English Curriculum Intent
Intent to read: English enables our students to appreciate the power and impact of both language and literature. A broad and diverse range of experiences supports students in generating informed opinions about the world around them and equips them to communicate their thoughts and perspectives in an effective and appropriate manner. They develop their voice and an appreciation of how this can be used to influence people and instigate change within society.
This strand is a combination of the different methods used to understand and interpret texts, looking at literal and deeper meaning. Across the three years of Key Stage 3, students will develop skills that allow them to:
- Analyse language at a word level before developing alternative interpretations and perspectives in response to texts. Students will also analyse the impact of vocabulary used to present character and setting whilst creating perceptive responses.
- Find meaning from multiple texts including biographies and speeches, considering the writer’s intentions. This will allow them to respond to a variety of ideas.
- Form opinions on the choices made by writers across a variety of texts to build an effective line of argument and develop alternative perspectives on biased writing.
- Analyse the structure and construction of different texts and media including poetry, graphic novels and online literature. This includes physical and visual structure, but also structure of plot, characters and arguments.
This strand is a term that consolidates the method of imparting or exchanging information by speaking, writing, or using some other medium. Across the three years of Key Stage 3, students will develop skills that allow them to:
- Develop their use of vocabulary and word choices to manipulate the reader and create specific effects, resulting in the ability to create a deeper or implied meaning.
- Consider their sentence construction including punctuation, sentence types and the order of words used to engage and affect readers.
- Confidently use a range of persuasive language devices for a specific effect and to influence audiences. This will include the use a range of devices which are suitable for different genres, audiences and purposes.
Make use of different structural devices when creating poetry, verse and short stories.
This strand is a term that consolidates the ability to express oneself fluently, appropriately and grammatically in speech. Across the three years of Key Stage 3, students will develop skills that allow them to:
- Speak confidently in a way that is audible, clear and uses expression. This will help students to organise ideas verbally to present their ideas in an appropriate way.
Analyse how spoken language is used in different settings, including both slang and formal language and consider how spoken devices differ from written ones when manipulating meaning and effect for the audience.
Mixed. Students follow a varied and interleaved curriculum in years 7-9, before shifting to a balanced model between Language and Literature for GCSE in years 10 and 11.
Origin of Storytelling
Poetry over Time
Media and Layout
Poetry over Time
Censorship and debate
Interview / email / personal statement
Noughts and Crosses Play
Lawyer / defence speech
Review / trip /write
Poetry over Time
OF MICE AND MEN
Letter of Complaint / mediator
Interview In Role
Adverts and Presentation
The Things They Carried
Biographies and Speeches/ podcast
Long Way Down
Review of Trip - watching the play 'Jamie'
Spoken Language Analysis
Analytical Reading for Bias
Short Stories 'A Change is Gonna Come'
Blogs and Vlogs- Digital Literacy
GCSE CUrriculum Structure
After developing the core skills across key stage 3, Y10 & Y11 students will follow a language and literature combined course that covers the entire AQA GCSE specification across the two years.
Students also complete a Spoken Language Endorsement, which is awarded as a separate qualification.