English

English Language and English Literature are undoubtedly among the most important and influential subjects learnt at school. From the necessary lifeskills of communicating through writing and speaking, to nurturing a life-long love of literature, the English Department has something to offer every learner.

KS3

The intent of the English Curriculum

The KS3 English curriculum at Sir John Leman High School is designed to support all students in developing the reading, writing, speaking and listening skills needed to be successful in school and beyond. The curriculum ensures that students are able to grow into thoughtful readers and skilled writers, and that they have the necessary grounding for the two GCSEs that they will take at KS4. The curriculum covers three key areas:

Reading: students will be encouraged to read widely and critically. They will be taught to read for comprehension, to make inferences in texts, to analyse the ways that fiction and non-fiction texts are written, to support their ideas with relevant textual references, and to relate texts to their contexts.

Writing: students will be taught to enjoy crafting their writing for a range of purposes and audiences, to use a variety of structural features and punctuation to manipulate the reader, to use a wide range of vocabulary, and to structure their texts effectively.

Speaking and Listening: students will be taught to speak and listen in a variety of contexts, including formal presentations.

How is the English Curriculum implemented?

Reading, writing, and speaking and listening skills are taught through schemes of work focusing on different topics. Each scheme of work will cover a range of skills, gradually building in complexity as students move through the years. Units may be taught in a different order due to timetable considerations.

Year 7

1) Resilience and Growth: students will explore fiction, non-fiction and poetry relating to the theme of ‘Resilience and Growth’, including excerpts from ‘David Copperfield’ by Charles Dickens.  Students will produce their own writing around the theme.  Students will also work on their presenting skills, learning how to prepare and deliver a presentation to the class. 

2) Mystery and Suspense: students will read an abridged version of ‘Jekyll and Hyde’ and the full ‘Stormcatchers’ (Tim Bowler) as well as exploring some poetry themed around mystery and suspense.  Students will write their own fictional stories aiming to create mystery and suspense. 

3) Experiencing Life: students will explore a range of non-fiction texts relating to life experiences such as promotional materials for days out and festivals around the world.  They will write for a range of purposes, including persuasion, advice, reviewing and describing. 

4) Truth and Lies: students will read ‘The Other Side of Truth’ (Beverley Naidoo) as well as exploring a range of poetry linked to the theme of truth and lies.  Students will also explore narrative writing in greater depth.  During this unit, students will present to the class on two occasions, building their confidence in speaking and listening skills.  In addition, students will explore topics relating to justice and the importance of truth in relation to PSHE. 

Year 8

1) Power of Language: students will read the novel ‘The Wordsmith’ (Patricia Forde) alongside a range of poetry relating to the theme of the power of language.  There will be a focus on students using language powerfully to write descriptions.  They will also explore the language of advertising, analysing how adverts are crafted to persuade the reader.  During this unit, students will build on their presentation skills and will deliver a presentation to the class. 

2) Conflict and Connection: during this unit, students will study the play ‘Romeo and Juliet’ alongside a range of poetry relating to the theme of conflict and connection.  They will also explore speech writing and will build further on their speaking and listening skills. 

3) A Fresh Outlook: during this unit, students will study a range of non-fiction texts and poetry relating to the theme of ‘Happiness’.  They will produce a range of non-fiction texts themselves, exploring how to adapt their writing for different text types, audiences and purposes.  Students will also read a selection of openings from different novels, using these to gain a fresh outlook on the types of texts that they might like to read themselves, and to help them to understand the core components of effective narrative writing.  Finally, students will explore how English is central to the world of work, exploring a range of careers and developing the writing skills that are needed to apply for a  job. 

 Year 9

1) Fear and Unknown: students will explore a range of non-fiction texts relating to things that we may fear.  They will produce their own texts, focusing on writing to persuade and to describe.  Students will read the playscript version of the classic novel ‘Dracula’ alongside a range of poetry and fiction extracts exploring ‘Fear and the Unknown’.  Students will develop their narrative writing skills during this unit.  Students will also deliver a presentation during this unit, and link their learning to the world of work. 

2) ‘Much Ado About Nothing’: students will read ‘Much Ado About Nothing’ by Shakespeare, focusing on understanding plot, character, theme and context.  Students will also reinforce their writing skills during this unit, producing a range of texts relating to the central themes and ideas of the play. 

3) Protest and Rebellion: students will study the novel ‘I Must Betray You’ alongside a range of non-fiction texts relating to protest and rebellion.  They will also explore the Romantic era of poetry. 

Curriculum Sequencing Plan English 2025

 The impact of the English Curriculum at the end of Key Stage 3

The Key Stage 3 curriculum is intended to increase students’ confidence, skills and enjoyment of reading, writing, speaking and listening. They develop academic resilience, and are encouraged to cultivate independence in reading and responding to a range of texts, and in writing for a range of purposes and audiences. The curriculum ensures that students develop an appreciation of the power of the written word and a love of reading, and are prepared for the demands of the GCSE English specifications.

How is it assessed?

Classes are organised so that students with similar target levels are working together. Within classes there will be a mix of class, group, pair and individual work.

Students will sit Mid and End year assessments in English. These will cover reading and writing skills and will involve a mixture of short answer questions, testing students’ recall of key knowledge, and longer answer questions which test students’ ability to demonstrate the skills necessary in English.

Alongside these assessments, students will complete longer written tasks in class. These will be used by the teacher to inform future lessons. They will also complete two spoken presentations during the year.

How can I help my child?

Good websites:

• www.lovereading4kids.co.u
• www.literacytrust.co.u
• www.samlearning.co
• www.universalteacher.org.u
• www.bbc.co.uk/schools/ks3bitesize/english/

Other things you can do:

• Encourage your child to read a range of fiction and non-fiction regularly for pleasure
• Read a range of texts together, and discuss the stories and characters together. Talk through their homework projects and help them manage their time when completing projects
• Ask your child about their learning, including any targets or ‘next steps’ they are working on.

KS4

The intent of the English Curriculum

In English Language you will learn to analyse fiction and non-fiction texts.  You will also develop your writing skills, learning to write in a variety of styles for different audiences and purposes.

In English Literature you will study a range of texts – poetry, plays and a novel – and will learn to analyse these closely. 

You will also be assessed for your speaking and listening skills, and will receive a separate certificate for this. 

How is the English Curriculum implemented?

A wide variety of work will be completed over the two years.  This will include:

• Creative / imaginative writing
• Writing to argue and persuade
• Reading a wide range of texts
• Planning and giving presentations

Extended Learning plays a key role in the course and is set via half-termly projects.

The impact of the English Curriculum at the end of Key Stage 4

How is it examined?

Both English Language and English Literature are assessed by examination at the end of year 11. 

What qualifications will I get?

• Pearson Edexcel Level 1/Level 2 GCSE (9-1) in English Language
• Pearson Edexcel Level 1/Level 2 GCSE (9-1) in English Literature

You will also get a certificate for your speaking and listening skills.  

Is it any use?

A good grade in English is a requirement of many employers, sixth forms, colleges and universities.

Career directions could include:

All careers require English skills of written and verbal communication. However, GCSE English Language and Literature are particularly relevant to careers in marketing and public relations, media and publishing, social work, teaching, law, human resources and personnel, business administration and communications.

English Language (KS5)

English Language – A-Level Qualification

Examining Body:

Edexcel

Entry Criteria:

Ideally Grades 5 / 6 GCSE English Language/ English Literature
Students not meeting these criteria may be accepted after interview.

Course Leader:

Mrs J Shoote

Why? :

This course is for students who enjoy reading non-fiction and who are interested in how we use language in the real world. The course also includes a creative writing component which can be fiction or non-fiction. The course will allow students to hone their analytical and creative skills.

Course Structure:

Component 1: Language Variation (35% of A Level). Assessment is through a 2 hour and 15 minute written examination. Students learn about how language varies depending on modes of communication, audiences and functions, and how language can be used to create personal identity. Students will explore issues such as accents, stereotyping and how gender influences language. A range of written and spoken data will be analysed. Students will also study the history of the English language. Section one of the exam requires students to use linguistic knowledge to compare two unseen 21st century texts. The second section requires a comparison of two thematically linked texts from different time periods.

Component 2: Child Language (20% of A Level). This unit is assessed through a 1 hour and 15 minute examination. Students will study how children learn to speak, including how they acquire vocabulary and grammar. They will also study how children learn to write. The exam requires students to write an extended response to unseen data.

Component 3: Investigating Language (25% of A Level). Assessment is through a 1 hour and 45 minute written examination. Students investigate an area of language from a set list, for example ‘Language and Power’ or ‘Language and Gender’. The first section of the exam requires a response to unseen data and the second requires students to connect data to their in-depth investigation. This component gives students the opportunity to develop independent research and investigation skills. Coursework: Crafting Language (20% of A Level). Assessment is through two written assignments. Students will explore a range of genres, studying exemplar texts. They will then select a genre and will produce two pieces of original writing in this genre, demonstrating their ability to adapt the way that they write for different audiences. Students also produce a commentary exploring the choices they have made and the reasons for these choices.

Extended Learning:

Tasks will include collecting and analysing language data, annotating texts, exam practice essays and coursework.

English Literature (KS5)

English Literature – A-Level Qualification

Examining Body:

Edexcel

Entry Criteria:

Ideally Grades 6 / 6 GCSE English Language/ English Literature
Students not meeting these criteria may be accepted after interview.

Course Leader:

Mrs J Shoote

Why? :

This course is suited to students who love reading and want to develop their ability to read texts critically. Students read a wide range of texts on this course, and must be willing to read these outside of lessons. Students should be ready to explore ideas through writing and discussion.

Course Structure:

Component 1: Drama (30% of A Level): Assessment is through a 2 hour and 15 minute examination. Students study one Shakespearean tragedy, exploring plot, character and themes. They will also study an anthology of critical material relating to the play and explore the text in the light of these critical views. In addition, students will study ‘A Streetcar Named Desire’ by Tennessee Williams. Students will answer an exam question on each play studied.

Component 2: Prose (20% of A Level): Assessment is through a 1 hour 15 minutes examination. Students study two novels, which are linked by a theme. These are likely to be ‘Dracula’ and ‘The Picture of Dorian Gray’. Students will explore the plot, themes, characters and structure of the texts as well as relating them to their genre and contexts. This unit develops students’ comparative skills, as the exam requires an essay comparing the two texts.

Component 3: Poetry (30% of A Level): Assessment is through a 2 hour and 15 minute examination. Students will study a range of modern poetry, learning the skills of poetry analysis. The exam will require them to compare one of these poems to an unseen poem. Students will also study a collection of poetry linked by poet or era, and will respond to an exam question based on one of these poems. Component 4: Coursework (20% of A Level): This coursework unit will allow students to read two texts that are linked by a theme, movement, author or genre. Students will select their own texts from a list, and will write a comparative essay exploring an aspect of the two texts. This unit is designed to develop students’ ability to work more independently and to develop their own readings of texts.

Extended Learning:

Students will be required to read texts as a key part of extended learning. They will also be required to complete tasks such as reading critical essays about texts, identifying key quotations, producing exam style written responses and researching the background to their texts.