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English
“That is part of the beauty of all literature. You discover that your longings are universal longings, that you're not lonely and isolated from anyone. You belong.”
F Scott Fitzgerald
Head of Department: Ms. Collins-Smith
Our Vision
At Borough Academy, our vision is for all of our students to recognise the value of English Literature and Language not merely as academic disciplines, but as a means to make sense of the world, relate to other people and better understand ourselves. We engage with the world through words, so we want our students to appreciate the powerful potential of language as a tool that will empower them to articulate their own ideas and challenge those with which they disagree with sensitivity and respect.
Our Curriculum
Our curriculum is designed to be engaging, inclusive and relevant; English will serve students beyond the classroom and emphasise the value of exploring the opinions of others in order to better define their own. We look at literature through the classic English canon in order for students to develop their own ideas about taste and to be able to critique from the position of knowledge rather than ignorance. This foundation is enriched with diverse texts from a variety of cultures, genres, authors, and time periods to advance critical thinking, which in turn enables eloquent verbal expression, both in discussion and writing. All of these skills coalesce in writing and our fundamental ambition is for all our students to produce reflective, crafted writing, whether that be analysing the work of others or producing their own original work.
Our curriculum offers a traditional study of prominent English Literary texts by major British writers such as Charles Dickens, Charlotte Bronte and William Shakespeare as well as a variety of complementary texts. Our curriculum is cumulative and integrated building on connected content and knowledge so that students form a firm foundation of literary and linguistic knowledge that enables them to read and write accurately and critically.
The curriculum shares fully the guiding principle of the National Curriculum: to develop a deep appreciation and love of reading and writing. We help students develop culturally, emotionally, intellectually and socially through the texts they study and the activities they complete. Our curriculum enables our students to master the skills and knowledge needed to provide a solid foundation for future study at GCSE and beyond.
Key Stage 3
| YEAR GROUP TOPIC | TERM 1 | TERM 2 | TERM 3 | TERM 4 | TERM 5 | TERM 6 |
|
YEAR 7 - WHAT IDENTITY Community |
C19th Reading Oliver Twist |
Writing Characterisation |
Shakespeare History |
Non - Fiction Introduction to Rhetoric |
C21st Modern Text |
Poetry London |
|
YEAR 8 - HOW SOCIAL JUSTICE Wider World |
C19th Reading Dracula |
Writing Setting and Atmosphere |
Shakespeare Comedy |
Introduction to Media |
Poetry Social Justice and Injustice |
Non-Fiction Social Justice and Injustice |
|
YEAR 9 - WHY RELATIONSHIPS Gender, Class, Sexuality and Conflict |
C19th Reading Jekyll and Hyde
|
Writing Structure and Perspective |
Shakespeare Tragedy |
Non - Fiction Identity and Relationships |
Poetry Identity and Relationships |
C20th Reading: Morden Drama - The Crucible |
For more information, visit our learning journey below.
KEY STAGE 4
At the start of Year 10, pupils embark upon their GCSE Studies of English Language and English Literature. We follow the AQA Specification.
| YEAR GROUP TOPIC | TERM 1 | TERM 2 | TERM 3 | TERM 4 | TERM 5 | TERM 6 |
|
YEAR 10 - APPLY POWER AND CONFLICT |
C20th Reading Modern Drama - AIC
Writing- Language Paper 2 |
C19th Reading - A Christmas Carol
Reading - Language Paper 2 |
C19th Reading - A Christmas Carol
Writing - Language Paper 2 |
Power and Conflict Poetry, Unseen Poetry
Reading - Language Paper 2 |
Power and Conflict Poetry, Unseen Poetry
WTM- Language Paper 2 |
Language Paper 1 |
|
YEAR 11 - APPLY POWER AND CONFLICT |
Power and Conflict Poetry Language Paper 1 |
Rolling Revision: C19th Modern Text Shakespeare Poetry
Language Paper 1 - Explorations in creative reading and writing Language Paper 2 - Writers' Viewpoints and Perspectives |
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Assessment
At Key Stage 3, we formally assess pupils twice a year. These results are reported to you formally as parents, with an opportunity to discuss at the forthcoming parents evening. We also assess pupils reading skills using a standardised test twice a year. These assessments are supplemented by regular in class formative assessment. You can learn more about our approach to assessment at Key Stage 3 by visiting the link here.
At Key Stage 4 pupils are assessed twice a year in the form of a mock examination. These reflect components of the GCSE course. These assessments are supplemented by regular in class formative assessment. Together, we use this information to provide additional guided study support for pupils.
Homework
At Key Stage 3, we ask pupils to read independently for 20 minutes a day. Our 'We are readers' journals are a helpful tool to support independent reading. Alongside this, short quizzing or pre-reading tasks are set by class teachers.
At Key Stage 4, we expect pupils to be undertaking a minimum of an hour's extended writing a week. Alongside this, pupils will be set pre-reading tasks, quizzes and revision activities and wider reading.
Useful Resources
BBC Bitesize: https://www.bbc.co.uk/bitesize
AQA GCSE English Language: https://www.aqa.org.uk/subjects/english/gcse/english-language-8700
AQA GCSE English Literature: https://www.aqa.org.uk/subjects/english/gcse/english-literature-8702
