English at Larches
At Larches High School we believe that it is our duty to inspire young people to see the real value of English in the wider world by accessing a variety of texts, making it interesting and accessible. Very often learners have little awareness of their own reading skills, especially in terms of inference and deduction. We aim to increase their confidence in reading, writing and overall communication, so that our learners are either able to reintegrate quickly into mainstream education or to achieve English Language and Literature GCSEs when they finish their high school education.
We aim to:
- Develop literacy skills
- Increase reading and writing skills
- Prepare students for the demands of examinations and the workplace
Purpose of study
English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils, therefore, who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.
(Dept. For Education)
KS3 English Curriculum Overview
In addition to one dedicated literacy lesson per week, pupils will study the following:
| Autumn Term 1 | Autumn Term 2 | Spring Term 1 | Spring Term 2 | Summer Term 1 | Summer Term 2 | |
| Topics to be covered: | Victorian Literature and Short Stories
|
The Power of Language
The art of persuasive writing and public speaking
|
Dystopian Novels and Seminal Literature | Autobiographical and Biographical Writing | Shakespeare
|
Poetry, Lyrics and Other Cultures – |
| Assessment focus: | Narrative Writing | Persuasive
Writing |
Reading Response
|
Transactional Writing
|
Extract Reading & Analysis
|
Poetry Reading Analysis & Creative Writing |
| Curriculum
A
|
The use of setting and the supernatural in a Gothic novel to create mood and atmosphere. Examples: The Signalman, Charles Dickens / Dracula, Bram Stoker / Rebecca, Daphne du Maurier. | The use of linguistic devices, structure and tone in a speech.
Examples: Barack Obama / Tony Blair / Kamala Harris.
|
Social issues portrayed in a dystopian novel.
Example: The Hunger Games / Miss Peregrine’s Home for Peculiar Children (full class reader) Extracts from: Nineteen Eighty Four /There Will Come Soft Rains
|
Sporting heroes
The use of linguistic devices, questioning, structure and tone in an informal letter. Extracts from: Tyson Fury, Victoria Pendleton, David Beckham, Usain Bolt.
|
The use of language, structure and tone to convey racial prejudice, manipulation, and jealousy in Othello. | The use of language, theme and structure in Ballads.
Examples: The Lady of Shallot, Tennyson / The Rime of the Ancient Mariner, Samuel Taylor Coleridge / Robin Hood, An Outlaw, James Henry Leigh Hunt |
| Curriculum
B |
The use of fictional worlds and speculative technology in a science fiction novel.
Examples: The Time Machine, H G Wells / Frankenstein, Mary Wollstonecraft Shelley / Twenty Thousand Leagues Under the Sea, Jules Verne.
|
The use of linguistic devices, structure and tone in an article / advert / charity appeal/ editorials.
Examples: inequality, UNICEF / conflict and violence / climate emergency, Greta Thunberg.
|
Use of contrast in a dystopian novel and comparison with different societies. Example:
Divergent / Northern Lights (full class reader) Extracts from: The Chysalids /Never Let Me Go
|
Historical figures
The use of questioning, structure, linguistic devices and tone in an article. Extracts from: Nelson Mandela Anne Frank Malcolm X Roald Dahl
|
The use of language, structure, tone to convey loyalty, madness, and power in King Lear.
|
The use of language, theme and structure in War Poetry. Examples: What Were They Like?, Denise Levertov / War Photographer, Carol Ann Duffy / Mental Cases, Wilfred Owen.
|
| Curriculum
C
|
The use of character description and extremes in children’s literature. Examples: Oliver Twist, Charles Dickens / Alice’s Adventures in Wonderland, Lewis Carroll / Treasure Island, Robert Louis Stevenson | The use of linguistic devices, structure and tone in protest songs and poetry.
Examples: Living for the City, Stevie Wonder / Freedom, Beyoncé / American Idiot, Green Day
|
Use of hierarchy within a dystopian novel.
Examples: Noughts and Crosses / Hitchhiker’s Guide to the Galaxy (full class reader) Extracts from: Animal farm / Mockingjay / Harrison Bergeron |
Celebrity figures
The use of questioning, linguistic devices, structure and tone in a review. Extracts from: Jason Fox (SAS) Gordon Ramsay Michelle Obama Dave Grohl Drake |
The use of language, structure, tone to convey friendship, prejudice and revenge in The Merchant of Venice.
|
Use of language and structure in Pastoral Poetry. Examples: Fern Hill, Dylan Thomas / The Garden Guest by Laura Davies / The Shroud of Colour, Countee Cullen |
KS4 English Curriculum Overview
| GCSE
English Language & Literature |
Autumn Term 1 | Autumn
Term 2 |
Spring Term
1 |
Spring Term 2 | Summer Term 1 | Summer Term 2 |
| Topics to be covered:
Year 10
|
Language Component 1 (20th Century Literature Reading and Creative Writing Prose)
|
Language Component 2 (19th and 21st Century Non Fiction Reading and Transactional/Persuasive Writing)
Study Text: A Christmas Carol
|
Language Component 1 (20th Century Literature Reading and Creative Writing Prose)
Study Text: The Woman in Black and/or and various texts to go with exam prep |
Language Component 2 (19th and 21st Century Non Fiction Reading and Transactional/Persuasive Writing)
|
Language Component 1 (20th Century Literature Reading and Creative Writing Prose)
|
Language Component 2 (19th and 21st Century Non Fiction Reading and Transactional/Persuasive Writing)
|
| Assessment Focus | Reading Question and Transactional Writing | Reading Question and Creative Writing | Reading Question and Transactional Writing | Reading Question and Persuasive Writing | Creative Writing
|
Terminal exam
|
| Topics to be covered
Year 11
|
Macbeth
Reading Skills Writing Skills Language Component 2 (19th and 21st Century Non Fiction Reading and Transactional/Persuasive Writing)
|
Reading Skills
Writing Skills Functional Skills A Christmas Carol Poetry Anthology (one poem per week)
|
Lord of the Flies
Poetry Anthology (one poem per week)
|
Reading and Writing Skills
Revision of Literature texts Poetry Anthology (one poem per week)
|
Revision of Reading and Writing Skills (Creative and Transactional writing)
(Components 1 and 2) Revision of Texts Poetry revision |
Terminal Exams |
| Assessment Focus | Literature extract question and Transactional Writing | Literature extract question and Creative Writing.
|
Poetry comparison response
Literature question on A Christmas Carol |
Mock exams
|
Reading and Writing skills for exams
Literature extract exam practice
Unseen poetry response |
GCSE Exams |
