ENGLISH

Department vision

In English, we adhere to an ethos of academic aspiration and ambition for our students. Students are encouraged to develop oral skills through discussion and presentation; students are supported to interpret writers’ utilisation of language and structure and adapt these for themselves to suit different forms. We foster students’ imaginations to explore the world around them, as well as fictional worlds of their own making, embedding effective repertoire to construct original approaches; we nurture a love of learning and reading in English to develop positive habits of successful learners, reading for pleasure, interest and information; we seek to develop sensitive, critical and enthusiastic students who inquisitively explore the written word and the power of literature.

Year 7

Year 8

Year 9

Years 10 & 11

Year 10

Year 11

Post 16 at WG6

Year 12

	Topic	Learning Outcome
Term 1	A Streetcar Named Desire (Paper 1) A Thousand Splendid Suns (Paper 2)	To develop a complex understanding of A Streetcar Named Desire, connecting analysis to context and dramatic conventions (AO1, 2, 3). Our students learn to interpret writer’s purpose with sensitivity and express their ideas in a confident and articulate manner. We gain a comprehensive understanding of Hosseini’s text, reviewing the implementation of key themes such gender inequality, religion, war and family. The text is framed by complex contextual issues, such as the invasion of Afghanistan in 1979, and used as a springboard to explore key issues such as sexism, racism and global politics (AO1, 3, 4).
Term 2	A Streetcar Named Desire (Paper 1) A Thousand Splendid Suns (Paper 2)	To develop a complex understanding of A Streetcar Named Desire, connecting analysis to context and dramatic conventions (AO1, 2, 3). Our students learn to interpret writer’s purpose with sensitivity and express their ideas in a confident and articulate manner. We gain a comprehensive understanding of Hosseini’s text, reviewing the implementation of key themes such gender inequality, religion, war and family. The text is framed by complex contextual issues, such as the invasion of Afghanistan in 1979, and used as a springboard to explore key issues such as sexism, racism and global politics (AO1, 3, 4).
Term 3	Poems of the Decade (Paper 3) Wuthering Heights (Paper 2)	We aim to establish excellent knowledge of all poems from the ‘Poems of the Decade’ collection, ensuring students are aware of poetic voice, purpose and key language and structural analysis. In doing so, students are equipped with the skills to interpret poems from an unseen perspective. An ability to compare is engendered throughout the topic, in preparation for paper 3. (A01, 2, 4) Students will read and analyse Emily Bronte’s Wuthering Heights. Understanding of knowledge and contextual influences is essential and is returned to throughout the course. As with ATT, analysis of narrative style and genre underpins exploration of the text. Students also begin the two prose texts, in preparation for the assessment. (AO1, 2, 3 ,4)
Term 4	Poems of the Decade (Paper 3) Wuthering Heights (Paper 2)	We aim to establish excellent knowledge of all poems from the ‘Poems of the Decade’ collection, ensuring students are aware of poetic voice, purpose and key language and structural analysis. In doing so, students are equipped with the skills to interpret poems from an unseen perspective. An ability to compare is engendered throughout the topic, in preparation for paper 3. (A01, 2, 4) Students will read and analyse Emily Bronte’s Wuthering Heights. Understanding of knowledge and contextual influences is essential and is returned to throughout the course. As with ATT, analysis of narrative style and genre underpins exploration of the text. Students also begin the two prose texts, in preparation for the assessment. (AO1, 2, 3 ,4)
Term 5	Revision/ Mocks Exams/ Exam Feedback	Learning from terms 1-4 will be synthesised, ensuring that knowledge can be applied in exam conditions.
Term 6	Introduction to coursework	show knowledge and understanding of a variety of strategies for reading texts, including reading for detail of how writers use and adapt language, form and structure in texts – show knowledge and understanding of ways to interpret and evaluate texts independently and in response to interpretations by different readers – show knowledge and understanding of the contexts in which texts have been produced and received and understanding of how these contexts influence meaning – show knowledge and understanding of a range of literary texts and make connections and explore the relationships between texts – show knowledge and understanding of the ways texts can be grouped and linked to inform interpretation – identify and explore how attitudes and values are expressed in texts – communicate fluently, accurately and effectively their knowledge, understanding and evaluation of texts – use literary critical concepts and terminology with understanding and discrimination – make appropriate use of the conventions of writing in literary studies, referring accurately and appropriately to texts and sources – make connections and explore the relationships between texts.

Year 13

	Topic	Learning Outcome
Term 1	Othello (Paper 1) English Victorian Verse (Paper 3)	To develop a complex understanding of Othello connecting analysis to context and dramatic conventions (AO1, 2, 3). Our students learn to interpret writer’s purpose and consider the significance of alternative interpretations. Students develop knowledge and an analytical perspective on a variety of Victorian poems, preparing to write an essay about two poems in exam conditions. As well as understanding poetic conventions of the time, students must also develop comprehensive connections to context (AO1,2,3)
Term 2	Othello (Paper 1) English Victorian Verse (Paper 3)	To develop a complex understanding of Othello connecting analysis to context and dramatic conventions (AO1, 2, 3). Our students learn to interpret writer’s purpose and consider the significance of alternative interpretations.
Term 3	NEA: Drafting Coursework	Students are expected to showcase exceptional knowledge of their chosen texts, developing a confident and comprehensive essay style. Students will be able to implement all assessment objectives through a mature and critical style (AO1,2,3,4,5).
Term 4	Paper 1 Revision: A Streetcar Named Desire Paper 2 Revision: Prose	Revision and final exam preparation Revision and final exam preparation
Term 5	Paper 3 Revision: Poems of the Decade Paper 2 Revision: Prose	Revision and final exam preparation Revision and final exam preparation
Term 6

Related Careers

The major strength of success in English is the ability to communicate effectively, both orally and in writing. Good communication is vital in all careers and a high level is expected by employers in all professions.

Teaching
Journalism
Media
Law
Communications
Information
Civil Service
Publishing
Theatre Management