English

Meet the Department

Mrs Almeida Curriculum Leader
Mrs T Carter Teacher / Second in Department / Literacy Coordinator
Mr Dollimore Teacher/Deputy Headteacher
Miss Meats Teacher
Mrs Scott Teacher
Mrs Johnson Teacher
Miss Hessom Teacher

Subject Overview

Pupils study a broad and thematic curriculum that explores a diverse range of literature and texts.   We encourage our pupils to read independently and have access to a variety of texts from different cultures and traditions.  We challenge them to have a greater understanding of and appreciation of the classics and contemporary texts from a diverse Literature cannon.  We aim for them to progress in years 7 to 11 to express themselves confidently in their speaking and writing and to leave school having engaged imaginatively and creatively in this subject. All pupils study GCSE English Language and GCSE English Literature.

Click or tap here to see the Year 7 Learning Journey
Click or tap here to see the Year 8 Learning Journey
Click or tap here to see the Year 9 Learning Journey
Click or tap here to see the Year 10 Learning Journey
Click or tap here to see the Year 11 Learning Journey

Units studied for KS3:

Year 7

Autumn term part 1: Reading poetic texts and descriptive writing

  • Analysis of poet’s craft and literary devices for effect
  • Animal poems: Tennyson, William Blake and additional contemporary poets
  • Critical analysis of The Highwayman by Alfred Noyes
  • Creative writing using a picture stimulus

Autumn term part 2:  Author’s craft and the characterisation of the villain

  • Analysis of author’s craft which explores the features and convention of a villainous character in a literary text
  • Critical analysis of the villain in The Bad Beginning by Lemony Snicket
  • Creative writing in role using the form of a diary

Spring term:  Extended unit non-fiction and autobiographical texts

  • Critical reading of a range of non-fiction texts with a focus on the theme of autobiography
  • Critical appreciation of a writer’s craft and the range of techniques used to engage the reader
  • Non-fiction writing: to produce an autobiographical text

Summer term part 1:  Non-fiction and persuasive texts

  • Critical appreciation of a writer’s craft and the range of techniques used to persuade the reader
  • Appreciation of text structures and how this creates point of view or biased
  • Non-fiction writing: to produce a formal persuasive letter

Summer term part 2: Literature Unit Shakespeare

  • Critical analysis of Shakespeare’s dramatic text Macbeth
  • Appreciation of the playwright’s craft and impact on their audience
  • Analysis of a range of literary and dramatic technique
  • Analysis of the main characters in the opening act
  • Analysis of the main themes of the social context in the opening act

Year 8

Autumn term part 1:  Literary and cultural traditions

  • Analysis of authorial conventions by exploring the fairy tale genre in European and global contexts
  • Comparative critical analysis between two texts
  • Persuasive writing in role to reverse stereotypes

Autumn term part 2: Poetry and the Romantic Movement

  • Analysis of the influence of the Romantic Poets
  • Critical analysis of Keats poem Isabella and then Pot of Basil
  • Informative texts writing a statement in role

Spring term:  Extended unit non-fiction and transactional texts

  • Critical reading of a range of non-fiction texts with a focus on text structures and language devices
  • Comparative critical analysis between two texts on the theme of survival
  • Spoken language on the topic of survival and climate change for students to debate and discuss

Summer term:  Extended unit historical fiction

  • Critical analysis of Robert Louis Stevenson Treasure Island
  • Appreciation of the author’s craft and impact on their reader
  • Critical analysis of a range of literary devices and narrative techniques
  • Critical analysis of the main characters in Treasure Island
  • Critical analysis of the main themes of Treasure Island and the social context

Year 9

Autumn term: part 1 Literary tradition and the Gothic Horror genre

  • Author’s craft and critical analysis of a range of extracts pre-20th century and contemporary texts
  • Critical analysis of between two texts in the Gothic Horror genre
  • Creative writing, creating dramatic impact and suspense using a range of literary techniques

Autumn term: part 2 Poetry focusing on the literary period of WW1

  • Analysis of poet’s craft and poetic techniques for effect
  • Critical analysis of Wilfred Owen’s poem Dulce et decorum est.
  • Creative writing in role from WW1 trenches

Spring term:  GCSE English Literature Extended Unit A

  • Critical analysis of Shakespeare’s text Romeo and Juliet
  • Appreciation of the playwright’s craft and impact on their audience
  • Critical analysis of a range of literary and dramatic technique
  • Critical analysis of the main characters in Romeo and Juliet
  • Critical analysis of the main themes of Romeo and Juliet and the social context

Summer term:  GCSE English Literature Extended Unit B

  • Critical analysis of Robert Louis Stevenson Dr Jekyll and Mr Hyde
  • Appreciation of the author’s craft and impact on their reader
  • Critical analysis of a range of literary devices and narrative techniques
  • Critical analysis of the main characters in Dr Jekyll and Mr Hyde
  • Critical analysis of the main themes of Dr Jekyll and Mr Hyde the social context

Assessment Methods: 

Students are assessed on their reading and writing skills across each themed unit

The assessment foci:

Reading Writing
AF2 Understand describe, select, retrieve information, events or ideas from text AF1 Write imaginative, interesting and thoughtful texts
AF3 Deduce, infer or interpret information, events or ideas from texts AF2 Produce texts which are appropriate to the task, reader and purpose
AF4 Identify and comment on the structure and organisation of texts including grammatical or presentational features at  text level Af3 Organise and present whole text effectively, sequencing and structuring information, ideas and events
AF5 Comment on writer’s use of language including grammatical and literary features at word and sentence level AF5 Vary sentences for clarity, purpose and effect
AF6 Identify and comment on writer’s purposes and viewpoints and the effect on the text on the reader Af6 Write with technical accuracy
AF7 Select appropriate and effective vocabulary
AF8 Spell most simple and polysyllabic words accurately

Download: CGP English revision guides

Years 10 and 11: Information on the syllabus, units studied and assessment approaches

Exam Board:                       AQA

Specification Number:  8700 (Language) 8702 Literature)

English in Years 10 and 11 aims to enable students to use a wide variety of written and spoken language confidently and appropriately, and to read English Literature with enjoyment and appreciation.  Students will be involved in an integrated programme combining reading, writing, talking and listening.

This specification will ensure that students can read fluently and write effectively. Students will be able to demonstrate a confident control of Standard English and write grammatically correct sentences, deploying figurative language and analysing texts.

For GCSE English Language students should:

  • read fluently, and with good understanding, a wide range of texts from the 19th, 20th and 21st centuries, including literature and literary non-fiction as well as other writing such as reviews and journalism
  • read and evaluate texts critically and make comparisons between texts
  • summarise and synthesise information or ideas from texts
  • use knowledge gained from wide reading to inform and improve their own writing
  • write effectively and coherently using Standard English appropriately
  • use grammar correctly and punctuate and spell accurately
  • acquire and apply a wide vocabulary, alongside a knowledge and understanding of grammatical terminology, and linguistic conventions for reading, writing and spoken language
  • listen to and understand spoken language and use spoken Standard English effectively.

GCSE English Language is designed on the basis that students should read and be assessed on high quality, challenging texts from the 19th, 20th and 21st centuries. Each text studied must represent a substantial piece of writing, making significant demands on students in terms of content, structure and the quality of language. The texts, across a range of genres and types, should support students in developing their own writing by providing effective models. The texts must include literature and extended literary non-fiction, and other writing such as essays, reviews and journalism (both printed and online).

For the GCSE English Language Examination

AQA GCSE English Language https://www.aqa.org.uk/subjects/english/gcse/english-language-8700/specification-at-a-glance

 

Paper 1: Explorations in Creative Reading and Writing

What’s assessed

Section A: Reading

one literature fiction text

Section B: Writing

descriptive or narrative writing

 

Assessed written exam: 1 hour 45 minutes

80 marks 50% of GCSE

 

Questions

 

Reading (40 marks) (25%)– one single text

 

1 short form question (1 x 4 marks)

2 longer form questions (2 x 8 marks)

1 extended question (1 x 20 marks)

 

Writing (40 marks) (25%)

 

1 extended writing question (24 marks for content, 16 marks for technical accuracy)

 

Paper 2: Writers’ Viewpoints and Perspectives

What’s assessed

Section A: Reading

one non-fiction text and one literary non-fiction text

Section B: Writing

writing to present a viewpoint

 

Assessed written exam: 1 hour 45 minutes

80 marks 50% of GCSE

 

Questions

 

Reading (40 marks) (25%) – two linked texts

 

1 short form question (1 x 4 marks)

2 longer form questions (1 x 8, 1 x 12 marks)

1 extended question (1 x 16 marks)

Writing (40 marks) (25%)

 

1 extended writing question (24 marks for content, 16 marks for technical accuracy)

 

GCSE English Literature

https://www.aqa.org.uk/subjects/english/gcse/english-literature-8702/specification-at-a-glance

 

Paper 1: Shakespeare and the 19th-century novel

What’s assessed

Shakespeare plays

The 19th-century novel

 

How it’s assessed

written exam: 1 hour 45 minutes

64 marks 40% of GCSE

 

Questions

 

Section A Shakespeare: students will answer one question on their play of choice. They will be required to write in detail about an extract from the play and then to write about the play as a whole.

 

Section B The 19th-century novel: students will answer one question on their novel of choice. They will be required to write in detail about an extract from the novel and then to write about the novel as a whole.

Paper 2: Modern texts and poetry

What’s assessed

 

Modern prose or drama texts

The poetry anthology

Unseen poetry

How it’s assessed

 

written exam: 2 hour 15 minutes

96 marks

60% of GCSE

Questions

 

Section A Modern texts: students will answer one essay question from a choice of two on their studied modern prose or drama text.

 

Section B Poetry: students will answer one comparative question on one named poem printed on the paper and one other poem from their chosen anthology cluster.

 

Section C Unseen poetry: Students will answer one question on one unseen poem and one question comparing this poem with a second unseen poem.

Extra Curricular Opportunities

Jane Austen Award

Creative Writing Competition – 500 words

Revision and mock clinics

Helpful Links

GCSE Revision https://mrbruff.com/

GCSE Revision https://www.coursehero.com/

Creative writing https://www.pobble365.com

https://www.bbc.co.uk/bitesize

Romeo & Juliet –

Jekyll & Hyde –

Free audio books – https://librivox.org/

BBC Sounds app – podcasts – https://www.bbc.co.uk/sounds/podcasts

Free online classics https://www.gutenberg.org

This department holds AQA Examiner accreditation

For further information on the curriculum please email adminoffice@bcs.hants.sch.uk

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