Meet The Team
Faculty Leader Mrs K Moores firstname.lastname@example.org
Deputy Faculty Leader Mrs S Mason email@example.com
- Mrs H Burnell firstname.lastname@example.org
- Mrs S Essex email@example.com
- Mr C Cameron firstname.lastname@example.org
- Mrs K Cockle email@example.com
- Mrs Kerr-Franks firstname.lastname@example.org
- Miss McDonnell email@example.com
We are a vibrant department committed to making English engaging and enjoyable through an enriched curriculum. We want students to see reading as an important part of their daily routine and for them to understand the ‘craft’ involved in writing and communicating orally. We encourage our students to be creative, critical and have a keen eye for the subtleties of language. Students must be able to understand the importance of the written and spoken word in society, as well as in our literary heritage, both as a tool for communication and as a way of expressing complex emotions and ideas. It is important we all fully understand the huge role literature plays in our heritage and in society as a whole.
- Literary Monsters– This transition unit from Key Stage 2 to Key Stage 3 explores the concept of a ‘monster’ across a wide range of stimulus. We work towards pupils generating, exploring and evaluating what a ‘monster’ is to them and to develop their own appreciation and understanding of why and how they are used in a wide range of literature.
- Supernatural – This unit looks at genre conventions something that is important for post-16 and 18 study; we visit one of our GCSE texts to start and consider reader expectations and authorial voice. We have included a range of texts from Dickens in the 19th century Neil Gaiman who is a contemporary writer; we also have extracts and short stories in addition to both male and female writers.
- The Hero – We want pupils to explore what it means to be a hero; this readies pupils for a range of literary characters that may not initially support the stereotype of a hero – we explore classical hero archetypes, moving onto tragic heroes, anti-heroes and reluctant (teenage) heroes. This allows pupils to contextualise what a hero is and consider heroes have flaws and that stereotypes are only part of a complex character trope.
- Murder and Madness – Here we explore manipulative characters and how crimes can be instigated by villainous characters. The nineteenth century text looks at medical exploration and the morals behind scientific discoveries. The representation of women in this unit also challenges ideological perspectives of women in preparation for higher study.
- Survivor This is predominantly a non-fiction unit looks at explorers and naturalists who have (attempted) to conquer our natural world. This is a comparative study of contemporary and nineteenth century texts which begins to lay the foundations for higher order, evaluative skills.
- The Villain – This unit of study wants pupils to challenge their ideas of a hero by looking at their expectations of a villain. The study of Dickens also revises the work completed in the Supernatural for Dicken’s authorial voice. The range of texts present students with classic conventions of a villain – it also considers motives behind villainy and explores if we can be empathetic towards some of our villains and their actions.
- Outsiders – Outsiders investigates the theme of ‘otherness’ meaning what is different, what is means to be different and, as a world community, how we regard difference. The texts explores displacement and moral responsibility through mainly civil rights, refugees and non-conformist women (unmarried mothers). It does consider the age old – who are the villains and who are the heroes whilst also looking at civil rights feelings and sentiments.
- Write Your Own Novel – As all of our units have a reading and writing assessment, pupils are constantly building, revising and practising their confidence and cohesion in writing. This unit incorporates all of their understanding of characters and genre expectations so far in order to create their own short story.
- Masques of Anarchy – Our newest unit is largely about cultural capitalism; we want pupils to understand social hierarchies and the impact this had on society in England but also in the wider world: gender repression, class oppression, corruption in leaders/rulers and democracies-autocracies-dictatorships. It introduces rhetoric and examines popular versus high culture and who defended the rights of ‘every’ woman and man.
- Romeo and Juliet – Romeo and Juliet is studied at GCSE so this initial study is for pupils to understand characters, themes and to grasp the basic contextual information. We revise and stretch their understanding of a tragic hero in relation to Romeo and it builds on their understanding of the portrayal of women and gender relations.
- Dystopian Regimes -This unit provids pupils with visions of dystopian futures and/or realities. Looking at both fiction and non-fiction allows pupils to see how rooted in realities these interpretations/warnings are. These works, and their fears for the future, allow pupils to evaluate the author’s intention and how texts serve a purpose; this prepares them for higher and further education because of the impact literature has on our real world and vice versa.
- Victorian Living – Our non-fiction scheme is a comparative study looking at 19th century and contemporary life. This draws on Victorian texts they have already studied, revisiting Dicken’s authorial methods and societal norms and the hierarchies in place.
- A Midsummer Night’s Dream – AMSND focuses on gender relations and representations during the sixteenth century. Using knowledge from the Year 7 and Year 8, pupils investigate the conventions of a Shakespearean romantic comedy, revisiting the language and evaluating the depiction of women especially. This will directly feed into their understanding of gender in their GCSE study and any other Shakespearean female protagonists studied at post-16 or post-18.
- Conflict and Propaganda -This mostly WW1 unit examines all the different aspects of conflict. It develops their understanding of country leaders and the anger/abandonment felt towards the long running conflict. We use a range of texts from a play to poetry and non-fiction texts to delve into the impact WW1 had on soldiers, people at home and survivors.
Year 10 & 11
English Language Specification: AQA code: 8700
English Literature Specification: AQA code: 8702
Assessment Overview – English Language
Assessment Overview – English Literature
- https://www.aqa.org.uk/subjects/english/gcse Further information from the exam board about the two English courses.
- https://englishapp.pixl.org.uk/ We work closely with PiXL to provide additional revision materials that are accessible through an app for mobile devices.
- https://www.gcsepod.com/ GCSE Pod is highly recommended and its use will boost subject knowledge and understanding.
- www.mrbruff.com This is an excellent revision website that has videos analysing your key GCSE texts.