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Haberdashers' Borough Academy

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“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

TOPICS KEY IDEAS
YEAR 7

T1+2: Oliver Twist (Pre-19th Century Novel)

T3: Noughts and Crosses (Modern Play) 

T4:  Poetry anthology (London)

T5: Richard III (Shakespeare)

T6: Rhetoric and Speech Writing 

READING:

CHARACTER: Building Protagonists

STRUCTURE: Chronology and Narrative Arc. 

VIEWPOINT: First person perspectives. 

 

WRITING

CONTENT: Speeches; Audience

LANGUAGE: Persuasive Devices 

YEAR 8

T1: Animal Farm

T2: Dystopian Short Stories

T3: Much Ado About Nothing (Shakespeare)

T4: Poetry (Social Justice)

T5: I am Malala (Non-Fiction Writing)

T6: Media 

READING:

CHARACTER: Archetypes 

STRUCTURE: Irregular narratives

VIEWPOINT: Multi perspectives

 

WRITING

CONTENT: Autobiography

LANGUAGE: Emotive Devices

YEAR 9

T1: Small Island (Play)

T2: Gothic Short Stories 

T3+4: Romeo and Juliet (Shakespeare)

T5: We should all be feminists (Non Fiction)

T6: Poetry - Relationships and Identity

READING:

CHARACTER: Complex Characters

STRUCTURE:  Genre Conventions

VIEWPOINT: Changing viewpoints

 

WRITING

CONTENT: Essay Form

LANGUAGE: Academic Writing

 

 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. 

TOPICS KEY IDEAS:
YEAR 10

T1+2:

An Inspector Calls (Play)

Language Paper 1 (Reading / Descriptive Writing)

 

T3+4:

A Christmas Carol (Novel)

Language Paper 2 (Reading / Non Fiction Writing)

 

T5+6: 

Poetry (Relationships)

Language Revision

LITERATURE

Character Construction

Thematic Ideas

Context

Genre

Writers' Intent 

 

YEAR 11

T1+2: 

Macbeth (Shakespeare)

Language Paper 1 - Revision 

 

T3+4:

Unseen Poetry

Language Paper 2 (Revision)

 

T5: 

Revision

LANGUAGE:

Methods and Effects

Audience Response

Writers' Craft

Technical Accuracy

Shaping Meaning

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

View our learning journey

english learning journey display 24 25.pdf