspirations. A reading rich curriculum will enhance progress. More fluency in their understanding of GCSE specific criteria and focus on preparation for Exam conditions. |
Employability skills:
Put forward ideas and arguments in a concise manner |
Year 11
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Curriculum Intention: We have developed a KS4 curriculum in English that we feel prepares our students very well for the examinations they will face at the end of year 11, but which also means students will get to read plenty of literature. The curriculum we have developed includes opportunities for students to read a range of modern and classic fiction, themed poetry and plays. We have mapped out the curriculum so that students cover all of the essential skills they need in order to succeed at GCSE. This will be building on the skills that they have already acquired in Year 7,8 ,9 AND 10. In summary, in English Language, students will develop an ability to read critically and to respond to unseen literary extracts and non-fiction texts. They will learn to write for an audience and purpose and will develop their creative writing skills. Students will carry out tasks that have been developed using the same wording or format as the tasks used at GCSE. In addition, students will be regularly given feedback on their written accuracy, to ensure that their spelling, punctuation and grammar improves. |
Curriculum Implementation:
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Autumn |
Spring |
Summer |
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Week B Lang: Paper 1 19th Century Fiction and Imaginative Writing |
Week B Lang: Paper 2: Non Fiction and Transactional Writing |
20th April – 18th May Focused revision |
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Half term |
Half term |
Half term |
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Week B Lang: Paper 1 19th Century Fiction and Imaginative Writing |
Week B Lang: Paper 2: Non Fiction and Transactional Writing |
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Christmas Holidays |
Easter Holidays |
Summer Holidays |
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Outcomes:
Student outcomes will mirror or exceed targets set and teacher’s aspirations. A reading rich curriculum will enhance progress. More fluency in their understanding of GCSE specific criteria and focus on preparation for Exam conditions. |
Employability skills:
Put forward ideas and arguments in a concise manner
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Year 12
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Curriculum Intention: Offering clear skills progression from GCSE, this course allows students to build on the skills already gained and prepare for their next steps. The variety of assessment styles used, such as data analysis, discursive essays, directed writing, original writing and research-based investigative writing, allows students to develop a wide range of skills. These include critical reading, data analysis, evaluation, the ability to develop and sustain arguments and a number of different writing skills which are invaluable for both further study and future employment. This course draws academic insights from a range of fields within the study of English language/linguistics, including sociolinguistics and discourse analysis. This course is designed to fit within a continuum of study from GCSE to degree level. |
Curriculum Implementation:
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Autumn |
Spring |
Summer |
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EXAM – Component 1 – Section B
Spoken language Literacy Assessment:
Assessment Objective Focus: AO1 / AO2 EXAM – Component 2 – Section A
The history of the English language Assessment Objective Focus: AO2 EXAM – Component 2 – Section A DIVERSITY Accent & Dialect & Social class Assessment Objective Focus: AO1 / AO2 |
EXAM – Component 1 – Section A LANGUAGE LEVELS & TEXTS AND REP Language levels & analysing a modern text only Assessment:
Assessment Objective Focus: AO1 / AO3 EXAM – Component 2 – Section A DIVERSITY Occupation & Gender Assessment:
Assessment Objective Focus: AO1 / AO2 |
REVISION FOR NITERNAL EXAM EXAM – Component 1 – Section B
Spoken language Literacy Assessment:
Assessment Objective Focus: AO1 / AO2 EXAM – Component 2 – Section A DIVERSITY Global English Assessment:
Assessment Objective Focus: AO1 / AO2 |
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Half term |
Half term |
Half term |
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EXAM – Component 1 – Section B CHILD LANGUAGE DEVELOPMENT Spoken language Literacy Assessment:
Assessment Objective Focus: AO1 / AO2 EXAM – Component 2 – Section A CHANGE The history of the English language Assessment Objective Focus: AO2 EXAM – Component 2 – Section A DIVERSITY Accent & Dialect & Social class Assessment Objective Focus: AO1 / AO2 |
NEA – Component 3 – 20% of A-Level DATA INVESTIGATION Assessment Objective Focus: AO1 / AO2 / AO3 NEA – Component 3 – 20% of A-Level DATA INVESTIGATION
Assessment Objective Focus: AO1 / AO2 / AO3
NEA – Component 3 – 20% of A-Level ORIGINAL WRITING & COMMENTARY (1500 words) Assessment Objective Focus: AO1 / AO2 / AO3 / AO4 /AO5 (REVISION FOR INTERNAL EXAMS) NEA – Component 3 – 20% of A-Level
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EXAM – Component 1 – Section A LANGUAGE LEVELS & TEXTS AND REP Language levels & analysing a modern text only Assessment:
Assessment Objective Focus: AO1 / AO3 EXAM – Component 2 – Section A (and introduction of section B) DIVERSITY - Revision Assessment:
Assessment Objective Focus: AO1 / AO2 NEA mop up if needed |
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Christmas Holidays |
Easter Holidays |
Summer Holidays |
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Outcomes:
Student outcomes will mirror or exceed targets set and teacher’s aspirations. A reading rich curriculum will enhance progress. More fluency in their understanding of A Level specific criteria and focus on preparation for Exam conditions. |
Employability skills:
Put forward ideas and arguments in a concise manner |
Year 13
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Curriculum Intention: Offering clear skills progression from GCSE, this course allows students to build on the skills already gained and prepare for their next steps. The variety of assessment styles used, such as data analysis, discursive essays, directed writing, original writing and research-based investigative writing, allows students to develop a wide range of skills. These include critical reading, data analysis, evaluation, the ability to develop and sustain arguments and a number of different writing skills which are invaluable for both further study and future employment. This course draws academic insights from a range of fields within the study of English language/linguistics, including sociolinguistics and discourse analysis. This course is designed to fit within a continuum of study from GCSE to degree level. |
Curriculum Implementation:
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Autumn |
Spring |
Summer |
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EXAM – Component 1 – Section A TEACH TEXTS & REPRESENTATIONS Focus on comparing a modern and older text Assessment Objective Focus: AO1 / AO3 / AO4 MOCK EXAMS ON THIS SECTION (On-going Coursework intervention) EXAM – Component 2 – Section B TEACH Language discourses Change and Diversity Assessment Objective Focus: Q3: AO1 / AO3 / AO4 Q4: AO2 / AO5 MOCK EXAMS ON THIS SECTION |
EXAM – Component 1 – Section B REVISE Child Language Development Regular internal assessments Assessment Objective Focus: AO2 (On-going exam intervention) EXAM – Component 2 – Section A REVISE Language change Regular internal assessments Assessment Objective Focus: AO1 / AO3 / (On-going exam intervention)
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Paper 1 revision – led by student needs Assessment Objective Focus: AO1 / AO2 / AO3 / AO4 EXAM – Component 2 – Section B TEACH Language discourses Change and Diversity revise Assessment Objective Focus: Q3: AO1 / AO3 / AO4 Q4: AO2 / AO5 MOCK EXAMS ON THIS SECTION (On-going Coursework intervention)
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Half term |
Half term |
Half term |
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EXAM – Component 1 – Section A TEACH TEXTS & REPRESENTATIONS Focus on comparing a modern and older text Assessment Objective Focus: AO1 / AO3 / AO4 MOCK EXAMS ON THIS SECTION (On-going Coursework intervention) EXAM – Component 2 – Section B TEACH Language discourses Change and Diversity Assessment Objective Focus: Q3: AO1 / AO3 / AO4 Q4: AO2 / AO5 MOCK EXAMS ON THIS SECTION |
EXAM – Component 1 – Section A REVISE TEXTS & REPRESENTATIONS Focus on comparing a modern and older text Assessment Objective Focus: AO1 / AO3 / AO4 EXAM – Component 2 – Section A REVISE Language diversity Regular internal assessments Assessment Objective Focus: AO1 / AO3 / (On-going exam intervention)
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Christmas Holidays |
Easter Holidays |
Summer Holidays |
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Outcomes:
Student outcomes will mirror or exceed targets set and teacher’s aspirations. A reading rich curriculum will enhance progress. More fluency in their understanding of A Level specific criteria and focus on preparation for Exam conditions. |
Employability skills:
Put forward ideas and arguments in a concise manner
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