M Lilleyman
Head of Department – Mrs E. Booth
English will enable you to enjoy and explore thousands of incredible books, poems, plays and magazines. English will challenge you to build confidence through presentational projects, drama activities and team work.
Staffing
| Head of English | Mrs E. Booth – BA (Hons) Drama/English |
| 2nd in English | Ms A. Schofield – BA (Hons) English Literature with Creative Writing |
| Teacher of English | Mr M Britten |
| Teacher of English | Ms C. Vandenberg – BS (Hons) English |
| Teacher of English | Mrs H. Henrys – BA (Hons) Media and Performance |
| Lead Practitioner for English | Mr D Stoker |
| Assistant Headteacher and Teacher of English | Mr J. Barker – BA (Hons) English Media, Communications and Cultural |
| Deputy Headteacher and Teacher of English | Mr D. White – BA (Hons) English and History |
| Teacher of English | Miss S Wilcock |
| Teacher of English | Mrs A Wolfendon |
| Special Educational Needs Co-ordinator | Mrs H. Spencer – BA (Hons) Business Administration |
| School Librarian | Mrs J. Forkin – MA in Library and Information Management |
| Student Leadership Co-ordinator | Ms A. Woods – BA Classical Studies |
Per Term Topic Information
Year 7
| Autumn | Spring | Summer |
|---|---|---|
| Resilience – Poetry anthology and ‘A Monster Calls’ | Equality – ‘Animal Farm’ | Villains – Introduction to Shakespeare |
| Assessment Reading assessment 1) How has the writer used language to present Conor in the extract? 2) How has the writer structured the text to interest you as the reader? Writing assessment EITHER: Write a description of a street at night as suggested by this picture: OR: Write a short story that about a time when you had to overcome a fear. | Assessment Reading assessment – How is the character of Squealer presented in this extract? You may want to consider: – Is the character of Squealer is presented at someone to be trusted? – Is the character of Squealer presented is someone who believes in equality? Writing assessment – ‘All humans are equal, but some humans are more equal than others.’ Write an article for a newspaper where you explain your point of view on this statement. | Assessment Reading – How does Shakespeare present Richard as a villain in this scene? Writing – Write a description of the man in the image below OR Write a story about a time a plan went wrong. |
Year 8
| Autumn | Spring | Summer |
|---|---|---|
| Power – Frankenstein | Relationships – Romeo & Juliet | Adversity – I am Malala |
| Assessment Reading – Non-fiction text – How does the writer use language to show the cloning of Dolly the sheep was an exciting event? Writing – “These days, there are too many cases where one person has too much control over someone or something else. No human should have ultimate power over another living being.” Write a speech to be presented in a school assembly expressing your viewpoint on this statement. | Assessment Reading – Starting with this moment in the play, explore how Shakespeare presents relationships between adults and young people in Romeo and Juliet. Writing – Either – Write a description as suggested by this image. OR: Write a short story about a troubled relationship. | Assessment Reading – In It Couldn’t Be Done by Edgar Guest, how does the speaker present their attitude towards adversity? Writing – Write a description of someone under pressure using the image below as a stimulus OR Write a story called “The Struggle”. |
Year 9
| Autumn | Spring | Summer |
|---|---|---|
| Betrayal – The Tempest | Innocence – To Kill A Mockingbird | Manchester |
| Assessment: Reading- Starting with this moment in the play, explore how Shakespeare presents betrayal in the play. Write about: • how Shakespeare presents betrayal between the two brothers Antonio and Prospero at this moment in the play • how Shakespeare presents betrayal in the play as a whole. Writing: “Betrayal has long-term consequences. Once you have been betrayed by someone, it is hard to rebuild trust with them.” Write a speech to be delivered during a school assembly, outlining your viewpoint on this statement. | Assessment: Reading – 1) How does the writer use language to describe the dog? 2) How has the writer structured the text to interest you as a reader? 3) A student, having read this part of the text said: “The writer makes this moment of the story very dramatic.” To what extent do you agree? Writing – 1) EITHER: Write a description as suggested by this picture: OR: Write a short story about an event that changed your life forever. | Assessment: Reading – Q1 – Summarise the ways both writers present the protesters at the Peterloo Massacre, Q2 – How does the writer use language to describe his feelings for the events at Peterloo? Writing – “Despite its tragedies, both historical and more recently, Manchester always bounces back. Its people are proudly resilient. We can learn from the city’s attitude to adversity.” Write a speech to be given in a school assembly giving your opinion on this statement. |
Year 10
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
|---|---|---|---|---|---|
| Literature: Paper 1: 19th Century novel “A Christmas Carol” Language: Paper 1: Section B – Narrative and Descriptive writing | Literature: Paper 1: 19th Century novel “A Christmas Carol” Language: Paper 1 Section A | Literature: Paper 2: Unseen poetry/Power and Conflict poetry Language: Paper 2, Section A | Literature: Paper 2: Unseen poetry/Power and Conflict poetry Language: Paper 2, Section B: Viewpoint writing | Literature: Paper 1: Macbeth Language: Recap of Paper 1 | Literature: Paper 1: Macbeth Language: Recap of Paper 2 |
| Assessment- Creative Writing task – P1, Q5 | Assessment- “A Christmas Carol” exam question | Assessment- Poetry exam question | Assessment- Whole language paper | Assessment- Macbeth exam question | Assessment – End of year exams – Full Lit P1 and Lang P1 |
Year 11
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 |
|---|---|---|---|---|
| Literature: Paper 2: “An Inspector Calls” Language: Paper 1, Section B: Narrative and Descriptive writing | Literature: Paper 2: “An Inspector Calls” Revision of all units ready for mock exams Language: Paper 1, Section A | Literature: Revision of Paper 2 Language: Paper 2, Section A | Literature: Revision of Paper 1 Language: Paper 2, Section B: Viewpoint writing | Literature: Revision of both papers Language: Revision of both papers |
| Assessment- “An Inspector Calls” exam question | Assessment – Mock exams – Language P1 & Literature P1 | Assessment – Mock exams | Assessment – Mock exams | GCSE Examinations |
Curriculum
Year 7
| No. of lessons per fortnight | Frequency and length of homework | Additional learning opportunities e.g. clubs, speakers, visits, residential … | Department support e.g. intervention classes, revision classes … | Additional guidance for parents e.g. exam board info, websites to support revision, books to read, useful places to visit … |
|---|---|---|---|---|
| 8 | Key Stage 3 students will receive one piece of extended written homework each fortnight. This will be complemented by: Research tasks Spellings Comprehension tasks Reading | Creative writing club Author visits Spelling Bee Book club Poetry Slam Theatre trips | Form time – KS3 Literacy intervention Form time – KS3 Spelling intervention | Useful Websites: BBC Bitesize – English Language and Literature www.aqa.org.uk http://www.sparknotes.com/ https://www.rsc.org.uk/ www. iamlearning.co.uk |
Year 8
| No. of lessons per fortnight | Frequency and length of homework | Additional learning opportunities e.g. clubs, speakers, visits, residential … | Department support e.g. intervention classes, revision classes … | Additional guidance for parents e.g. exam board info, websites to support revision, books to read, useful places to visit … |
|---|---|---|---|---|
| 8 | Key Stage 3 students will receive one piece of extended written homework each fortnight. This will be complemented by: Research tasks Spellings Comprehension tasks Reading | Creative writing club Gothic writing workshop Author visits Spelling Bee Book club Poetry Slam Theatre trips | Form time – KS3 Literacy intervention Form time – KS3 Spelling intervention | Useful Websites: http://www.universalteacher.org.uk http://www.bbc.co.uk/skillswise/0/ http://www.bbc.co.uk/raw/ http://www.bbc.co.uk/arts/0/ http://www.bibliomania.com/bibliomania-static/index.html http://www.channel4learning.com/ |
Year 9
| No. of lessons per fortnight | Frequency and length of homework | Additional learning opportunities e.g. clubs, speakers, visits, residential … | Department support e.g. intervention classes, revision classes … | Additional guidance for parents e.g. exam board info, websites to support revision, books to read, useful places to visit … |
|---|---|---|---|---|
| 8 | Key Stage 3 students will receive one piece of extended written homework each fortnight. This will be complemented by: Research tasks Spellings Comprehension tasks Reading | Author visits Spelling Bee Book club Poetry Slam Theatre trips | Form time – KS3 Literacy intervention Form time – KS3 Spelling intervention | YouTube Romeo and Juliet The Tempest Macbeth |
Key Stage 4
| No. of lessons per fortnight | Frequency and length of homework | Additional learning opportunities e.g. clubs, speakers, visits, residential … | Department support e.g. intervention classes, revision classes … | Additional guidance for parents e.g. exam board info, websites to support revision, books to read, useful places to visit … |
|---|---|---|---|---|
| 8 | Key Stage 4 students will receive one piece of extended written homework each fortnight. This will be complemented by: Research tasks Spellings Comprehension tasks Reading Revision Past exam papers | Author visits Spelling Bee Book club Poetry Slam Theatre trips | Monday 3.30-4.30 GCSE Intervention | Qualification AQA GCSE ENGLISH LANGUAGE and AQA GCSE ENGLISH LITERATURE |