English
Words are, in my not-so-humble opinion, our most inexhaustible source of magic.”
Albus Dumbledore (J. K. Rowling)
We want...
Our students to have the broad and balanced knowledge required to become critical readers, accomplished writers and confident speakers in order to navigate the changing world in which they live.
We do this by...
Ensuring a high level of academic rigour across all abilities, year groups, and stages of the curriculum. We teach to the top of the class and offer opportunities outside the classroom which inspire pupils, as well as homework which consolidates their learning to enable them to see English as a challenging but rewarding subject.
Subject: English
Jump to Year Group:
Year 7
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Autumn 1 |
Autumn 2 |
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Exploring the concept of power through different fiction and nonfiction extracts. Working on developing comprehension skills and selecting quotations. Creative writing challenge |
Continuation of the exploration of power whilst reading George Orwell’s Animal Farm. Continuing work on comprehension, quotation selection, and exploring how characters show power and/or powerlessness. Creative writing challenge |
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Spring 1 |
Spring 2 |
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Exploring the concept of identity. Studying a range of poetry with a voice (including Tennyson’s The Charge of the Light Brigade). Creative writing challenge |
Continuation of exploration of identity but with a focus on non-fiction extracts. Studying a range of viewpoint extracts through time. Creative writing challenge |
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Summer 1 |
Summer 2 |
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Exploring the concept of morality through different fictional extracts. Studying extracts from Shakespeare plays. Creative writing challenge |
Continuation of exploration of morality through reading extracts from Arthur Conan Doyle’s Sherlock Holmes. Creative writing challenge |
Year 8
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Autumn 1 |
Autumn 2 |
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Exploring the concept of power through WWI poetry (including Hughes’ Bayonet Charge). Creative writing challenge |
Continuation of exploration of conflict through Jason Reynolds’ verse novel, Long Way Down. Creative writing challenge |
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Spring 1 |
Spring 2 |
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Exploring the concept of freedom and justice through reading extracts from Dickens’ Oliver Twist. Understanding what life was like during Victorian England. Creative writing challenge |
Continuation of exploration of freedom and justice whilst continuing the study of Oliver Twist and other extracts from Shakespeare plays such as Othello and Hamlet. Creative writing challenge |
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Summer 1 |
Summer 2 |
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Exploring the concept of fear in gothic literature across time periods. Students study a range of short gothic stories tracking the gothic conventions. Creative writing challenge |
Continuation of exploration of fear using the extracts as a way in to develop narrative writing. Creative writing challenge |
Year 9
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Autumn 1 |
Autumn 2 |
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Exploring the concept of prejudice through the study of Ruta Sepetys’ Salt to the Sea. Students develop their ability to read and comprehend the text with a focus on contextual understanding. Creative writing challenge |
Continuation of exploration of prejudice whilst reading Ruta Sepetys’ Salt to the Sea. Creative writing challenge |
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Spring 1 |
Spring 2 |
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Exploring the concept of gender reading Shakespeare’s Romeo and Juliet. Creative writing challenge |
Continuation of exploration of gender continuing reading Romeo and Juliet and a range of poetry over the times that focus on gender stereotypes and changes. Creative writing challenge |
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Summer 1 |
Summer 2 |
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Students focus on revisiting all concepts from Y7 to Y9. Students learn about Language Paper 1, Question 5. Students work on their descriptive and narrative writing skills from an image prompt. Creative writing challenge |
Exploring the concept of responsibility through reading J. B. Priestley’s An Inspector Calls. Students read the text for plot security. Students focus on all skills learnt from Y7 to Y9. Creative writing challenge |
Year 10
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Autumn 1 |
Autumn 2 |
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Students begin Y10 with a focus on Language Paper 1, Section A (1, 2, and 4). Students then revisit concepts (conflict and fear) from KS3 whilst studying 4 Power and Conflict Poems. |
Students read Dickens’ A Christmas Carol as part of their 19th Century text study. |
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Spring 1 |
Spring 2 |
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Students focus on 4 Power and Conflict poems revisiting the concepts (morality and power) from KS3. They also revisit Language Paper 1, Question 5. |
Students read Shakespeare’s Macbeth as part of their Shakespeare study. |
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Summer 1 |
Summer 2 |
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Students focus on 4 Power and Conflict poems revisiting the concepts (identity and justice) from KS3. Students learn about Language Paper 2, Question 5. |
Speaking and listening assessments take place with a continuation of learning about Language Paper 2, Question 5. |
Year 11
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Autumn 1 |
Autumn 2 |
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Students begin with revisiting the concepts (responsibility, gender, and prejudice) whilst studying J. B. Priestley’s An Inspector Calls. |
Students focus on the final 3 Power and Conflict poems revisiting the concepts from KS3. |
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Spring 1 |
Spring 2 |
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Revisiting all concepts from KS3/4. Students focus on the final 3 Power and Conflict poems revisiting the concepts from KS3. Students explore Unseen Poetry. |
Suggested two-week revision blocks: A Christmas Carol Unseen Poetry Macbeth Paper 1 – Section A Paper 1 – Section B |
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Summer 1 |
Summer 2 |
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Suggested two-week revision blocks: An Inspector Calls Poetry Cluster(s) Paper 2 – Section A Paper 2 – Section B |
Set based interleaved revision as per exam timetable. |