Teaching Staff

Mrs N Walker: English Subject Leader

Mr J Diggory: English Assistant Subject Leader (responsible for Key Stage 3)

Mr S Fink: English teacher (responsible for Literacy)

Miss E Rawlings: English teacher (Lead Teacher for Film Studies)

Mrs P Law: English teacher

Miss B McConville: English teacher (Senior Leader)


Resources Available in Department

Pupils are provided with exercise books and assessment folders (KS3) or paper (KS4). Where appropriate to the Programme of Study, copies of novels are provided for class study at Key Stage 3.

Ethos of the Department

To encourage pupils to develop a growing understanding of personal, social, moral, historical and emotional issues through reading and writing for a variety of purposes


Statement of aims

To engage, innovate and interest.

Pupils become independent yet informed thinkers who read fluently for understanding and enjoyment, as well as developing into confident, enthusiastic speakers and writers who are able to express their ideas concisely and in an engaging manner

Statement of progress



Year 7: introduce Statement, Quotation, Interpretation to interpret the effects of a writer’s craft

Year 8: consolidate use of Statement, Quotation, Interpretation to explore the writers’ craft including structure and contextual factors

Year 9: mastering the use of Statement, Quotation, Interpretation to present an argument about the writer’s purposes.



Year 7: recognise the importance of Standard English and the distinction between spoken and written language, developing the skill of proof-reading, producing detailed descriptive writing and presenting arguments in non-fiction

Year 8: developing more precise word choices and structure in creative writing and the delivery of information through non-fiction

Year 9: understand the connection between lexical and syntactical choices and purpose in a range of genres.



Year 7: present ideas clearly without relying on a script to an audience

Year 8: present individual responses to an audience and information in role

Year 9: deliver personal opinion in persuasive speech, harnessing the power of rhetorical techniques.


Curriculum overview

Year 7: Introduction to English – short story ‘My Father is a Polar Bear’ / Letters and letter writing / Class novel study / Narrative poetry / Modern drama – ‘Flowers for Algernon’ / End of Year 7 exams (AQA Year 7 Language Paper 1) / Non-fiction texts / Shakespeare genre study.

Year 7 Reading List

Year 8: Introduction to English – short story ‘The Princess and the Tin Box’ / Class novel study / Love poetry / Shakespeare’s ‘A Midsummer Night’s Dream’ / Newspapers / Creative writing / End of Year 8 exams (AQA Year 8 Language Paper 1) / Myths, Legends and Fairy tales genre study.

Year 8 Reading List

Year 9: Speeches and speech writing / Charles Dickens’ ‘A Christmas Carol’ / Gothic and Thriller genre study / Shakespeare’s ‘Macbeth’ / End of Year 9 exams (AQA Year 9 Language Paper 2) / Poetry / Modern novel – Steinbeck’s ‘Of Mice and Men’.

Throughout Key Stage 3, pupils also learn about the roots of the English language and complete key words tasks to improve spelling.

Year 9 Reading List

How Classes/Groups are Organised

Year 7 are taught in mixed-ability form groups

Year 8 & Year 9 are taught in five sets

for more detail please see English Department Setting and Pupil Progress Policy

Links to Relevant Websites




Core Aim of Qualification

English Language GCSE

Students should be able to read fluently and write effectively. They should be able to demonstrate a confident control of Standard English and they should be able to write grammatically correct sentences, deploy figurative language and analyse texts.

English Literature GCSE

Students should develop knowledge and skills in reading, writing and critical thinking. Through literature, students have a chance to develop culturally and acquire knowledge of the best that has been thought and written. Studying GCSE English Literature should encourage students to read widely for pleasure, and as a preparation for studying literature at a higher level.

Exam Board and Weblink to Exam Board

AQA https://www.aqa.org.uk/

Curriculum Overview


Year 10: Introduction to English Language Paper 2 / English Literature ‘An Inspector Calls’ / Detailed study of English Language Paper 2 (including Speaking and Listening) / English Literature ‘Poetry Past and Present’ AQA anthology / Detailed study of English Language Paper 1 (including Speaking and Listening) / English Literature ‘A Christmas Carol’ (applying Year 9 study to GCSE) / Following Year 10 exams the final Speaking and Listening accreditation assessments are completed and filmed before the Summer holidays.

Year 10 Reading List

Year 11: English Language thematic study for Paper 1 and Paper 2 / English Literature ‘Macbeth’ (applying Year 9 study to GCSE) / English Language thematic study for Paper 1 and Paper 2 / English Literature ‘Poetry Past and Present’ AQA anthology / English Language thematic study for Paper 1 and Paper 2 / English Literature ‘An Inspector Calls’ revision / English Language thematic study for Paper 1 and Paper 2 / English Literature ‘A Christmas Carol’ revision / English Language revision

Year 11 Reading List

How Classes/Groups are Organised

Pupils are grouped into five sets based on their ability and in connection with RE.

for more detail please see English Department Setting and Pupil Progress Policy

Links to Relevant Websites




Core Aim of Qualification

A level in English literature encourages learners to develop their interest in and enjoyment of literature and literary studies as they:

  • read widely and independently both set texts and others that they have selected for themselves
  • engage critically and creatively with a substantial body of texts and ways of responding to them
  • develop and effectively apply their knowledge of literary analysis and evaluation
  • explore the contexts of the texts they are reading and others’ interpretations of them
  • undertake independent and sustained studies to deepen their appreciation and understanding of English literature, including its changing traditions.

This specification is based on a conviction that the study of literature should encourage enjoyment of literary studies based on an informed personal response to a range of texts. It provides learners with an introduction to the discipline of advanced literary studies and presents opportunities for reading widely and for making creative and informed responses to each of the major literary genres of poetry, prose and drama

Exam Board and Weblink to Exam Board

Eduqas http://www.eduqas.co.uk/

Entry Requirements

We require a grade 6 in English Language GCSE and a grade 6 in English Language at GSCE.

Curriculum Overview

Year 12

Pupils study one of the two sections from the Poetry component and one of the two sections from the Drama component. They also experience an introduction to Unseen Texts and, by the end of the year, have decided on their choices of text for the Prose Study coursework.

Year 12 Reading List

Year 13

Pupils study the remaining sections from the Poetry and Drama components, complete their Prose Study and continue to complete units of work on Unseen Texts.

Set texts studied currently include: John Donne Selected Poems, Mean Time by Carol Ann Duffy, The Whitsun Weddings by Philip Larkin, King Lear by William Shakespeare, A Streetcar named Desire by Tennessee Williams and The Duchess of Malfi by John Webster.

Year 13 Reading List

Future Pathways

English Literature (unlike English Language) is one of the facilitating subjects favoured by universities – subjects which include core skills and leave a wide range of options open for study.

It provides with core skills including:

  • Written and verbal communication skills
  • Analytical thinking and critical skills
  • General knowledge
  • Cross-curricular connections



English is essential to every area of life and careers but particularly supports future career choices such as:

  • Law
  • Journalism
  • Forensic Science
  • Psychology
  • Business
  • Medicine

Department Feedback Policy

Classwork and some homeworks are frequently self-assessed and peer-assessed in class. Pupils are given teacher feedback on skills focused tasks on between one and three occasions during each scheme of work (dependent on the length and topic of the scheme), moving towards a final assessment which is teacher marked using the department or exam board assessment objectives.

Enrichment Activities

The English department run a varied programme of enrichment activities which varies from year to year. This often includes theatre trips or theatre company visits to school, in-school workshops with visiting facilitators, both in-school and external competitions and special events such as World Book Day.

please see the summary on this page for last year’s activities.

Revision Activities

It is key that pupils manage their own revision in a manner best suited to their learning style, however, it should include developing a secure understanding of the timings, requirements and assessment objectives for each examination, secure knowledge of all set texts (including character, theme, writer’s craft and key quotations), and wide reading of fiction and non-fiction texts.


The English department run skills sessions during the Spring term of Year 11 to provide focused support to pupils in key areas of the curriculum.


We also offer a weekly ‘drop in’ where pupils can come for help and support from Mrs Walker and our sixth form mentors.