English
Meet the Department
| Ms S Partington | Curriculum Leader |
| Mr Beatty | Assistant Curriculum Leader |
| Mrs Almeida | Teacher |
| Mr Dollimore | Teacher/Deputy Headteacher |
| Mr Morris | Teacher |
| Mrs Oakes | Teacher |
| Mrs T Carter | Teacher |
| Mrs Johnson | Teacher |
| Miss Hessom | Teacher |
Subject Overview
Subject OverviewPupils 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 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:Â 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:Â 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:Â 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:Â 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:Â 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:Â 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:Â 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:Â
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:Â CGP English revision guides
Years 10 and 11: Information on the syllabus, units studied and assessment approaches
Exam Board:Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â AQA
Specification Number:Â 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
For further information on the curriculum please email adminoffice@bcs.hants.sch.uk