Curriculum Intent:

The curriculum is designed to enable our students

to develop their communication skills in reading,

writing and spoken language.  Students should

develop an understanding of authorial intent in all

areas of English and be able to use this idea to influence their own communication, be this written or verbal.  We want our curriculum to develop students into thoughtful and empathetic individuals who are able to use the texts we study as a window into the human experience both in the modern world and historically.  We hope to build a curriculum that will foster independence and an enjoyment of reading and writing for pleasure. 



Programmes of Study

Year 7

The purpose of Year 7 is to enable students to develop their reading, writing and spoken language skills as they transition from KS2 to KS3.  Students will utilise scaffolding where needed, but students are encouraged to develop independence in their ability to analyse language and structure, craft their writing, improve technical accuracy and develop their spoken language skills. 

Autumn Term Year 7

Spring Term Year 7

Summer Term Year 7

Students complete baseline assessments and establish areas for development.  Initially content is based around starting school and students develop their skills in transactional writing and poetry.  Students then go on to study the novel ‘Cirque du Freak’ by Darren Shan and consider extracts from 19th Century texts such as Mary Shelley’s ‘Frankenstein’ and Bram Stoker’s ‘Dracula’.

Students study Shakespeare’s ‘Macbeth’ and develop their transactional writing skills centred around the idea of heroism.  Students study characterisation throughout the play and develop their comprehension and analysis of language and structure.  Students build on the theme of conflict established within the play and study poetry centred around the theme of conflict.

During this term students will further develop their analytical skills by studying poetry from different cultures.  Students then go on to build on their skills in transactional writing and study non-literary texts based around the theme of travel.  Students are encouraged to see the realistic application of their skills and how these will be beneficial in their life beyond school. 


Year 8

Year 8 will build on the students’ knowledge and skills from Year 7 and allow them to further explore how the skills they develop in English are beneficial beyond the classroom. 

Autumn Year 8

Spring Year 8

Summer Year 8

Students develop their understanding of other cultures through the study of poetry centred around this theme.  Students will study ‘Of Mice and Men’ by John Steinbeck and explore the methods used by the writer to present the key ideas and issues that the text highlights. 

Students are encouraged to explore some of the practical requirements for effective communication beyond the classroom.  They will use imagination and creativity to design and market their own product. 

Students study Shakespeare’s ‘The Merchant of Venice’ and develop their knowledge and skills of studying Shakespeare last year and at KS2. 


Year 9

The curriculum in Year 9 has been reviewed to ensure that there is sufficient breadth of study and a secure foundation for the transition to GCSE work at KS4.  The first two terms will be KS3.  However, in the final term students will begin studying one of their GCSE texts. 

Autumn Year 9

Spring Year 9

Summer Year 9

In the first term students develop their knowledge of the key contextual issues of the 19th Century, using both literary and non-fiction texts as means to explore this context. Students will then go on to explore the conventions of gothic horror and the writer’s craft. Students will continue to develop their skills in reading, writing and spoken language. 

Students build on their understanding of the genre of gothic fiction by studying the modern text ‘The Woman in Black’ by Susan Hill. 

In the final term students will begin studying their KS4 curriculum and study ‘Romeo and Juliet’ by William Shakespeare. 


Year 10

Due to reviewing the curriculum in Year 9, a period of transition will be required.  In the previous year students currently in Year 10 have studied ‘Great Expectations’ by Charles Dickens, ‘A Taste of Honey’ by Shelagh Delaney and some poems from the AQA anthology.  Students currently in Year 10 will not have studied ‘Romeo and Juliet’.

Autumn Year 10

Spring Year 10

Summer Year 10

Students will begin studying ‘Romeo and Juliet’ by William Shakespeare.  Furthermore, students will develop their transactional writing skills and approach to studying for English Language Paper 1.  

Students study a selection of war poetry from the AQA Power and Conflict anthology.  They will also practise and develop their narrative writing skills.

Students will revise ‘A Taste of Honey’ and explore approaches to tackling unseen poetry.  This will prepare them for internal assessment.  Furthermore, students will focus on English Language and practise their skill in transactional writing for the real life situation of their college applications. 


Year 11

By this point in the year students will have studied the majority of the GCSE syllabus and the emphasis can be placed on revision. 

Autumn Year 11

Spring Year 11

Summer Year 11

Students revise ‘A Taste of Honey’ by Shelagh Delaney and study some more poetry from the AQA ‘Power and Conflict’ anthology.  Students also practise their skills and approach to English Language Paper 1.  They also revise ‘Great Expectations’ by Charles Dickens and English Language paper 2 in preparation for their internal assessments. 

Students revise poetry from the anthology and transactional writing.  They also practise English Language papers.  There will be some flexibility in order to ensure it is tailored to specific areas for development within classes. 

Students will revise all areas required.  The revision must be flexible and tailored for individual needs.  Students will have their GCSE examinations this term.


Marking and Assessment

Please access the website link to our current assessment and feedback policy. 


AQA GCSE English Literature

Eduqas GCSE English Language


Revision Guides/Supporting Resources

CGP text guides for the following:

  • ‘Great Expectations’ by Charles Dickens
  • ‘Romeo and Juliet’ by William Shakespeare
  • ‘Power and Conflict Poetry Anthology’
  • Eduqas English Language workbook

York notes for:

  • ‘A Taste of Honey’

Staff Details

Miss Christian – Head of English Department

Mr Gardner – 2nd in English

Mrs Long – Assistant Headteacher

Mrs Cox – Teacher of English and Progress Coordinator (Blue Section)

Mrs Rigby – Teacher of English

Miss Allen – Teacher of English

Mr Jeffrey – Teacher of English


Careers and Progression


All vocational and college courses require a GCSE in English Language.  The content delivered and the skills imparted throughout the course provide the foundations, should learners wish to pursue A-level courses in English Language. In addition, the skills taught at KS4 (analysis, interpretation, information retrieval etc.) are fully transferable and ensure that learners are equipped for other post-16 qualifications such as A-level History and Law.

English Language and Literature is highly regarded by universities and can lead to a degree course in English or in a range of other subjects. It can pave the way to a variety of occupations, a recent survey indicated that English graduates enter careers varying from teaching to management and marketing; to journalism and the arts.

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