Our approach
English is the art of effective thought, interpretation, and communication. It is the bedrock of the curriculum, developing pupils’ essential reading, writing, speaking, and listening skills; and enabling them to become knowledgeable and empathetic citizens. Pupils will study English through distinct disciplinary concepts – story, context, figurative language, argument, grammar and vocabulary. The curriculum is designed to allow pupils to recognise, transfer and deepen their knowledge of English. Pupils read a wide range of texts from different genres, places, and time periods; considering how a range of different voices use texts to build worlds and convey their viewpoints and perspectives to different audiences. Using consistent and well-practised approaches, which are carefully mapped backwards from Year 13 to Year 7, pupils explore the relationships between readers and texts. Pupils learn to think critically about the world and what others write about it, and in turn, express their own worldview confidently and successfully.
Exam Board
KS4: AQA
KS5: Edexcel
Mrs Emily Meachin
Curriculum Overview
Year 7
‘Relationships and Belonging’
| Autumn 1 | Autumn 2 |
|---|---|
|
Ness - ‘A Monster Calls’ How do relationships influence our sense of belonging? |
Dickens - ‘A Christmas Carol’ How do we need to behave to belong in society? |
| Spring 1 | Spring 2 |
|---|---|
|
Sissay – ‘Refugee Boy’ (a modern play) How can we help someone feel like they belong? |
Short stories anthology How do stories map the journey of a character? |
| Summer 1 | Summer 2 |
|---|---|
|
Family relationships poetry anthology How do relationships change as we grow? |
Synthesis of Y7 texts How do relationships influence our sense of belonging? |
Year 8
‘Justice and Equality’
| Autumn 1 | Autumn 2 |
|---|---|
|
Lowry - ‘The Giver’ What makes a just and equal community? |
Victorian short stories anthology How do Victorian writers portray good and evil in their society? |
| Spring 1 | Spring 2 |
|---|---|
|
Shakespeare – ‘The Tempest’ How important is accepting difference? |
Non-fiction anthology – Youth and the media How does the media portray youth, and is it fair? |
| Summer 1 | Summer 2 |
|---|---|
|
Orwell – ‘Animal Farm’ Is power always corrupting? |
Synthesis of Y8 texts How can we address injustice in our society? |
Year 9
‘Conflict and Heroism’
| Autumn 1 | Autumn 2 |
|---|---|
|
Sherriff - ‘Journey’s End’ What does it mean to be courageous? |
Marginalised voices anthology Why is it important to hear marginalised voices? |
| Spring 1 | Spring 2 |
|---|---|
|
Shakespeare – ‘Romeo and Juliet’ What makes a tragic hero? |
Non-fiction anthology – Conflict and the media How and why does the media portray conflict? |
| Summer 1 | Summer 2 |
|---|---|
|
World War One poetry anthology What does it mean to be heroic in times of war? |
Synthesis of Y9 texts What does it mean to be a hero in our society? |
Year 10
| Autumn 1 | Autumn 2 |
|---|---|
|
Shakespeare – ‘Macbeth’ What makes a tragic hero? |
Power and Conflict poetry anthology cluster 1 What are the effects of war and conflict? |
| Spring 1 | Spring 2 |
|---|---|
|
Language Paper 1 Exposure to different voices |
Language Paper 2 & Speaking and Listening assessment. Influential viewpoints |
| Summer 1 | Summer 2 |
|---|---|
|
Priestley – ‘An Inspector Calls’ Why is it important to be socially responsible? |
Power and Conflict poetry anthology cluster 2 How do our memories and experiences affect our identity? |
Year 11
| Autumn 1 | Autumn 2 |
|---|---|
|
Stevenson – ‘Jekyll and Hyde’ How do Victorian writers portray good and evil in their society? |
Power and Conflict poetry anthology cluster 3 To what extent is human power limited? |
| Spring 1 | Spring 2 |
|---|---|
| Revision | Revision |
| Summer 1 | Summer 2 |
|---|---|
| Revision |
Year 12
| Autumn 1 | Autumn 2 |
|---|---|
|
Shakespeare – ‘Othello’ What makes a tragic hero? |
Atwood – ‘The Handmaid's Tale’ Why is it important to hear marginalised voices? |
| Spring 1 | Spring 2 |
|---|---|
|
Williams – ‘A Streetcar Named Desire’ What makes a tragic hero? |
Shelley – ‘Frankenstein’ How do Victorian writers portray good and evil in their society? |
| Summer 1 | Summer 2 |
|---|---|
|
Coursework (‘The Lord of the Flies’ and ‘Songs of Innocence and Experience’) |
Coursework (‘The Lord of the Flies’ and ‘Songs of Innocence and Experience’) |
Year 13
| Autumn 1 | Autumn 2 |
|---|---|
|
Victorian Poetry anthology How do poets portray the universal human experience? |
Modern Poetry anthology How do poets portray the universal human experience? |
| Spring 1 | Spring 2 |
|---|---|
| Revision | Revision |
| Summer 1 | Summer 2 |
|---|---|
| Revision |