Schedule of learning
- Modules 1-2: Origins (Criteria A)
- Modules 3-4: Poetry Over Time (Criteria A-D)
- Modules 5-6: Refugee Boy (Criteria B-D)
KS3: MYP English
Intent
Through the MYP Literature and Language course students will focus on independently and collaboratively investigating, taking action and reflecting on their learning through the study of a range of texts that grow in their abilities to form opinions, make decisions, and reason ethically.
Curriculum Journey
Students will move away from identification of devices which is commonly taught at KS2 to exploring the effect of the devices writers use, a skill which they move to developing at GCSE. Students will explore literature that influences other literature, looking origins, the Gothic and Victorian Literature as well as Shakespeare. The skills students develop will prepare them for both Literature and Language at GCSE
Schedule of learning
- Modules 1-2: The Gothic (Criteria B-D)
- Modules 3-4: The Tempest (Criteria A)
- Modules 5-6: A Monster Calls (Criteria A-D)
Schedule of learning
- Modules 1-2: Dickens and Victorian Literature (Criteria A)
- Modules 3-4: Much Ado About Nothing (Criteria A-D)
- Modules 5-6: Power and Protest (Criteria B-D)
Assessment
For each topic, across key stage three, students will carry out research, rehearse, perform and evaluate their own or another individual’s work.
Criteria
How this is assessed
1 – Analysis
Across KS3 students’ analysis will be assessed in two units a year allowing them to develop the skill across a variety of genres of text as well as in both fiction and non-fiction.
This will be assessed as follows:
Year 7: Modules 1/2 Origins, Modules 3/4 Poetry over time
Year 8: Modules 3/4 ‘The Tempest’, Modules 5/6 A Monster Calls
Year 9: Modules 1/2 Dickens and Victorian Literature, Modules 3/4 ‘Much Ado About Nothing
2 – Organising
3 – Producing Text
4 – Using Language
As with analysis, students will be assessed in two units a year to ensure that they are utilising these skills across a range of text types and genres. Students will have the opportunity to write, amongst other things: poetry, articles and short stories learning to develop empathy as well as ideas and opinions about the world around them.
This will be assessed as follows:
Year 7: Modules 3/4 Poetry over time, Modules 5/6 Refugee Boy
Year 8: Modules 1/2 The Gothic, Modules 5/6 A Monster Calls
Year 9: Modules 1/2 Dickens and Victorian Literature, Modules 3/4 ‘Much Ado About Nothing, Modules 5/6 Power and Protest
Final grades are then awarded from a range of 1-8, with each ascending grade demonstrating the students mastery of that particular subject.
Resources
KS4: GCSE English Language
Intent
Our curriculum allows students to draw together knowledge, skills and understanding from a variety of literary genres spanning various historical, social and cultural contexts.
Curriculum Journey
Students will explore how language shapes meaning and underpins everything they hear and see. Through language analysis and evaluation, as well as developing their own writing skills, students will learn to interpret writers’ messages and meaning. Students will be required to develop their own fiction and non-fiction texts as well as writing and delivering a speech on a topic of their choice. Through the course students will develop the skills and knowledge required to be able to access IB English Literature and Language should they wish to continue in their study of English.
Careers
Pupils studying English Language will be well placed to pursue a career pathway in:
- Journalism
- Teaching
- Public Relations
- Marketing
- Publishing
- Copywriting
- Archivist
- Librarian
Assessment
Internal Assessment
External Assessment
Students will be assessed internally using full exam questions, regularly, to practise their exam skills and check their understanding.
Mocks will be undertaken twice in year 11 to assess all parts of both exam papers and in year 10 students will also undertake a mock in Literature.
AQA GCSE English Literature: Students are assessed at the end of two years, assessments are extended essay responses:
- Paper 1 (40%): Macbeth and Dr Jekyll and Mr Hyde (Y10) or A Christmas Carol (Y11) (1h45)
- Paper 2 (60%): An Inspector Calls, Power and conflict poetry and unseen poetry (2h15)
Schedule of learning
- Modules 1-2: Macbeth
- Modules 3-4: An Inspector Calls
- Modules 5-6: Power and Conflict Poetry
Schedule of learning
- Module 1: Power and Conflict completion
- Module 2: An Inspector Calls revision
- Module 3: A Christmas Carol revision
- Module 4: Macbeth revision
- Module 5: To suit individual class
KS4: GCSE English Literature
Intent
English Language Curriculum Intent:
Our curriculum provides students with the opportunity to explore a range of different methods of communication through the study of fiction and non fiction texts and extracts. Students will develop the ability to write grammatically correct sentences, utilise figurative language and analyse texts.
Curriculum Journey
Students’ exploration of a wide variety of Literature genres equips them with the range of text types to be able to study Literature and Language at IB level. Students will utilise the skills they develop in English Language to support their Literature journey as they learn to explore layers of meaning across a variety of text types from different genres and periods across time.
Careers
Pupils studying English Literature will be well placed to pursue a career pathway in:
- Journalism
- Teaching
- Public Relations
- Marketing
- Publishing
- Copywriting
- Archivist
- Librarian
Assessment
Internal Assessment
External Assessment
Students will undertake assessments across the academic year to assess their understanding of each question.
Year 11 will have two mocks with each paper being assessed and year 10 will have a mock at the end of the academic year to assess Language paper 1.
AQA GCSE English Language: Students are assessed at the end of two years and are assessed in both reading and writing
- Paper 1 (50%): Explorations in creative reading and writing (1h45)
- Paper 2 (50%): Writers’ viewpoints and perspectives (1h45)
Schedule of learning
- Module 1: Language Paper 1 Section A
- Module 2: Language Paper 1 Section B
- Module 3: Language Paper 2 Section A
- Module 4: Language Paper 2 Section B
- Module 5: Paper 1 revision (A&B)
- Module 6: Paper 2 revision (A&B)
Schedule of learning
- Module 1: Language Paper 1 Section A revision
- Module 2: Language Paper 1 Section B revision
- Module 3: Language Paper 2 Section A revision
- Module 4: Language Paper 2 Section B revision
- Module 5: To suit individual class
KS5: A Level English Literature
Intent
The English Literature curriculum aims to shape students into confident and active readers of texts from established and modern authors. It equips them with the tools to question texts, understand how writers shape meanings and write within a social and cultural context.
Curriculum Journey
A Level English Literature builds on the foundation laid during GCSE by expanding and deepening students’ literary knowledge, analytical skills, and critical thinking abilities. It encourages students to explore the relationships that exist between texts and the contexts within which they are written, received and understood. English Literature A Level facilitates the process of making autonomous meaning, encouraging students to debate and challenge the interpretations of other readers as they develop their own informed personal responses.
Careers
Pupils studying English Literature will be well placed to pursue a career pathway in:
- Writer/Author
- Editor
- Journalist
- Content Writer
- Copywriter
- Literary Agent
- Researcher
- Public Relations Specialist
Assessment
Internal Assessment
External Assessment
Non-Examined Assessment 20%
- Students write a comparative critical study of two texts.
The word count is 2,500 words.
Tasks should be designed to ensure that students address all assessment objectives in their essay response.
An appropriate academic bibliography (not included within the 2,500 word count) must be included.
An appropriately academic form of referencing must be used.
Paper 1: Love through the ages
- Students study three texts: one poetry and one prose text, of which one must be written pre-1900, and one Shakespeare play. They will also respond to two unseen poems in the exam
Paper 2: Option 2B: Modern times: literature from 1945 to the present day
- Students will study three texts: one prose, one poetry and one drama text, at least one of which must be written post-2000. They will also respond to an unseen prose extract in the exam. (Open book)
Schedule of learning
- Module 1: Othello (P1, A)
- Module 2: Othello (P1, A)
- Module 3: A Streetcar Named Desire (P2, Option 2, A)
- Module 4: A Streetcar Named Desire (P2, Option 2, A)
- Module 5: The Great Gatsby (P1, C)
- Module 6: Poetry Anthology (P1, C)
- Module 1: The Color Purple (P2, Option 2, B)
- Module 2: Feminine Gospels (P2, Option 2, B)
- Module 3: The Color Purple and Feminine Gospels (P2, Option 2, B)
- Module 4: Unseen poetry (P1, B)
- Module 5: Unseen Poetry (P1, B)
- Module 6: Dracula – Coursework
Schedule of learning
- Module 1: The Great Gatsby and Poetry Anthology (P1, C)
- Module 2: Othello Revision (P1, A)
- Module 3: A Streetcar Named Desire Revision (P2, Option 2, A)
- Module 4: The Great Gatsby and Poetry Anthology Revision (P1, C)
- Module 5: Revision
- Module 6: Exams
- Module 1: Dracula – coursework
- Module 2: Unseen extract (P2, Option 2, B) (NEA 1st draft submitted)
- Module 3: The Color Purple and Feminine Gospels Revision (P2, Option 2, B) (NEA 2nd and final draft submitted)
- Module 4: Unseen poetry (P1, B) and Unseen extract (P2, Option 2, B) and Revision
- Module 5: Revision
- Module 6: Exams
KS5: IB English Literature and Language
Intent
The curriculum for IB English Literature aims to foster a deep appreciation and critical understanding of diverse literary works from various time periods, genres, and cultures. The curriculum encourages students to explore the power of language, literature, and storytelling as vehicles for exploring and challenging personal, cultural, and social perspectives. In this course, students study a wide range of literary and non-literary texts in a variety of media. By examining communicative acts across literary form and textual type alongside appropriate secondary readings, students will investigate the nature of language itself and the ways in which it shapes and is influenced by identity and culture.
Curriculum Journey
IB English Literature builds on the foundation laid during GCSE by expanding and deepening students’ literary knowledge, analytical skills, and critical thinking abilities. IB English Literature challenges students to engage with more complex texts, explore a wider range of literary genres, and delve into critical analysis with greater depth and sophistication. It serves as a bridge between GCSE and the next part of the curriculum model by expanding students’ literary knowledge, strengthening their analytical and critical thinking abilities, and equipping them with the skills necessary for success in higher education or employment.
Careers
Pupils studying English Literature will be well placed to pursue a career pathway in:
- Writer/Author
- Editor
- Journalist
- Content Writer
- Copywriter
- Literary Agent
- Researcher
- Public Relations Specialist
Assessment
Internal Assessment
External Assessment
Individual Oral (15 minutes) 20%
- This component consists of an individual oral that is internally assessed by the teacher and externally moderated by the IB at the end of the course.
Supported by an extract from both one non-literary text and one from a literary work, students will offer a prepared response of 10 minutes, followed by 5 minutes of questions by the teacher, to the following prompt: Examine the ways in which the global issue of your choice is presented through the content and form of two of the works that you have studied. (40 marks)
Delivered by the literature teacher and completed in year 12 module 6.
Paper 1: Guided literary analysis (2 hours 15 minutes) 35%
- The paper consists of two non-literary passages, from two different text types, each accompanied by a question. Students write an analysis of each of the passages. (40 marks)
Paper 2 Comparative essay (1 hour 45 minutes) 25%
- The paper consists of four general questions. In response to one question, students write a comparative essay based on two works studied in the course. (30 marks)
Higher level (HL) essay 20%
- Students submit an essay on one non-literary text or a collection of non-literary texts by one same author, or a literary text or work studied during the course. (20 marks)
- The essay must be 1,200-1,500 words in length.
HL essay is language focused and delivered by the language teacher; completed in year 13 with final draft in by module 2 (December) (prep will beginyr 12 module 6)
Schedule of learning
- Modules 1-3: Readers, writers and texts
Literature texts: Songs of innocence and of experience by William Blake (poetry) and A Doll’s House by Henrik Ibsen (play)
Language texts: Varied bodies of work including examples of transactional writing, film and television scripts, media texts, memoirs, diary, biography writing, interview and essay writing.
Central concept: Representation, identity, and communication. A focus on how gender and class are represented and linking to identity; and how the text can serve as a form of communication by the writer. - Modules 4-6: Time and Space
Literature texts: A Streetcar Named Desire by Tennessee Williams (play) and Othello by William Shakespeare (play)
Language texts: Varied bodies of work including examples of transactional writing, film and television scripts, media texts, memoirs, diary, biography writing, interview and essay writing.
Central concepts: Identity, culture, creativity, and perspective. A focus on the representation of culture and race and linking to identity; how the texts represent the creativity of the writers and how the texts show the perspective of both production and reception.
Schedule of learning
- Modules 1-3: Intertextuality – connecting texts
Literature texts: The Great Gatsby by F.Scott Fitzgerald (novel) and Oedipus Rex by Sophocles (greek tragedy play)
Central concept: Communication, transformation, representation, and culture. A focus on how class and gender are represented and linking it to culture; how the texts can serve as transformative both in production and reception; and how the text can serve as a form of communication by the writer. - Modules 4-6: Exams