Dates for your Diary

English

Culture. Creativity. Confidence

Intent

In English, there are always difficult questions to answer, concepts to understand, skills to learn and problems to solve. There are always more challenging texts to read and there are always more effective or more sophisticated ways to write and to speak. Therefore, we aim to inspire and educate through our motto of the three Cs:

Culture: Expose students to a wide range of cultural capital, while not ignoring their own. Develop a culture of intellectual curiosity.

Creativity: Encourage a range of creative approaches. Creatively explore language, considering a range of interpretations.

Confidence: Students leave confidently able to understand how language is used around them. Students are confidently able to articulate themselves verbally and in writing.

Key Stage 5 English Intent

In A Level English, due to the nature of the texts, learning focuses understanding how people relate to each other – through language and in texts. It is also about communicating effectively within different sorts of relationships. Lessons depend heavily on communicating with others, on sharing of ideas and perspectives and on collaborative endeavour – all of which are essential skills for our students at university and in the world of work. AQA is the exam board where the texts best accommodate this and the independent coursework project facilitates independent research and learning, again essential skills for university, which is which this exam board was chosen.

Learning Journey

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Curriculum Map

KS3 Subject:	Y7 Content	Y7 Key Assessment	Y8 Content	Y8 Key Assessment	Y9 Content	Y9 Key Assessment
Autumn 1	Y6 into Y7 Transition Unit. Literature Study: Stone Cold.	Reading and Writing baseline assessments. Literature essay (based on an extract from the novel).	Literature Study: Private Peaceful.	Literature essay (based on the whole text and to include an understanding of the historical context).	Writing: Dystopian Fiction.	Narrative/ descriptive writing task.
Autumn 2	Writing: Using films and literature as a stimulus.	Narrative/ descriptive writing task.	Writing: Gothic Study.	Narrative/ descriptive writing task.	Shakespeare: Hamlet or Romeo and Juliet.	Literature essay (based on an extract and the whole text, and to include an understanding of the historical context).
Spring 1	Shakespeare: Much Ado About Nothing.	Literature essay (based on an extract and the whole text, and to include an understanding of the historical context).	Spoken Word Poetry	Literature essay: Analysis of the poems studied as well as an unseen poem. Speaking and Listening Performance.	Modern Novel: Boys Don't Cry.	Literature essay (based on an extract and the whole text, and to include an understanding of the historical context).
Spring 2	Writing: Non-Fiction study, based on the topic of Travel & Tourism.	Produce transactional writing suitable for purpose, audience and format.	Writing: Non-Fiction study, based on the topic of Activism.	Produce transactional writing suitable for purpose, audience and format.	The Art of Rhetoric.	Produce transactional writing suitable for purpose, audience and format. Speaking and Listening Performance.
Summer 1	Modern Novel: Refugee Boy.	Literature essay (based on an extract and the whole text, and to include an understanding of the historical context).	Pre-1914 Novel: Oliver Twist.	Literature essay (based on an extract from the novel).	Complete Non-Fiction Writing unit. Y9 to Y10 Transition: Skills revision and Yr9 exam preparation.	Year 9 exams: Reading & Writing (Language GCSE style questions).
Summer 2	Poetry: Varied Voices.	Literature essay: Analysis of the poems studied as well as an unseen poem.	Writing: Crafting a fiction text.	Narrative/ descriptive writing task.	GCSE Spoken Language Component. Transition into Yr 10 skills revision.	Students devise their own ‘big question’ then produce and perform a speech.

Further information about KS3 from A.Roe@barnwell.herts.sch.uk

GCSE

Year 10

Autumn 1

Autumn 2 and Spring 1

Spring 1 and Spring 2

Summer 1

Summer 2

Content

Modern Drama – An Inspector Calls. Focus on whole text

Pre 1914 novel – A Christmas Carol or Jekyll and Hyde

Focus on whole text and extract analysis

Poetry Anthology and unseen poems

Transactional writing and analysing modern non fiction

Analysing pre 1914 nonfiction texts. Speech writing

Assessment

SA: Theme or character question (scaffolded if required by teacher)

FA: 30 mark exam style question in controlled conditions

SA: Analysis of an extract (scaffolded by teacher if required)

FA: 30 mark exam style question in controlled conditions

SA: Analysis of a single poem

FA: 30 mark exam style comparison in controlled conditions

Year 10 mock – Language Paper 2

Lit Paper 2 mock

Speaking and listening recorded assessments

Big Questions (link to KS3)

-Should everyone be treated the same – always?

-Can society ever break free from hierarchy and stereotypes?

-Are we responsible for making the world a better place?

-Do immoral actions always result in negative consequences?

-Are there ever any winners in war?

-Is nature always more powerful than humans?

Can problems ever be resolved without conflict?

-Are the most important messages short, sharp and succinct?

-How do we use manipulation to get what we want?

-Are the most important messages short, sharp and succinct?

-How do we use manipulation to get what we want?

Skills

AO1 – tracking the theme & character development throughout the play

AO1 – using terminology connected to drama AO2 – analysis of dramatic devices AO2 – analysis of stage directions AO2 – comparison of words used by the characters

AO3 – Integrating context in written responses

AO1 – tracking the theme & character development throughout the novella

AO1 – using ambitious terminology for character analysis

AO2 – Analysis of writer’s methods

AO2 – Analysis of writer’s use of structure

AO3 – integrating context into analysis

AO6 - SPaG

AO1 – tracking the way the theme and ideas of the poet are communicated to the reader.

AO1 – using ambitious literary terminology for analysis

AO2 – Analysis of the poets’ methods

AO2 – Analysis of the poems’ structure

AO3 – exploration of context and integrating into analysis

AO4 – making comparisons between poems

AO1 – Understanding key information

AO1 – making inferences and interpretations

AO2 – Analysis of the writer’s language choices

AO4 –Comparison of viewpoints

AO5 – Persuasive writing, including structural devices, language choices and narrative perspective. AO6 – SpaG

AO7: Demonstrate presentation skills in a formal setting

AO8: Listen and respond appropriately to spoken language, including to questions and feedback on presentations

AO9: Use spoken Standard English effectively in speeches and presentations

Key Knowledge

Society in 1914

The way the wars changed the political and social landscape

War levelling the hierarchies

Socialism Vs Capitalism Attitudes to older people, parents/children relationships in Victorian society

Victorian society/Victorian gentleman

Social class, power and the impact on the poor Workhouses and Poor laws

Victorian Science – Freud/Darwin

The impact of war on society from the Crimean war to modern day

The propaganda and recruitment of young soldiers into war Romanticism and their rebellion on the industrial revolution Ideas on power and the genders across the period

Culture and identify in modern society

Linguistic and some structural terminology.

Context of articles used in papers

Features of a persuasive speech

Rhetorical devices/techniques

Effective questioning strategies

Subject specific research according to the students’ choice of topic

Key Vocabulary

Alderman

Bourgeoisie

Collectivist

Conscience

Conservative

Hierarchy

Individualist

Industrialist

Materialistic

Microcosm

Misogynistic

Omniscient

Patriarchy

Proletariat

Social Class

Social Responsibility

Socialist (left wing)

Society

Superficial

Insincere

Unionisation

Austere

Animalistic

Blasphemy

Brutality

Concealed

Countenance

Disreputable

Duality

Evolution

Evangelical

Hypocrisy

Respectability

Repressed

Secrecy

Sedulous

Sordid

Transcendental

Transformation

Counting house

Covetous

Dramatic Irony

Destitute

Benevolent

Misanthropic

Redemption

Remonstrate

Prolepsis

Analepsis

Spectre

Allusion/alludes

Anaphora

Caesura

Colloquial language

Enjambment

Motif

Plosives

Juxtaposition

Armistice

Blunder

Docile

Domineering

Ephemeral

Exasperated

Futility

Harrowed

Incessant

Marginalise

Monolithic

Oppressed

Patriotic

Perturbed

Wizened

Connotation

Denotation

Dynamic verb

Stative verb

Oxymoron

Juxtaposition

Abstract noun

Concrete noun

Intensifier

Pronoun

Indefinite pronoun

Interrogative

Imperative

Declarative

Accumulation

Lexical field

Modal verb

Anaphora

Antithesis

Year 11	Autumn 1	Autumn 2 and Spring 1	Spring 1	Spring 1 and Summer 1	Summer 2
Content	Shakespeare - Macbeth	Paper 1 – Creative Writing and analysing fiction	Paper 2 -Transactional writing and analysing modern non fiction	Revision Calendar to be created by teachers for individual grouos	Left
Assessment	Character and theme questions completed in lesson time	Paper 1 walkthroughs Paper 1 mock completed in class	Year 11 mock – Language Paper 1 Lit Paper 1 mock	Year 11 mock – Language Paper 2 and Lit Paper 2
Big Questions (link to KS3)	Are we all susceptible to corruption? Do immoral actions always have negative consequences? -Why are people fascinated by the Supernatural?	Why do we tell stories?	-Are the most important messages short, sharp and succinct? -How do we use manipulation to get what we want?
Skills	AO1 – tracking the theme & character development throughout the play AO1 – using terminology connected to drama AO2 – analysis of dramatic devices AO2 – analysis of stage directions AO2 – comparison of words used by the characters AO3 – Integrating context in responses	AO1 – Understanding key information AO1 – making inferences and interpretations AO2 – Analysis of the writer’s language choices AO2 – Analysis of the writers use of structure AO4 – Evaluate ideas and make appropriate references AO5 – Imaginative writing, including structural devices, language choices and narrative perspective. AO6 - SPaG	AO1 – Understanding key information AO1 – making inferences and interpretations AO2 – Analysis of the writer’s language choices AO4 –Comparison of viewpoints AO5 – Persuasive writing, including structural devices, language choices and narrative perspective. AO6 – SpaG
Key Knowledge	Shakespearean theatre conventions Role of women Supernatural beliefs James 1 The Gunpowder Plot English and Scottish relations Religious beliefs	Linguistic and some structural terminology. Context of extracts used	Linguistic and some structural terminology. Context of articles used in papers
Key Vocabulary	Ambition Appearance Deceit Despot/ Despotic Emasculate Equivocal/ Equivocator Foreshadowing Guilt Hallucination Hamartia Hubris Iambic pentameter Machiavellian Masculinity Power Reality Regicide Soliloquy Supernatural Treason Tyrant/ Tyrannical Violence	Semantic field Extended metaphor Lexical choices Hyperbole Oxymoron Hyperbole Employs Indicates Illustrates Evokes Connotes Motif Juxtaposition Antithesis Cyclical structure Anaphora Syntax Ambiguity Analepsis Prolepsis	Connotation Denotation Dynamic verb Stative verb Oxymoron Juxtaposition Abstract noun Concrete noun Intensifier Pronoun Indefinite pronoun Interrogative Imperative Declarative Accumulation Lexical field Modal verb Anaphora Antithesis

Further details from J.Evans@barnwell.herts.sch.uk

A Level

KS5 Course:	Y12 Content	Y12 Key Assessment	Y13 Content	Y13 Key Assessment
Autumn 1	Paris Anthology – Remembered Places	Comparative essays	Paris Anthology – Remembered Places	Comparative essays
Autumn 2	The Lovely Bones – Imagined Worlds	Character analysis Thematic study	Making Connections: non-exam assessment	Comparative coursework Mock Paper 1
Spring 1	The Lovely Bones – Imagined Worlds	Character analysis Thematic study	Dramatic Encounters - Othello	Character analysis Thematic study
Spring 2	Poetic Voices – Carol Ann Duffy	Narrative analysis of two poems	Dramatic Encounters - Othello	Character analysis Thematic study Mock Paper 2
Summer 1	The Great Gatsby – Writing About Society	Transformation and commentary	Revision/exam technique	Exam papers
Summer 2	The Great Gatsby – Writing About Society	Transformation and commentary Year 12 mock exam	Left