English

Back

Curriculum Intent

The English Department, as stakeholders, have had input into the design of the curriculum and share its vision and rationale.

The intent of the English curriculum is to offer all students the opportunity to read a wide range of non-fiction and literary texts with an established critical reputation which will inspire and challenge them. The English Department allows all students to reflect upon and discuss the central themes of these texts and apply these core values to their own lives. All students should leave the Archbishop’s School as thoughtful, literate individuals, confident to take part in all aspects of life, whether in the written or spoken form.

Teaching in mixed ability groups, we expect all students to achieve regardless of their individual starting points. We value the written and spoken form of communication and recognise that students bring a range of qualities to the classroom; building upon students’ innate strengths, the curriculum develops the confidence of all students to achieve their true potential.

PROGRAMME OF STUDY OVERVIEWS

YEAR GROUP

TERM 1

TERM 2

TERM 3

TERM 4

TERM 5

TERM 6

7

Novel

(Of Mice and Men)

Novel

(Of Mice and Men)  

Non-Fiction Study

Creative Writing

Scientific Writing

An Intro to Shakespeare

8

Novel

(Lord of the Flies)

Novel cont.

Non-Fiction Study

Romeo and Juliet

Poetry

Culture Anthology

Creative Writing

9

Journey’s End

Cont.

Language through time

Novel study

(Catcher in the Rye)

cont

Spoken Language 

10

An Inspector Calls

Language Paper 1

Poetry Part 1.

Shakespeare

Language Paper 2

Poetry Part 2.

11

Language Paper 1 and Poetry revision

Language Paper 2

Poetry Anthology and Unseen

AIC and Shakespeare

Language Revision

 

Curriculum Implementation

From Year 7, the English curriculum is built upon the key foundation skills of language analysis and the ability to write extended pieces of work in a range of forms. Whilst the topics vary from traditional plays by Shakespeare to the more contemporary study of iconic figures of the 20th century, such as Nelson Mandela, students are taught to analyse the written word critically and with growing independence, applying these writing styles to their own work. These skills are revisited in every unit of work so that across time their application is firmly embedded in students’ understanding of the subject. All of the Schemes of Work are written to deliver cultural capital, often in tandem with our Christian ethos. The Year 9 unit exploring language change over time, uses the Genesis story of Creation to look at the way in which this allegory has become a fundamental part of our literary heritage as well as underpinning the core values of loyalty, love, and trust. Cross-curricular links also ensure that we deliver cultural capital, for example, in the Autumn term Year 9 students study World War One in History alongside ‘Journey’s End’ in English whilst a battlefields trip coincides with Remembrance Sunday.

Curriculum Impact

Progress is assessed through agreed termly core assessments. At Key Stage 3, class data folders allow each teacher to identify individual underachievement and to track the progress of key subgroups: girls/boy split and PP students. At Key Stage 4 these core assessments are cross marked and moderated, thus sharing good practice and ideas across the Department. The Department’s  Key Stage 4 tracking sheet clearly identifies underperformance across groups and subgroups, signposting to teachers where further teaching is required, either to a whole class or to subgroups or identified individuals. Teacher feedback is central to fill gaps in learning and this is clearly identified in students’ books by the use of the green pen. Students also have the opportunity to upgrade their own work, also identified by using a green pen. Students not making the expected progress are firstly dealt with via communication with home; this often has a positive impact on engagement in the classroom and work output. Six-week blocks of Intervention sessions also target Year 11 students at risk of not achieving their potential: delivered twice a week, this enables students to practise a discrete skill and then have written feedback for the following week.

Curriculum Learning Plan English

Key Stage 3 Overview

 

1

2

3

4

5

6

Year 7

‘Love that Dog’

Poetry

10th Sept.

Class Reader Novel

12th Nov.

Great

Lives

Non

fiction

8th Feb.

Shakespeare

Drama

Shakespeare

Drama

23rd April

Scientific

Writing

Non

fiction

Year 8

‘Of Mice and Men’

Novel

24th Sept.

‘Of Mice and Men’

Contd.

3rd Dec

Non Fiction Paper 2

Art of Rhetoric

Non fiction

14th Jan.

‘Romeo & Juliet’

Drama

Poetry:

A variety of styles

29th April

‘In Fair Verona’

Non fiction

Year 9

Journey’s

End’

Drama

15th Oct.

Cont

3rd Dec.

Non Fiction Paper  2

 

The Garden of Eden

Language

Change

15th Feb.

‘Catcher in the Rye’

Novel

‘Catcher in the Rye’

contd.

Novel

29th April

An introduction to the GCSE Anthology

Poetry

English Language

Examination Board: AQA

The following is an overview of the syllabus to be taken by all classes. There are two examinations in this GCSE, both taken at the end of Year 11.

Paper 1; 1 hr 45 mins; 80 marks

Section A: 50%
  •  Students will read a previously unseen literary text from C20 or C21
  • The questions will be structured to lead them through the passage
  • There are four questions, each more challenging than the last
  • The questions assess the students’ ability to read unseen texts.
Section B: 50%
  • One writing question: 24 marks for content and 16 for spelling and grammar
  • There will always be a choice between a written prompt and visual image, linked to the Section A text

Paper 2; 1 hr 45 mins; 80 marks

Section A: 50%
  • The students will read two previously unseen texts; one text will be C19, the other C20 or C21
  • There are four questions, each more challenging than the last
  • The students will be required to compare the texts and focus on the language used
Section B: 50%
  • One writing question: 24 marks for content and 16 for spelling and grammar
  • The question will prescribe purpose and form, but it will always require the student’s perspective

If you would like further information, please contact Ms J. Creaney Director of English

English Literature

 

Examination Board: AQA

The following is an overview of the syllabus to be taken by all classes. There are two examinations in this GCSE, both taken at the end of Year 11.

For all of the texts studied, students may not take a copy in with them; excerpts may be included in the examination paper, but reference to the wider text and quotations as evidence must come from memory.

Paper 1; 1 hr 45 mins; 64 marks

Section A: 50%
  • One question on a prepared Shakespeare play
  • There will be an extract provided (for detailed language work)
  • The answer needs to link the passage provided to the wider text
Section B: 50%
  • One question on a prepared C19 novel
  • There will be an extract provided (for detailed language work)
  • The answer needs to link the passage provided to the wider text

Paper 2; 2 hrs 15 mins; 96 marks

Section A: 36%
  • One question on a prepared modern text – prose or drama
Section B: 31%
  • Choose one question from two on fifteen prepared poems
  • The students will answer one comparative question – one poem will be named in the question and second will be the candidate’s choice
Section C: 33%
  • First, the students will answer one question on a previously unseen poem
  • Second, they will answer a question comparing the first unseen poem with a second one

If you would like further information, please contact Ms J. Creaney Director of English