English

English is taught to all learners in Year 7. All classes have a dedicated teacher and follow the same curriculum at the same time, regardless of which class they are in. Work centres around the study of some whole and some part texts, including those taken from other cultures and the English Literary Heritage. A love of reading is fostered through close links with our school library.

Year 7 Heroes and Villains

Autumn Term – Unit 1 Ancient Origins

This unit goes back to the stories that gave birth to the ideas of heroes and villains, to ancient Greece and epic tales that have been passed down the ages, including Theseus and the Minotaur, The Iliad and The Odyssey.

Big questions explored in this unit include:

• How do we plan and write a story using the Freytag structure?
• How do we use conventions of ancient stories to create our own characters?
• What are the key qualities of a hero?
• How do characters relate to one another?

GRAMMAR FOCUS: word functions, sentence types, appositive clauses, relative clauses, prepositional phrases.

CATHOLIC LINK: Solidarity and the Common Good, Rights and Responsibilities.

Spring Term – Unit 2 Gothic

In this unit, students move forward in time to explore a range of gothic texts, including Wuthering Heights, Dracula and Frankenstein, as well as gothic short stories, including Charles Dickens’ The Signalman and the poetry of Edgar Allen Poe. We explore how writers evoke emotion through character, story and setting. Students will use these conventions to write their own gothic poetry and craft their own gothic settings.

Big questions explored in this unit include:

• What are the conventions of gothic literature?
• How do writers make language choices for effect?
• How do writers establish a gothic setting and atmosphere?
• How do we describe a setting using an epistolary style and the conventions of the genre?
• How do writers create nuanced characters?

GRAMMAR FOCUS: simple, compound and complex sentences, semi-colons and speech punctuation

CATHOLIC LINK: The Dignity of the Human Person, Family and Community, Rights and Responsibilities.

Summer Term – Unit 3 Tyranny and Democracy

Students study a range of influential texts by various writers to explore how writing can make change, including George Orwell’s Animal Farm. They will produce their own speech.

Big questions explored in this unit will include:

• What is rhetoric?
• How do writers use rhetoric?
• What linguistic methods might be used to create rhetoric?
• How do writers create tension?
• How do we recognize the difference between heroes and villains?
• How do characters manipulate others?

GRAMMAR FOCUS: imperative, declarative, interrogative and exclamatory sentences; using adverbs and connectives to develop ideas.

CATHOLIC LINK: The Dignity of the Human Person, Family and Community, Solidarity and the Common Good, Rights and Responsibilities, The Dignity of Work.

English is taught to all learners in Year 8. All classes have a dedicated teacher and follow the same curriculum at the same time, regardless of which class they are in. Much of the work in Year 8 centres on the study of texts from the past, including ambitious whole fiction texts as well as a number of poems and shorter non-fiction texts. Importance of context is embedded during Year 8 and learners use this knowledge to appreciate the evolution of literature over time. A love of reading is fostered through close links with our school library.

Year 8 Power and Injustice

 Autumn Term – Unit 1 Alternative Worlds

Through the study of dystopian literature, students build on their prior learning about power in writing to explore how humans can use power to abuse or triumph. Texts studied in this unit include George Orwell’s 1984, The Hunger Games and the whole novel Maggot Moon.

Big questions explored in this unit will include:

• What are the conventions of dystopian stories?
• How do writers establish interesting characters?
• How do writers use structural methods to interest the reader?
• How do we writers use metaphor?
• How do we write about writers’ intentions?
• How do writers create dynamics of power?
• How do we use rhetoric in our own writing?

GRAMMAR FOCUS: varying sentences for effect; using modality to express certainty; fragmentation of sentences for effect

CATHOLIC LINK: The Dignity of the Human Person, Family and Community, Solidarity and the Common Good, Rights and Responsibilities, Option for the Poor and Vulnerable, The Dignity of Work, Stewardship.

Spring Term – Unit 2 Freedom and Injustice

Students study a range of texts from writers whose voice has spoken up for justice, including Caged Bird, Still I Rise, I Know Why the Caged Bird Sings, Martin Luther King’s ‘I have a dream’ speech and a selection of poems by Caleb Femi. Students explore the power of rhetoric and the influence it can have.

Big questions explored in this unit will include:

• How do we identify writers’ perspectives and viewpoints about society and justice?
• How do we explore different sides of an argument?
• How do we compose an argumentative speech?
• How do we deliver a speech?
• How do writers use language to protest and promote change?
• How do poets use techniques to create effects?

GRAMMAR FOCUS: using sentences to create rhetoric; extending complex sentence to express complex ideas; how punctuation is used in poetry

CATHOLIC LINK: The Dignity of the Human Person, Family and the Community, Solidarity and the Common Good, Rights and Responsibilities, Option for the Poor and Vulnerable.

Summer Term – Unit 3 Political Power

Students study William Shakespeare’s Julius Caesar, looking at how Shakespeare presents power and rhetoric. Students will learn to compose an analytical essay.

Big questions explored in this unit will include:

• How does Shakespeare present complex characters?
• How does Shakespeare use language, including rhetoric, to present power?
• How does Shakespeare present political ideas?
• How does Shakespeare vary form for effect?
• How do we write in a critical and analytical style?
• How do we read Shakespeare’s language?

GRAMMAR FOCUS: varying analytical verbs; manipulating word choices for effect

CATHOLIC LINK: The Dignity of the Human Person, Family and Community, Solidarity and the Common Good, Rights and Responsibilities.

English is taught to all learners in Year 9. All classes have a dedicated teacher and follow the same curriculum at the same time, regardless of which class they are in. Much of the work in Year 9 centres on the study of whole texts and refining the originality of their writing. Our aim is that learners leave Year 9 with embedded skills, depth of literary knowledge and confidence to meet the high demands of their GCSE studies as they enter Year 10. Year 9 focuses on a breadth of skill and knowledge acquisition; we aim for learners to enter Year 10 with enthusiasm and assurance.

YEAR 9 – RESPONSIBILITY

Autumn Term –   Social Responsibility – ‘Blood Brothers’ & Narrative Writing

Blood Brothers by Willy Russell

• How does Russell create an engaging plot?
• How does the structure of the play influence the events?
• How does Russell create interesting character dynamics for effect?
• How does context influence the plot of Blood Brothers?
• How does Russell use the theme of Criminality in Blood Brothers?
• How does Russell use theatrical methods for effect?
• What is the role of the narrator in Blood Brothers?
• How do develop our critical and analytical style?

Narrative Writing:

• What should I include in Narrative Writing?
• How can I craft an interesting and nuanced character for my story?
• How do I begin an exposition in Narrative Writing?
• How do I create, and include, narrative hooks?
• How can I include a range of sentences, and literary devices, in my Narrative Hook?
• How can I create a setting which supports the plot of my story?
• How do I use structural methods to create an engaging story?

GRAMMAR FOCUS: revision of word classes and exploration of their effect; revision of sentences and how to vary them for effect

CATHOLIC LINKS: The Dignity of the Human Person, Family and Community, Solidarity and the Common Good, Rights and Responsibilities, Option for the Poor and Vulnerable, The Dignity of Work, Stewardship.

Spring Term

Representation of Gender – ‘Romeo & Juliet’ & Viewpoint Writing

 ‘Romeo & Juliet’ by William Shakespeare

• How does Shakespeare use structural methods to engage the audience?
• What are the differences in the character’s functions, words, and fates in the play?
• How are the gender stereotypes presented in ‘Romeo & Juliet’?
• How does context influence Shakespeare’s choices?
• How does Juliet’s relationship with her father change throughout the play?
• How does Shakespeare present the deaths of key characters?

Viewpoint Writing

• Revision of: pathos, ethos & logos
• How do writers use tone and humour to create rapport?
• How should an extended piece of viewpoint writing be structured?
• How can I support my points with opinions and factual evidence?
• How can I engage with a range of different audiences?
• How can I adapt to different topics?

GRAMMAR FOCUS: revision of analytical verbs; revision of modality to express certainty

CATHOLIC LINK: The Dignity of the Human Person, Family and Community, Solidarity and the Common Good, Rights and Responsibilities.

Summer Term

Step into GCSE English – ‘An Inspector Calls’, ‘Power & Conflict’ Poetry & Speaking & Listening Endorsement

 An Inspector Calls, J. B. Priestley

In this unit, students are introduced to J. B. Priestley’s play, which will be one of their GCSE set texts. Students will read the play and explore its plot, characters and key messages.

Power and Conflict Anthology: Humans Vs Trauma and Conflict

Students are introduced to five poems that they will study as part of the English literature GCSE. For each poem students will explore meaning through analysis of how the poets use language and structure for effect. Students will also examine the ‘big ideas’ behind each poem.

The poems are as follows:

• ‘Exposure’- Wilfred Owen
• ‘Charge of the Light Brigade’ – Alfred, Lord Tennyson
• ‘Bayonet Charge’ – Ted Hughes
• ‘War Photographer’ – Carol Ann Duffy
• ‘Remains’ – Simon Armitage

Speaking & Listening Endorsement –

The main aims of the Speaking & Listening endorsements are:

• Making eye contact with the speaker and responding to what they say
• Using body language to show co-operation and understanding, for example shrugs and nods
• Building on what other people say
• Challenging points made by others

GRAMMAR FOCUS: REVISION OF ALL; KS3 GRAMMAR TEST

In Year 10, students undertake their GCSEs in English Language and English Literature, following the AQA specimen. Students follow the same course content, regardless of the class they are in and have three Literature and one language lesson every week. Through their study of all literature texts, students develop a mature critical style, that considers authorial intent, contextual factors and multiple interpretations. They learn to use academic vocabulary fluently and at length.

Year 10 – AQA GCSE English Language & Literature

 AQA English Language Paper 1: Explorations in creative writing and reading

• AQA English Literature: Power and Conflict Poetry Anthology, Charles Dickens’ A Christmas Carol and William Shakespeare’s Macbeth

Autumn Term- Memory & Regret

 In this unit, students will study a range of texts that explore the impact our decisions have on our lives and the emotions that may follow.

English Language Extract Work: A range of Victorian texts, The Silk Factory, Jigs and Reels

• How does the writer to use language to describe?
• How is the extract structured to interest the reader?
• How does the writer develop the plot within the extract?
• What feelings/emotions does the writer evoke in the reader?
• What are the key ideas and motifs within the extract?

English Literature: ‘A Christmas Carol’ by Charles Dickens

• How does Dickens present themes and ideas?
• How does Dickens use language for effect?
• How does Dickens structure the novella?
• How does Dickens craft each character within the novella?
• How was Dickens’ inspired and motivated by societal issues at the time?
• What place does the novella have in the modern world?
• How do we respond in a critical and analytical style?

English Language Creative Writing: Planning and Structuring Creative Writing

• How can I use different structural methods for effect?
• How can I develop character descriptions?
• How can I incorporate dialogue to move my plot forward?
• How can I use prolepsis & analepsis to intrigue the reader?
• How can I use imagery to describe vividly?

CATHOLIC LINK: Solidarity and the Common Good, The Dignity of the Human Person, Option for the Poor, Family and Community

Spring Term – The Abuse of Power

 English Literature: ‘Macbeth’ by William Shakespeare

• How was Shakespeare influenced and motivated by Jacobean societal issues?
• How does Shakespeare present power in the play?
• How does Shakespeare present character?
• How does Shakespeare use form and structure to shape meaning?
• How does Shakespeare use language for effect?
• How does Shakespeare present themes and ideas?
• How can we develop our critical and analytical style?

English Literature: Humans Vs Power & Conflict Poetry Cluster

Students will study the second cluster from their Power and Conflict anthology, exploring how poets present ideas of power:

• Ozymandias – Percy Shelley
• London – William Blake
• My Last Duchess – Robert Browning
• Tissue – Imtiaz Dharker
• Checking Out Me History – John Agard

CATHOLIC LINK: The Dignity of the Human Person, Solidarity and the Common Good, Rights and Responsibilities

Summer Term – Stewards of The Earth

English Literature: Humans Vs Place Power & Conflict poetry cluster

Students will study the remaining cluster from the Power and Conflict Anthology, exploring how poets present the influence nature and place has on humanity:

• The Prelude- William Wordsworth
• Storm on the Island – Seamus Heaney
• Poppies – Jane Weir
• The Emigree – Carol Rumens
• Kamikaze – Beatrice Garland

VIEWPOINT WRITING: How can we express our ideas about the world around us? (Introduction to English Language Paper 2, Question 5)

• How can I plan to support my writing?
• How can I shape or craft my writing ‘for effect’?
• How could I develop my arguments?
• Can I turn the statements I disagree with into counterarguments?
• Can I add any rhetorical or persuasive devices?
• How can I use a range of rhetorical writing techniques to influence a reader?
• How can I include well-connected sequenced points to argue my case?
• How can I ensure that my style of writing is well matched to the task?

CATHOLIC LINK: The Dignity of the Human Person, Family and Community, Rights and Responsibilities, Stewardship

At the end of this year, students will sit their first mock exams:

AQA English Language Paper 1 – Explorations in Creative Reading and Writing

AQA English Literature Paper 1 – Macbeth and A Christmas Carol

Students this year have followed a different curriculum order and will complete all content for their GCSE in English language and literature. They will begin preparing for their exams through deliberate practice, in which they revise and rehearse exam questions and techniques until they master the content.

 Autumn Term – AQA Literature Paper 1: William Shakespeare’s Macbeth

• How was Shakespeare influenced and motivated by Jacobean societal issues?
• How does Shakespeare present power in the play?
• How does Shakespeare present character?
• How does Shakespeare use form and structure to shape meaning?
• How does Shakespeare use language for effect?
• How does Shakespeare present themes and ideas?
• How can we develop our critical and analytical style?

AQA English language Paper 2: Viewpoints and perspectives

Section A, Reading – one non-fiction text and one literary non-fiction text

Section B – Writing to present a viewpoint

• How can we identify explicit information in a text?
• How can we explain our ideas about a text using evidence?
• How does a writer use language for effect?
• How does a writer present their viewpoint and perspective?
• How do we compare opposing views and perspectives?
• How do we compose an argument?
• How do we use rhetoric for effect?

At the end of this term, students will sit their second mock exams:

AQA English Language Paper 2 – Viewpoints and Perspectives

AQA English Literature Paper 2 (adapted for current year 11) – Macbeth, Blood Brothers and Unseen Poetry

Spring Term

• Revision and practice of all GCSE content from year 10 and year 11