Overview

Key ideas and topics covered

In Year 7, our students will study three key texts spanning a wide breadth of context and an introduction to Shakespeare’s ‘The Tempest’. Contextual knowledge will be interleaved with key information relevant to each text, such as themes and characters, alongside a study of knowledge which is transferable and relevant for future learning such as how to write about theme or understanding Shakespeare’s language. Spaced learning will occur through a cycle of lessons focusing on the four key areas of fiction, non-fiction, writing and poetry, linked thematically to the overarching text studied that term. Students will make links between these areas to develop their understanding of writers’ methods and how a writer creates meaning. A range of skills will be developed throughout each unit with repeated practice. Each assessment will be used to inform future learning in the next unit, allowing teachers to focus on skills which may need more practice.

Term 1: The novel ‘Smith’ by Leon Garfield

Term 2: A Shakespeare play ‘The Tempest’

Term 3: ‘Stone Cold’ by Robert Swindells

In Year 8, our students will study three key texts spanning a wide breadth of context. They will focus on events that altered history and society and how these are represented in the literature of the time. Contextual knowledge will be interleaved with key information relevant to each text, such as themes and characters, alongside a study of knowledge which is transferable and relevant for future learning such as the idea of a tragedy in ‘Romeo and Juliet’. Spaced learning will occur through a cycle of lessons focusing on the four key areas of fiction, non-fiction, writing and poetry, linked thematically to the overarching text studied that term. Students will make links between these areas to develop their understanding of writers’ methods and how a writer creates meaning. A range of skills will be developed throughout each unit with repeated practice. Each assessment will be used to inform future learning in the next unit, allowing teachers to focus on skills which may need more practice.

Term 1: The Play ‘Journey’s End’ by R.C Sherriff

Term 2 : A Shakespeare play ‘Romeo and Juliet’

Term 3: ‘Of Mice and Men’ by John Steinbeck

In Year 9, our students will study three key texts spanning a wide breadth of context focusing on theme as well as character. Contextual knowledge will be interleaved with key information relevant to each text, such as themes and characters, alongside a study of knowledge which is transferable and relevant for future learning such as the structure of texts and Shakespearean context. Spaced learning will occur through a cycle of lessons focusing on the four key areas of fiction, non-fiction, writing and poetry, linked thematically to the overarching text studied that term. Students will make links between these areas to develop their understanding of writers’ methods and how a writer creates meaning. A range of skills will be developed throughout each unit with repeated practice. Each assessment will be used to inform future learning in the next unit, allowing teachers to focus on skills which may need more practice.

Term 1: An Introduction to GCSE language and Shakespeare’s play ‘Macbeth’ through the lens of the supernatural theme.

Term 2: An anthology of short stories ‘Telling Tales’

Term 3: Power and Conflict poetry- focusing on the war poems.

In Year 10, our students will study the majority of the GCSE Language and Literature content. They will study five units: the 19th century text, ‘A Christmas Carol’,  the Modern text: ‘An Inspector Calls’, the ‘Power and Conflict’ Anthology of poems, GCSE Language Paper 1 and 2. They will focus on events that altered history and society and how these are represented in the literature of these times. Contextual knowledge will be interleaved with key information relevant to each text, such as themes and characters, alongside a study of knowledge which is transferable and relevant for learning across the GCSE specifications of Language and Literature such as the writer’s methods, intentions, features of genres and impact on audience.  In Term 3 of year 10 students will study the Power and Conflict Anthology of poems and Unseen Poetry, refining their understanding of poetic devices whilst learning about the historical, social and cultural context for each of the poems and what influenced the poets.  A range of skills will be developed throughout each unit with repeated practice. Each assessment will be used to inform future learning in the next unit, allowing teachers to focus on skills which may need more practice.

Term 1: GCSE Language Paper 1 Exploration in Creative Fiction 19th Century Text  and ‘A Christmas Carol’ by Charles Dickens.

Term 2: Modern Text – ‘An Inspector Calls’ by J.B Priestley and GCSE Language Paper 2 Viewpoints and Perspectives

Term 3: Poetry – Power and Conflict Anthology

In Term 1, our Year 11 students will study Shakespeare’s ‘Macbeth’. Contextual knowledge, both internal and external, will be interleaved with key information relevant to each text, such as themes and characters, alongside a study of knowledge which is transferable and relevant for learning across the GCSE specifications of Language and Literature such as the writer’s methods, intentions, features of genres and impact on audience. A range of poems from the Power and Conflict Anthology of poems and Unseen Poetry will be studied, refining their understanding of poetic devices whilst learning about the historical, social and cultural context for each of the poems and what influenced the poets. A range of unseen poetry, fiction, non-fiction and writing tasks will be interleaved with this to enhance contextual and thematic understanding. Once Year 11 have completed their Pre-Public examinations all areas of their learning will be interleaved as they begin a cycle of revision which is planned at their teacher’s discretion but will cover all elements of the AQA GCSE Language and Literature examinations. A range of skills will be developed throughout each unit with repeated practice. Each assessment will be used to inform future learning in the next unit, allowing teachers to focus on skills which may need more practice.

Term 1: GCSE Literature Paper 1-revision of Shakespeare’s ‘Macbeth’, Dickens’ ‘A Christmas Carol’ and revision of Paper 1 Language  ‘Explorations in creative reading and writing’

Term 2: Revision of Literature Paper 2- Unseen poetry, J.B Priestley’s ‘An Inspector Calls’  and  Paper 2 Language ‘Writer’s Viewpoints and Perspectives’

Term 3: Revision of Paper 2 Literature ‘Power and Conflict’ anthology with tailored revision for key texts and language skills for the needs of the class and individuals.

How are our students assessed?

Year 7-9

In Years 7-9, pupils will complete two formal assessed tasks every term- one on reading and one on writing.  They will be awarded a flightpath grade and will receive whole class feedback which will signpost their targets for improvement.  Throughout the term fortnightly writing compositions will be completed and assessed formatively.

Year 10

In Year 10, pupils will continue to complete two assessed tasks every term and these will coincide with the unit of work being studied.  For example in Term 1, a full Paper 1 Language will be assessed and later on in the term an essay question on the Literature text ‘A Christmas Carol’ will be completed.

Summer mock examinations will be completed in a formal setting for Paper 2 Language and Paper 1  Literature at the end of Year 10. Grades awarded to pupils will be marked against the AQA mark scheme and grades will be based on the GCSE levels from 1-9.

Year 11

In Year 11, pupils will take their mock examinations in November-full Paper 1 Language and Paper 1 Literature and again in March – full Paper 2 Language and Paper 2 Literature.

The Y11 classes will be assessed according to their needs which will be identified from their mock examination results and ongoing classroom assessment.