We believe that through our curriculum and through experiences in English lessons with our English teachers, when our students leave us in Year 11, they will demonstrate our core values and have:
The English curriculum is designed to provide the best possible preparation for GCSEs whilst also offering a diverse and wide-ranging curriculum that attempts to foster a love of reading and develop skilled analytical and creative writers. We have chosen our curriculum to inspire a love of literature by introducing students to some of the most powerful and influential texts in the English literary canon, whilst also giving them the opportunity to explore diverse voices from across time and place. We want students to leave us as creative and critical readers and writers who are well prepared for the challenges of a modern world.
Year 7
Myth and Legends: this unit explores Greek mythology, including world view, religion and important cultural traditions. Students will read a range of classic stories, explore oral traditions and epic poetry, and use those as inspiration for their own writing.
Gothic Fiction: introduces ideas of the gothic genre and expose the students to a range of texts from the literary canon, developing skills as a creative writer, with a particular focus on story openings.
Romanticism: this unit explores the central concepts and historical context of Romanticism, with a focus on its major authors and the influence of radical politics, revolution and the beginnings of autobiography.
Shakespeare’s World: introduces students to Shakespeare, and concepts central to understanding his work, through study of a range of sonnets and soliloquies. Students are introduced to several different Shakespeare plays, exploring common themes, and learn about the Globe Theatre. Independent research and presentation skills are developed.
Exploring Personal Writing: develops an understanding of how writing can be used to explore personal emotions and individual stories. This also allows the introduction of skills needed to analyse non-fiction, and supports comprehension skills.
Shared and Independent Reading: allows students to read and explore a wide variety of texts which will hopefully take them out of their comfort zone and expose them to different genres and different writers.
Year 8
Tomorrow’s World: this unit allows the students to develop their skills as a creative writer, with a focus on writing story openings and a shift of focus. Students read a range of extracts from Science Fiction writers across the literary canon.
A Christmas Carol: introduces the students to a key figure from the literary canon and develop skills of literary analysis, as well as studying some contextual information.
The Power of Poetry: further develops the students’ ability to analyse poetry and introduce them to a wide range of poetry from different eras including the modern day. This unit also provides the opportunity to introduce the skills of comparing poems.
The Power of the Spoken Word: develops and encourages confident speakers who feel comfortable in talking in front of an audience, whilst also providing students with the opportunity to experience some of the most famous speeches in history.
Shakespeare play – The Tempest: introduces the students to a Shakespearean comedy and encourages students to be confident readers in class. This unit also introduces the students to analysing dramatic methods.
Literature on Screen: this unit is designed to explore the transition of literary works onto screen and will introduce students to media terminology and skills in analysing moving image.
Year 9
The Art of the Story: introduces students to the idea of structure and narrative theory. Students will also experience a range of short stories and further develop their skills as a creative writer, focusing on endings.
The Crossing by Manjeet Mann: this class reader has the intention of exploring issues regarding discrimination, the experience of refugees, and bereavement. It is a powerful verse novel, challenging students emotionally and encouraging their empathy for people in different situations.
Belonging Poetry: introduces the students to poems from around the world based on the theme of Belonging, exploring issues of identity, place and culture. The students will practise skills of analysing unseen poetry.
Greek Tragedy: students learn about tragic structure and early drama. This unit aims to highlight how Shakespeare and later playwrights based their concepts on the works of earlier writers and also to expose the students to some classical literature.
Much Ado About Nothing: further develops the students’ understanding of Shakespeare and his work. The ideas of Shakespearean comedy are explored as is the importance of performance. Ideas of gender differences and relationships are discussed.
The Victorian Era: consolidates knowledge of the historical context of the era in preparation for study of Victorian novel for GCSE. Unit will familiarise students with language of Victorian fiction and non-fiction texts and develop their ability to answer English Language style questions.
English Literature
Dr Jekyll and Mr Hyde: introduces the plot and characterisation of this GCSE text whilst also allowing the students an initial awareness of contextual features (AO1 and AO3)
Power and Conflict Poetry: students will study the fifteen Power and Conflict poems which are examined as part of the GCSE Literature course. These poems have been divided into three sections and will be taught over the course of the year in five poem blocks based around themes.
Animal Farm: introduces the plot and characterisation of this GCSE text whilst also allowing the students an initial awareness of contextual features (AO1 and AO3)
Unseen Poetry: students will understand the explicit skills required when analysing unseen poetry. This unit should allow students to experience a wide range of poetry from different eras but with a sharp focus on contemporary poetry.
Macbeth: To introduce the plot and characterisation of this GCSE text whilst also allowing the students an initial awareness of contextual features (AO1 and AO3)
English Language
Explorations in creative writing: This unit aims to build on the work previously undertaken in Key Stage Three in regards to developing the students’ skills in creative writing. This unit aims to explore how to structure and develop strong openings from a range of stimuli.
Explorations in fiction: Introducing the GCSE questions, students will explore how writers create impact on their readers through the language choices they make and the structures they use when writing. The focus of this unit is on modern fiction.
Spoken Language Assessment: To engage with a subject in which the students feel passionately about and present a speech on that topic to either a small or whole class group. This unit provides students with the opportunity to engage with social issues and will be entered for the GCSE Spoken Language Assessment.
English Literature
Macbeth: To engage in a closer reading of the text exploring the idea of it as a “conscious construct”, focussing on language structure and form (AO2) and the thematic ideas explored in the play (AO3).
Power and Conflict Poetry, and Unseen Poetry: To engage in a closer reading of the texts and make more conscious links between the poems, developing exam technique required for this aspect of the GCSE literature course. To engage in revision and practise of the unseen requirement of the poetry exam.
Dr Jekyll and Mr Hyde: To engage in a closer reading of the text exploring the idea of it as a “conscious construct”, focusing on language structure and form (AO2) and the thematic ideas explored in the novel (AO3).
Animal Farm: To engage in a closer reading of the text exploring the idea of it as a “conscious construct”, focusing on language structure and form (AO2) and the thematic ideas explored in the novella (AO3).
English Language
Language Paper One: To hone the exam techniques required for this paper and allow the students to continue to develop as creative writers. This unit will also provide students with the opportunity to experience a wide range of extracts and short stories of literary texts.
Language Paper Two: To hone the exam techniques required for this paper and allow the students to continue to develop as writers of non-fiction. This unit will also provide students with the opportunity to experience a wide range of articles from different time periods and engage with at times issues surrounding social injustice (Cross-curricular links to PSHE and Citizenship).
GCSE Media Studies:
Close Study Products (CSPs): Close Study Products (CSPs) are a range of media products that must be studied in order to meet the requirements of the specification and prepare for the exams. A ‘product’ means something produced by a media industry for a media audience, for example, a television programme, a website or a video game. While CSPs are important in themselves as examples of the contemporary – and historical – media landscape, they are particularly significant to the study of the theoretical frameworks; a way of exploring the theories and debates required by the subject content. The CSPs are chosen by the AQA exam board and enable the study of all the following media forms: television; film; radio; newspapers; magazines’; advertising and marketing; online, social and participatory media; video games; music video.
CSPs studied in Year 10 are:
Advertising – Represent – NHS Blood Donation, OMO washing powder and Galaxy Chocolate: Students will study the media language used in adverts and how they represent people, places, gender, ethnicity and age.
Magazines – Tatler and Heat: Students will study the media language used in and conventions of magazines and how they represent people, places, gender, ethnicity and age.
Music Video – Arctic Monkeys – I Bet You Look Good on the Dance Floor and Blackpink – How You Like That: Students will study how music videos play a huge part in the music industry and how audiences receive these texts.
Film – I Daniel Blake and Black Widow: Students will study the film industry focussing on production, context and distribution materials including: websites, posters, trailers and social media presence.
Radio – Radio 1 1967 Launch Day and Kiss Breakfast: Students will study how radio shows are produced and distributed across time and how they target their audience.
Television – His Dark Materials and Doctor Who: Students will study all areas of media exploring how television shows are made, they will analyse how scenes convey meaning and representations and how the audience is targeted and receives the text.
Online, social and participatory media – Marcus Rashford and Kim Kardashian: Students will study the social media presence of Marcus Rashford and Kim Kardashian and explore how these two celebrities use a variety of platforms to engage with their audience, create representations and negotiate with social media regulations.
CSPs studied in Year 11 are:
Newspapers – The Daily Mirror and The Times: Students will study the conventions of a newspaper, how newspapers survive in the contemporary media landscape, how they represent social groups and individuals and how they target their audience.
Video Games – BlackPink The Game and Tomb Raider Go: Students will explore all media aspects of video games including production and audience reception. Students will also have to analyse the games and explore representations.
In Year 13 students will also have the opportunity to consolidate previously taught CSPs and work on Non-Exam Assessment.
Non-Exam Assessment (NEA): Students must also create media texts demonstrating technical skills and an understanding of their chosen genre and target audience. In this section of the course, students must choose one from a choice of six briefs and create a cross-media production to fulfil the requirements of that brief and complete: a Statement of Intent that outlines their aims for their cross-media production and an individual cross-media production for an intended audience, applying their knowledge and understanding of the theoretical framework of media studies.
English Literature
Year 12
Teacher A:
The Great Gatsby: To study Fitzgerald’s novel in detail, gaining a thorough understanding of plot, character and theme. As context is the dominant assessment objective, students will learn about The Roaring 20s and New York, Fitzgerald’s life, and issues such as prohibition, and presentation of gender, race and social class.
Passing: An in-depth study of Larsen’s novel, with a particular focus on the historical context of racial tensions in 1920s America. Students will explore key themes such as depiction of race and gender.
Contextual Study Comparison: Students will study key issues of comparison and contrast between the two novels, exploring how differences between the texts are influenced by issues of wealth, geography and time. Students will be introduced to the cyclical essay structure and how to sustain comparison between texts when writing.
NEA Task 2: A detailed study of The World’s Wife by Carol Ann Duffy, and comparison with a text of their own choice, focused on retellings of mythology.
Teacher B:
Othello: An in-depth study of Shakespeare’s play, with a particular focus on the drama of the play. Students will also explore the relevance of Shakespeare’s work to different audiences throughout time focussing on both their own interpretations and those of others. This is achieved through their own reading of the play and the watching and studying of professional productions.
An Ideal Husband: An in-depth study of Wilde’s play, with a particular focus on the historical context of the Victorian era. Students will also explore the relevance of Wilde’s life and key themes such as temptation, love and marriage.
NEA Task 1: A detailed study of a modern play, Prima Facie by Suzie Miller, where students complete a close analysis of a short section.
Year 13
Teacher A:
Unseen Extract: This unit will give students a thorough understanding of relevant American contextual issues prior to our studied time period of 1880-1940, with a focus on the presentation of frontier life, Native Americans, and slavery. Students will then study the main literary movements during 1880-1940, gaining an understanding of the features of Romanticism, Naturalism and Modernism, and reading a range of texts associated with each movement.
Revision: Students will revisit The Great Gatsby and Passing, looking at key extracts with a greater focus on exam technique and completion of practice exam questions.
Teacher B:
Rossetti Poetry: This unit will explore and analyse the life and works of Christina Rossetti. The students will focus on the key poems set by the exam board for in depth study. Students will also explore contextual issues which influence the writings of Rossetti. Finally students will begin to make comparative links between the poetry of Christina Rossetti and Oscar Wilde’s An Ideal Husband in regards to themes and context.
Revision: Students will revisit Othello and An Ideal Husband/Rossetti poetry, looking at key extracts with a greater focus on exam technique and completion of practice exam questions.
Media Studies
Close Study Products (CSPs): Close Study Products (CSPs) are a range of media products that must be studied in order to meet the requirements of the specification and prepare for the exams. A ‘product’ means something produced by a media industry for a media audience, for example, a television programme, a website or a video game. While CSPs are important in themselves as examples of the contemporary – and historical – media landscape, they are particularly significant to the study of the theoretical frameworks; a way of exploring the theories and debates required by the subject content. The CSPs are chosen by the AQA exam board and enable the study of all the following media forms: television; film; radio; newspapers; magazines’; advertising and marketing; online, social and participatory media; video games; music video. The CSPs studied in our curriculum are:
TV Dramas – Deutschland 83 and Capital: Both products provide rich and challenging opportunities for interpretation and in depth critical analysis. In the case of Deutschland 83, it is an opportunity to engage with a product produced in a foreign language.
Social and participatory media – Taylor Swift’s Social Media presence and The Voice: Both texts are online, social and participatory. The study of Taylor Swift’s social media presence explore how Taylor Swift uses and represents herself on a variety of social media platforms, whilst The Voice features a news website produced by and targeting a minority group.
Video Games – Horizon: Forbidden West and The SIMS Freeplay: For Horizon: Forbidden West students should have knowledge and understanding of this product as a contemporary action adventure game in terms of the relevant issues of representation and its use of media language. The game offers the opportunity of knowledge and understanding of this product as a contemporary action adventure game in terms of the relevant issues of representation and its use of media language. The SIMS Freeplay Video is a game with online, social, participatory links. The game provides rich and challenging opportunities for analysis and study in relation to all four elements of the theoretical framework.
Print Magazines – GQ and The Gentlewoman: GQ is a magazine that is rich in relation to Media Industries and Media Audiences. This means looking beyond the specific edition to consider issues of ownership, production, funding, technologies and regulation (Media Industries) and targeting, marketing, sales and readership, audience interpretation, fulfilment, uses and gratifications ideas and theories (Media Audiences). The Gentlewoman is an alternative magazine, aimed at a niche audience. Students will consider issues of ownership, production, funding, technologies and
regulation (Media Industries) and targeting, marketing, sales and readership, audience interpretation, fulfilment, uses and gratifications ideas and media theories.
Newspapers – The Daily Mail and The Guardian: The Daily Mail offers many opportunities for studying the relationship between ownership patterns, economic factors and political viewpoints. The history of the Daily Mail provides many examples of the paper’s political influence including some high-profile clashes between the paper and its political opponents. The difference in political ideologies and audience of The Guardian and Mail will enable students to compare products and the context in which they are produced and consumed.
Music Videos – Old Town Road and Ghost Town: Both Old Town Road and Ghost Town are products which possess cultural and social significance. They will invite comparison, allowing for an analysis of the contexts in which they are produced and consumed. Detailed study of Ghost Town should also enable students to demonstrate appreciation and critical understanding of the historical development of music videos and allow for social, cultural and political comparison with contemporary CSPs. Detailed study of Old Town Road should explore representations of race and gender.
Advertising and Marketing – Score Hair Cream and Sephora’s ‘Black Beauty is Beauty’ advertising campaign: Score – a pre-1970 product – will invite comparison with other CSP adverts allowing for an analysis of the contexts in which they are produced and consumed. The contemporary Sephora advertisement possesses cultural, social and historical significance and provides rich and challenging opportunities for interpretation and in depth critical analysis.
Radio – War of the Worlds and Newsbeat: War of the Worlds is an early example of a hybrid radio form, adapting the H.G Welles story using news and documentary conventions. The broadcast and the initial response to it has historical significance as an early, documented, example of the mass media apparently having a direct effect on an audience’s behaviour. The academic research carried out into the broadcast provided some of the early media audience research and the findings have been extremely influential in the media, advertising and political campaigning. Newsbeat is an example of a transitional media product which reflects changes in the contemporary media landscape. Newsbeat is both a traditional radio programme with regular, scheduled broadcast times, but it is also available online after broadcast. The broadcast itself and the use of digital platforms provide opportunities for audience interaction. Newsbeat also exemplifies the challenges facing the BBC as a public service broadcaster that needs to appeal to a youth audience within a competitive media landscape.
Film – Blinded by the Light: Blinded by the Light is an example of low-medium budget film making. Students do not need to watch the film but will need to be familiar with the production context and distribution materials including: websites, posters, trailers and social media presence.
Non exam Assessment (NEA): Students must also create media texts demonstrating technical skills and an understanding of their chosen genre and target audience. In this section of the course, students must choose one from a choice of six briefs and create a cross-media production to fulfil the requirements of that brief and complete: a Statement of Intent that outlines their aims for their cross-media production and an individual cross-media production for an intended audience, applying their knowledge and understanding of the theoretical framework of media studies.
English Language
Year 12
Students will begin their study by exploring attitudes to language and learning the terminology of the methods of linguistic analysis. They will then explore the ideas of how language is used to create meaning and represent people, places, topics etc. Students will also learn about Child Language Acquisition, learning the theoretical frameworks of the acquisition of reading, writing and speech. Students will also begin their first piece of Non-Exam Assessment in which they will write creatively based on a real-world style model.
Year 13
Students will continue their study into Year 13 by focussing on topics assessed in Paper Two of the exam. They will explore Language and Diversity. A topic which explores how language diversifies based on geographical location with accent and dialect, gender, age, occupation, ethnicity, world Englishes and technology. Students will also explore how the English Language has changed and adapted over time and the many influences that have caused these changes. Students will also complete their Non-Exam Assessment portfolio with an investigation into an area of English of their choice.
Dignity of a person:
• learning about mythology from different cultures;
• reading extracts of autobiographies from different people and times;
• reading poetry and novels that explore issues of disability, nationality, race and sexuality, e.g., Jeanette Winterson;
• inspiring our students to use creative writing to explore their own individuality
Solidarity:
• our reading culture, encouraging empathy towards those in other situations;
• the study of spoken language and how speeches can be used to influence and change the world;
• asking our students to place themselves in someone else’s shoes during writing;
• the analysis of different attitudes and perspectives.
Common Good:
Favourable 0ption for poor and vulnerable:
• the study of authors writing with social justice in mind, e.g., Charles Dickens;
• exploring how writers portray the impact poverty can have on people’s life experiences and happiness;
• the reading of poetry that explores the influence of institutions of power, and gives voice to the powerless;
• the frequent depiction of oppression in literature and the consequences that it has on human individuality.
Peace:
Care for Creation:
• the study of how Romantic writers reacted to concerns regarding the environment and the Industrial Revolution;
• how writers show that human actions can have consequences for the natural world;
• exploring the speeches of environmental campaigners, and teaching students how to write convincing arguments;
• the study of poetry that highlights the beauty and power of nature.
Dignity of work and participation:
• how writers throughout time have supported social justice causes such as ending slavery, ensuring votes for all, and the rights of workers;
• exploring writing with humanitarian concerns regarding profits being prioritised over people, e.g., George Orwell;
• portraying a range of careers within the subject area, and preparing students for the world of work through high expectations;
• preparing our students to participate in the wider world, as passionate advocates of equality with confident control of the written and spoken word.
SEND
The major way in which we support our students with SEND provision is through quality first teaching ensuring the individual needs of all are students are known and met. These ideas are then shared through department meetings. A crucial element when supporting our SEND students is the use of strategic setting. Regular meetings are held between the English department and school SENCO. This is to ensure our SEND students are well supported in the right groups for them. Close links and regular communication with our Teaching Assistants ensure that teachers of SEND students are knowledgeable about each individual student and as a result their individual needs can be catered for. We also have a literacy support worker who through withdrawal sessions works on the literacy needs of a number of students. These sessions are closely linked with the main curriculum ensuring a systematic and co-ordinated approach. As a department we frequently use audio books to support the literacy needs of our students and ensure differentiated resources are available for those students who have those requirements.
Disadvantaged/PP
We prioritise an inclusive approach that means all can access our curriculum; we pride ourselves on developing high quality teaching and assessment strategies, ensuring a broad and balanced, knowledge-based curriculum that introduces students to the best that has been thought and said. It is our belief that the biggest impact on the outcomes of disadvantaged students is thoughtful and careful mixed ability setting, taking into account all students as individuals, and the composition of the group as a whole. As a department, we take pride in knowing all of our students as individuals, and are able to take into account each individual’s circumstances and offer appropriate support as needed. Financial support is available as needed, particularly for the purchase of books, revision guides, and towards educational visits. All English classrooms are furnished with classroom libraries, and all students have access to the school library.
Diversity and Inclusion
We take pride in having designed a diverse curriculum, that allows students to see themselves in the literature that they have studied. This is constantly reviewed in order to meet the needs of our cohort. We emphasise learning about the voices of the marginalised in society, and how literature can be used to give people a voice. We create safe, welcoming classroom environments where all can feel welcome.
Our curriculum makes many links with the History department, including;
• Shakespeare’s World in year 7 – History unit on The Tudors
• Victorian Era in year 9 – History units on Living Conditions and Social Issues in year 8 and Jack the Ripper in year 9
• Animal Farm in year 10 – History units on The Cold War
Reading
Our students are encouraged to read at every opportunity to support their studies or for pleasure. Every member of the English department is passionate about reading and is on hand to suggest a diverse range of texts of both fiction and non-fiction for our students to explore; every English classroom is equipped with a range of books that students are encouraged to borrow. Every lesson starts with 10 minutes of silent reading, to encourage all students to get into the habit of reading. Our curriculum offers students a wide range of fiction and non-fiction texts, supported through tasks that develop their comprehension and analysis skills. The use of Sparx reader for homework across KS3 embeds habits of reading for pleasure.
Writing
Our students are provided with opportunities to write, both fiction and non-fiction texts, throughout the curriculum. All year groups engage in fiction writing, with a structured approach that breaks down writing into openings, focus shifts and endings, using high quality texts as style models for inspiration. Students are explicitly taught what an essay is, and how to structure one, building from year 7 onwards. We consistently use a paragraph structure of what – how – why, to build students’ analytical writing skills.
Oracy
Year 7, 8 and 10 have specific units that look at speaking and listening skills, with students producing presentations and researching a topic. Throughout our curriculum, there are opportunities for students to engage in discussion tasks, as well as specific instruction on the use of vocabulary. Students benefit from classrooms that are rich in vocabulary, both oral and written.
Vocabulary development
All units have knowledge organisers which includes Tier 3 vocabulary that students need for the unit. Key terminology, and how to use it, is explicitly taught.
Digital literacy
Students use a range of platforms for their English homework, including Firefly, Massolit and Sparx reader – for each, students are explicitly shown how to use these platforms. Research skills are explicitly taught when preparing presentations, as well as the need to evaluate information read online. The most important aspect of digital literacy in English is that our curriculum constantly enforces critical thinking skills, allowing students to become confident in navigating digital environments.
KS2 to 3
Due to our wide range of feeder primary schools, it is challenging to have specific transition content. However, we liaise with primary staff in a range of schools, to ensure that our curriculum follows on from what students have studied in KS2, as much as possible, as well as building on skills learnt. Our opening unit on mythology builds productively from what many students have studied and read before. We run a summer Year 5 day, with focuses on time travel and inspires students with a creative writing task. We also offer a year 6/year 7 creative writing workshop in the summer term, aimed at greater depth writers.
KS3 to 4
Our spiral curriculum is designed to ensure students finish KS3 with the skills and knowledge required for GCSE study, such as experience of reading a Victorian novel, plays and poetry. We explicitly teach students language analysis skills, and how to construct an essay. All of the GCSE style questions have been introduced to students in KS3, at a level appropriate to their age group.
KS4 to 5
We offer Insight into A Level sessions in the Autumn term, designed to introduce students to the A Level subjects we have on offer. All of our staff are passionate about the A Level offer, and can advise students on the options available. Bridging work is provided to support students with the transition to KS5. Skills like note taking and essay writing have been explicitly taught lower down in the school.
In English lessons, we explore a wide range of global issues, ideas about the human condition and questions of morality making clear connections to Careers and Personal, Social, and Emotional (PSE) education.
The study of English helps us better understand the world in which we live and make sense of many of the challenges we have faced in the past and continue to face today. It also develops high employability skills such critical thinking, extended writing skills, reading for meaning and inference, plus hugely practical skills such accurate literacy and confident oracy.
Our Firefly page for English features a dedicated careers page for our students (Careers: English — The Catholic High School>) which provides information on how studying English can lead to future careers and what next steps can be taken.
We are also in the privileged position, that we have creative writing workshops delivered annually by a published author, highlighting a genuine career path in the field of literature. In the recent past we have had a number of talks from authors award winning authors.
In regard to Media Studies, our students learn technical skills in moving image, radio and digital marketing which could be applied in the world of work. We have also regular careers talks from journalists and institutions such as the BBC. Our students also have opportunities use their skills to create and develop marketing campaigns.
In all our curriculum offer, teachers provide guidance on our English can lead to a wide variety of career opportunities and are always on hand to offer advice and support about Apprenticeships, University courses and job opportunities.
