English Curriculum Intent

Implementation and Impact. 

 

Intent

English enjoys a rich and varied literary and linguistic heritage that is ever-changing.  At Tenison’s we aim to explore this rich heritage across the key stages.  We have a progressive curriculum that allows us to develop, deepen and nurture key skills from Key Stage 2, all the way through to Key Stage 5.   

At Key Stage 3, we begin with the foundation of literary and linguistic study that pupils need to enable a full and deep understanding of a variety of texts from non-fiction to poetry and prose.  Skills developed also include written and verbal communication.  Pupils begin to consciously craft responses, paying close attention to their command of vocabulary and sentence forms as well as formulating and articulating personal responses to a text.  We continue our skills’ journey throughout the Key Stage, evolving to develop comparison skills and further our consideration of layers of meaning.  As we arrive at Key Stage 4, we are well-prepared for GCSE study and begin to apply and deepen the skills nurtured at Key Stage 3, tailoring these to the demands of the question so as to construct a sophisticated response to a text and piece of writing.   

At Key Stage 5 the disciplines of Language and Literature are studied separately to enable a deeper study of each.  Literature at A’ Level follows a historicist approach that considers the depiction of love through the ages and literature since 1945.  Language at A’ Level considers language in the world around us which includes reading texts for meaning, the impact of accent and class, the place of English in the world, how children acquire language and how language has evolved into the entity it currently is. 

The study of English opens a world of possibilities.  For us, each strand of English supports the individual in better understanding the world around them and allows them to develop the confidence and skills needed to respond to it.   

 

Implementation

Collaborative curriculum planning lies at the heart of our department; we work as a team of subject specialists and research to inform our planning. Our Department are continually reviewing and developing schemes of work to ensure learning is challenging, relevant and engaging.  

 

Our current curriculum covers the different areas of reading and writing fiction and non-fiction, and the study of literary texts each year; across our curriculum, skills gradually deepen, and we regularly spiral back to ensure key content and skills are secure. Discussion and evaluation are a regular feature of lessons, as is extended reading. We engage with real life contexts where possible to enable students to connect their learning with the world beyond. 

Building on skills across and within schemes of work is key for our Department, as is supporting our pupils and students in looking forwards towards assessments which build in complexity and expectation across the key stages. 

 

 

Impact

Pupils and students leave our school with an enriched understanding of Language and Literature which supports them better understand the world around them.  

English continues to perform well at Tenison’s with both Language and Literature at GCSE typically contributing to Progress 8 scores year-on-year.  At A’ Level, our Language and Literature students perform very well.  Many of our students go on to study English-based subjects at university. 

More importantly, students frequently express their enjoyment of the subject and their appreciation of texts and content studied. 

English and the Christian Vision of our School 

English is taught in mixed-ability teaching groups, ensuring that lessons are inclusive and tailored to meet the diverse needs of all pupils, so that every student has the opportunity to flourish. 

Our curriculum integrates a wealth of religious imagery and themes through carefully chosen texts, such as ‘The Lion, the Witch and the Wardrobe’ and ‘A Christmas Carol.’ These works provide pupils with opportunities to explore moral questions and prompt them to reflect on their place in the world. 

Discussions in English lessons are underpinned by the values of kindness and respect. Students are encouraged to develop personal responses to literature that help them better understand the world around them and, in turn, their relationship with God. Our approach seeks to educate the whole person, supporting them to grow emotionally and intellectually, so they can flourish. 

The English curriculum celebrates the joy of literature and language while examining themes central to the human condition, such as unity, compassion and forgiveness. Through these discussions, pupils are invited to consider how such values align with their faith. 

The development of skills in English - reading, writing, and critical thinking- is an ongoing process that emphasises patience and perseverance. This mirrors the Christian ethos of nurturing character and resilience, enabling students to approach their studies with grace and determination. 

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ENGLISH 

Keystage 3 

Year 7 

• Transition - ‘The Lion, the Witch and the Wardrobe’ - An essay on theme 

• Belonging Poetry - A creative piece with explorative commentary 

• ‘Much Ado About Nothing’ - An essay on theme 

• Journeys – A comparison of non-fiction texts 

• The Gothic- A piece of Gothic writing 

 

 

Year 8 

• ‘The Merchant of Venice’ - An essay on Shakespeare’s use of language to create sympathy for Shylock 

• Rhetoric  - A persuasive speech 

• Love Poetry - An essay on a poem 

• 19th Century Fiction – A piece of original writing 

• ‘A Monster Calls’ - An essay on character and structure 

 

Year 9 

• ‘An Inspector Calls’ - An essay on character and theme 

• War Poetry - An essay comparing two poems 

• Voices – a piece of non-fiction writing 

• ‘Macbeth’ - An analytical piece on the changes in Macbeth 

• Begin GCSE - Poetry Anthology - A comparative paragraph 

 

 

AQA GCSE English Language 

Paper 1: Explorations in Creative Reading and Writing 

• Section A: Reading - one literature fiction text (Year 10) 

• Section B: Writing - descriptive or narrative writing (Year 10) 

Paper 2: Writers' Viewpoints and Perspectives 

• Section A: Reading - one non-fiction text and one literary non-fiction text (Year 10) 

• Section B: Writing - writing to present a viewpoint (Year 11) 

 

Non-examination Assessment: Spoken Language 

• Presenting, responding to questions and feedback and use of Standard English (Year 11) 

AQA GCSE English Literature 

Paper 1: Shakespeare and the 19th-century novel 

• Section: A Shakespeare (Year 11) 

• Pupils will answer one question on their play of choice.  

• They will be required to write in detail about an extract from the play and then to write about the play as a whole.   

• We study ‘Macbeth’. 

 

• Section B The 19th-century novel  (Year 10) 

• Pupils will answer one question on their novel of choice.  

• They will be required to write in detail about an extract from the novel and then to write about the novel as a whole.   

• We study ‘A Christmas Carol’ by Charles Dickens. 

 

Paper 2: Modern texts and poetry  

• Section A:  Modern Texts (Year 10) 

• Pupils will answer one essay question from a choice of two on their studied modern prose or drama text.   

• We study ‘Animal Farm’ by Orwell. 

 

• Section B:  Poetry (Year 9 and 10) 

• Pupils will answer one comparative question on one named poem printed on the paper and one other poem from their chosen anthology cluster.   

• We study ‘Love and Relationships’. 

 

• Section C: Unseen poetry (Year 11) 

• Pupils will answer one question on one unseen poem and one question comparing this poem with a second unseen poem. 

 

 

A Level English Language (AQA) 

Subject content 

• Textual variations and representations 

• Children’s language development 

• Language diversity and change 

• Language discourses 

• Writing skills 

• Language Investigation 

• Original writing 

 

Each section of the paper is taught across both Year 12 and 13. 

Paper 1: Language, the Individual and Society  

• Textual variations and representations 

• Children's language development (0-11 years) 

• Methods of language analysis are integrated into the activities 

 

Paper 2: Language Diversity and Change  

• Language diversity and change 

• Language discourses 

• Writing skills 

• Methods of language analysis are integrated into the activities 

 

Non-exam assessment: Language in Action 

• Language Investigation 

• Original Writing 

• Methods of language analysis are integrated into the activities 

 

 

AQA A Level English Literature 

Subject content 

Core content 

• Love through the ages 

• Texts in shared contexts 

• Independent critical study: Texts across time 

 

Options 

• Option B: Modern times: literature from 1945 to the present day 

 

Both papers are taught across Year 12 and 13. 

 

 

Paper 1: Love through the ages 

• Study of three texts: one poetry and one prose text, of which one must be written pre-1900, and one Shakespeare play.  

• Examination will include two unseen poems  

•  We study ‘Othello’ by Shakespeare, Tess of the d'Urbervilles’ by Hardy and pre-1900 poetry. 

 

Paper 2: Texts in shared contexts 

• Option 2B: Modern times: literature from 1945 to the present day 

• Study of three texts: one prose, one poetry, and one drama, of which one must be written post-2000.   

• We study ‘The Color Purple’ by Walker, ‘Our Country’s Good’ by Wertenbaker and ‘Feminine Gospels’ by Duffy. 

• Examination will include an unseen prose extract 

 

Non-exam assessment: Independent critical study: texts across time 

• Comparative critical study of two texts, at least one of which must have been written pre-1900 

• One extended essay (2500 words) and a bibliography 

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