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.
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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
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
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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?
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-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
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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
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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
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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 |
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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 |
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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? |
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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 |
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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 |
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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 |
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Further details from J.Evans@barnwell.herts.sch.uk
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 |
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