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English

Curriculum Intent

We study English to create, embed and develop a love of English Language and Literature through an appreciation of the importance of English in everyday life. We aim for students to understand the power of words, texts and spoken English in order to make sense of the world they live in.  We use this to explore key identities of identity, eras and places.  The key stage 3 journey is sequenced in such a way that these themes are explored systematically and logically. We simultaneously look to:

  • deepen an experience of the greatest literary texts and the best that has been written, thought and said, so that students have rich cultural capital
  • deepen what they know about these texts and about readerly, writerly and speaking / listening skills
  • deepen what they can do (as speakers, listeners, readers and writers) as a result of this new and deeper knowledge

We embed a culture of interdependent and independent oracy to help learners to express themselves, communicate and articulate themselves formally and to create a culture that helps young people thrive and aspire beyond their school years, regardless of their route through life.

We explore a wide range of topics and events (in a holistic, sensitive way) from both past and present, to encourage learners to empathise with others and grow from the mistakes that have been made in the past. We appraise social class across a range of eras and their impacts; evaluate how societies have changed across time and discuss the way that literature has acted to ease troubles, both personally and on a greater scale. Through this, the Grace values are used to build learners who have a moral compass which cements the foundations to become a considerate citizen.

We scaffold and evolve skills each year so that every learner can build their skillset to be in a position to contribute to society and grow as a person. Knowledge is embedded to allow students to formulate their own ideas; mastery and retrieval are built into the curriculum to allow learners to apply their skills and foster a resilience that matures beyond adolescence.

We critically scrutinise some of the greatest literary minds (past and present) and their plays, stories, poems and novels to write about the impacts that literature has had on the world. This base is the soil from which learners build deep roots in English before flourishing and achieving their potential, both academically and as people in society.

This term, we are studying…

 

Qualification information:

GCSE: https://www.aqa.org.uk/subjects/english

A Level: https://www.aqa.org.uk/subjects/english/as-and-a-level/english-literature-a-7711-7712

Year 7

Unit

Big, exploratory question

“Words that Burn”

“How do words have the power to ignite a fire within us?”

In this unit, we will explore the history of poetry and its importance in creating a voice. We will look at the effects of figurative language and how poems create powerful messages and contain layers of meanings. This is so that students can:

  • Write about personal feelings in poetic form
  • Analyse poems looking how meaning is revealed by the poet

Year 8

Unit

Big, exploratory question

The Natural World

“How do writers depict the natural world through fables, legends, documentaries, rainforests and other texts?”

In this unit we will reviewing and create different text types across a shared theme of ‘nature’ (the environment and animal life), and humanity’s relationship with it. 

This is so that students can:

  • Analyse structure and linguistic choices of these different text types (reading)
  • Write about and in the different conventions of different text types (writing)

 

Year 9

Unit

Big, exploratory question

Politics of ‘Animal Farm’

“What is a political allegory and how can they reveal truths about society and class?”

In this unit we will understand how a writer can use a narrative as an ALLEGORY to make a deeper ‘statement’ about real-life events. This will introduce students to differing and changing political landscapes which will be crucial to their GCSE literature studies.  This is so that students can:

  • Write transformatively (non-fiction) with high formality (letter to a newspaper)
  • Write critically about themes within a text (reading)

Year 10

Unit

Where does this fit into their GCSE?

Poetry: Power & Conflict (Part 1 – War)

Literature paper 2, Section B

Linked to the requirements of Section B of Lit Paper 2 (see above), students will study:

  • How prevalent themes and intentions are shown within the anthology poems and how they relate to bigger themes.
  • Exploration of poetic techniques.
  • Contextual information that underpins each poem.
  • How to write a comparison Knowledge retrieval and critical content revision. Extended essay planning/ writing – which poems compare with which?
  • What poetry is and what the purpose of unseen poetry is. How writers can use language, structure and form to portray messages.
  • The way the content of a poem can be analysed / interpreted in different ways.

Year 11

Revision Season:

  • Language: Paper 1, Explorations and Descriptions
  • Literature: Paper 2, Unseen Poetry

By this point in the year, the content is finished, and students will now be revisiting key topics with the aim of revisiting key knowledge, and practicing essays and answers in line with exam requirements (see above)

Students should be supporting in-class revision with their own extensive revision, using past papers and materials given by school.

 

Year 13

Content Completion

Paper 2 – Wipers Times and Scars Upon My Heart – finish the texts and secure / consolidate knowledge.

Paper 2 – Birdsong - finish the text and secure / consolidate knowledge.

Revision Season:

Paper 1:

Taming of The Shrew

Love Through The Ages anthology

The Great Gatsby

Texts and revision materials are available on the google classroom.

By this point in the year, the content is finished, and students will now be revisiting key topics with the aim of revisiting key knowledge, and practicing essays and answers in line with exam requirements (see above)

Students should be supporting in-class revision with their own extensive revision, using past papers and materials given by school.

Curriculum content:

Attached are the curriculum maps which outline the sequence we use in order to structure our learning. If you would like to support your child's learning, we have attached links to Oak National Academy who provide lessons, activities and resources for commonly taught topics. Please use the curriculum map for this subject before visiting:

https://teachers.thenational.academy/subjects/english/key-stages/key-stage-3

https://teachers.thenational.academy/subjects/english/key-stages/key-stage-4

Our Values

LIMITLESS POTENTIAL 
We can achieve so much more than we think we can

INTENTIONAL EXCELLENCE

Success doesn’t happen by mistake

MUTUAL RESPECT

Everyone deserves to feel valued and important

GENUINE INTEGRITY

Honesty and doing the right thing are what really counts

AMAZING GRACE

Life is better with fresh starts and second chances