CURRICULUM
Introduction
The English curriculum is an interconnected body of knowledge based around the study of great, culturally-rich texts. The English curriculum is cumulative and sequential, focused on providing our students with knowledge which can be carried forward to underpin future learning; with skills taught, retrieved, and applied in successive years.
Aims
Overall, the curriculum aims to be challenging so that our students:
- Acquire knowledge that takes them beyond their usual experiences.
- Are well prepared for terminal examinations and further study.
- Build valuable academic and subject specific vocabulary and terminology.
- Develop cultural capital, the ideas and knowledge that can be drawn upon to participate successfully in society.
- Are exposed to and encouraged to critique the canon, the best of what has been thought and said; each unit will involve the study of a key literary text or set of extracts.
- Are exposed to and explicitly taught grammar and how to write effectively.
Why study English?
English Language and Literature are delivered in seamless, interconnected ways underpinned by the equal importance of each component.
English Language is vital for young people to be successful in the world. Effective communication is key, be that written or verbal. It is equally important to read with perception, to see through the bias and comprehend the real meaning writers seek to create. Being skilled in English language allows students to think as a free agent about what they hear, see, and read in the world. We do not have to accept one version of the truth when we have the ability to infer and make our own decisions about the world.
English Literature is the study of plays, poetry and novels that have significance in helping us understand the world around us. These texts are influenced by events that changed the world. Students are encouraged to become agents of their thoughts about the big ideas which help to understand how events have shaped the society we live in today. Students will be immersed in exploring and understanding other perspectives through narratives and characters whereby they can analyse interpersonal relationships in a range of cultural contexts and develop empathy skills.
How is English delivered?
In Year 7 English and Literacy is delivered within our Literacy for Life Programme. Students receive 17 hours of Literacy for Life lessons per week which covers a range of subjects within the Key Stage 3 National Curriculum.
In Year 8, students receive 2 hours of discreet English teaching per week within ability group bands, in addition to English language and literature skills covered within the Year 8 L4L curriculum.
Students receive 4 hours of English per week in Year 9, within ability group bands. Literacy skills are also practised and applied within the L4L curriculum, that is delivered in 5 hours per week.
What themes and texts do we study?
We study great, culturally rich texts within these themes:
Year 7 – Literacy for Life
Autumn Term
- Citizen Me – Benjamin Zephaniah poetry; speech writing
- Journey to the Centre of the Earth – ‘Journey to the Centre of the Earth’ by Jules Verne and Percy Jackson
- In Days of Old – Transactional writing focus (newspaper article)
- Fairy Tales – ‘A Midsummer Night’s Dream’ by William Shakespeare
Spring Term
- Journeys – ‘The Canterbury Tales’ by Geoffrey Chaucer
- i-Robot – Big Write: ‘Is a robot just a robot?’
- Water – ‘Blessing’ by Imitiaz Dharkar
- Growing – ‘Great Expectations’ by Charles Dickens
Summer Term
- Silent Movies – Charlie Chaplin’s biography
- Off With Your Head – Queen Elizabeth I’s speech
Year 8 curriculum
Autumn Term: Coming of Age
Novel Study- Kick by Mitch Johnson
– To explore the theme of coming of age through the novel Kick, which follows Budi’s journey navigating challenges like child labour and socio-economic inequalities.
– To develop empathy, resilience, and moral understanding by examining themes of courage, integrity, and values.
– To build skills for AQA Language Paper 1 Reading, focusing on comprehension, analysis of structure, and interpreting explicit and implicit meanings.
Spring Term 1: Nature
Narrative Writing
– To enhance narrative and descriptive writing by focusing on sensory details and the role of nature in storytelling.
– To develop creative writing skills that will support later study in Year 9’s Gothic Fiction unit and KS4 Language Paper 1 Writing.
The Tempest by William Shakespeare
– To study the power and beauty of nature in The Tempest and discuss humanity’s relationship with the environment.
– To analyse Shakespeare’s use of language, imagery, and character dynamics, linking to Year 9’s Romeo and Juliet* and Year 10’s Macbeth.
– To connect literature with contemporary issues like climate change, exploring ecological and ethical themes.
Summer Term 1; Culture
Non-fiction Reading
-To analyse how language and structure convey themes of cultural identity and heritage.
– To compare viewpoints across texts, identifying similarities and differences in representation.
Poetry
– To develop cultural empathy and understanding by examining diverse ways of life, beliefs, and traditions from around the world.
– To build analytical skills by studying historical and social contexts that shape a community’s identity, fostering interpretive skills for KS4 Anthology poetry.
Year 9 curriculum
Autumn Term 1: Complex Relationships
Gothic Fiction
– To understand the conventions of Gothic fiction through 19th-century extracts.
– To develop critical analysis skills focused on language and form, examining themes of power, obsession, and the supernatural.
– To enhance creative writing skills through figurative language and descriptive writing, focusing on creating atmosphere.
Autumn Term 2: Complex Relationships
Romeo and Juliet by William Shakespeare
– To analyse complex relationships through Shakespeare’s
portrayal of love, conflict, and family dynamics.
– To explore how emotions and social pressures impact the
characters’ choices and relationships, supporting analysis of dramatic
structure and language.
Spring Term 1: Society and Class Hierarchies
Poetry
– To analyse how poets explore societal issues such as
class, privilege, and oppression, developing empathy and understanding of
different perspectives.
– To build skills for AQA Literature Paper 2 by analysing
how language, structure, and historical context contribute to themes of social
inequality.
Spring Term 2: Society and Class Hierarchies
The Hate U Give by Angie Thomas
– To examine themes of systemic racism, economic inequality,
and privilege through Angie Thomas’s narrative.
– To develop critical thinking and empathy by exploring
issues of racial injustice and social activism, using AQA Language Paper 1
Reading style questions to analyse narrative voice, symbolism, and themes.
Summer Term 1: Media and Technology
Non-fiction Reading
– To analyse how language, structure, and rhetorical techniques are used in media texts to influence and persuade audiences.
– To develop critical thinking skills by evaluating viewpoints, recognising bias, and assessing the reliability of information in various media sources.
– To develop media literacy through AQA Language Paper 2 Reading and Writing approaches, focusing on how language and structure
influence and persuade.
Summer Term 2: Media and Technology
Non-fiction Writing
– To construct persuasive and analytical pieces on media and technology topics, crafting arguments and using evidence to support viewpoints.
– To develop writing techniques such as tone, style, and register, tailored for specific audiences and purposes, enhancing clarity and effectiveness.
