Why do we learn English?
English Literature is an ideal choice for anyone who loves reading and books. Literature allows us to ask big questions about ourselves, others, and human existence. It is also a highly respected A Level that can be instrumental in helping you gain university places in a variety of subjects. You will also gain a great deal of academic prowess through a subject that promotes the development of transferable skills. English literature students are taught to think analytically, consider different interpretations and listen and respond to one another sensitively in preparation for the seminar style environment they are likely to find at university. One of the most important skills you learn is how to write coherently and critically. This is an essential skill that will aid you in their other subjects and is invaluable in higher education and the world of employment.
Head of Department
Ms B Gentilli
Our approach
The English Department endeavours to cultivate creative, compassionate readers, writers and communicators inside our classrooms and beyond.
Courageous
We believe that pupils who progress the most academically and socially during their time in education are those who are taken out of their comfort zone on a regular basis, are active participants in their own learning in pursuit of excellence and are on a journey of continual improvement. We encourage courageousness through both reading, writing and speaking and listening; we expose students to challenging texts, facilitate pupil discussion to challenge each other’s ideas. However, we as teachers cannot expect our pupils to BE BOLD and courageous if we aren’t ourselves. Thus, we pledge that we will also take risks when delivering English lessons to ensure they are engaging, stimulating and in turn encourage our pupils to learn. Bolingbroke Academy English Department is a dynamic, enthusiastic department; a collaborative approach to teaching and learning is embedded within daily practice and future planning. The Faculty is committed to continually reviewing and updating units of learning and teaching and learning styles, in order to engage students and facilitate achievement. We aim to foster pupil independence to ensure they are fully prepared, not just for the new, more rigorous GCSE and A-Level specifications, but also for further study and their lives beyond Bolingbroke Academy.
Compassionate
We aim to develop compassionate learners through the English curriculum, partly through the texts which we teach. Students develop empathy through exploring the moral and social themes of texts through discussion of characters, applying the themes of the texts to their own lives. We aim to diversify the English curriculum by introducing more culturally diverse literature in reading groups, encouraging pupils to read books from non-British writers to bring in alternate voices so pupils can see beyond their own experiences. At Key Stage 4 level, we aim to expose pupils to a range of diverse writers of both fiction and nonfiction, to encourage our students to develop compassion through better understanding of subjects such as race, class struggles and female oppression. At Key Stage 5, pupils can be involved in post-colonial literature society, reading and discussing different post-colonial texts to understand the experience of de-colonisation and the independence of people formerly subjugated to colonialism. We encourage our students to be compassionate when writing in different registers for different purposes and audiences. Pupils similarly develop skills of empathy through literature, we hope that our students will be able to see themselves in the texts they read, and also encounter cultures, characters and communities they have never met before.
Community
The department is committed to equal opportunities, and believes in the right of every student and staff member to succeed and excel, regardless of ethnicity, economics, gender, or ability.. Raising the self-esteem and confidence of our students is central to our philosophy, as is promoting an appreciation of language and literature. English allows pupils to ask big questions about themselves, others and human existence. They will be taught to think analytically, consider different interpretations and listen and respond to one another sensitively. The department operates a flexible setting policy, which is reviewed termly, and changes are data driven but also take in to account the child as a whole. We are dedicated to providing differentiated activities which allow all students across all abilities to succeed. Pupils have the opportunity to experience literature in the wider community, at Key Stage 4 pupils have the opportunity to see some of their GCSE poets perform their poems at ‘Poetry Live’ and they see a performance of ‘An Inspector Calls’. Pupils are also offered English specific enrichments, from the Jack Petchey speech competition, Shakespeare Live, debating and creative writing which gives pupils opportunity to speak and perform in front of their peers and the wider community.
Empowering Excellence
We empower excellence in using higher order questioning throughout our lessons and the cognitive load will be placed upon the pupils to ensure high levels of independent thinking. We pledge that this will cultivate a learning environment where all pupils become confident in their own ability and creativity, feeling motivated to achieve above and beyond their target grade as well as being independent thinkers and workers. We have high expectations for all pupils regardless of prior levels of literacy and communication. We also like to engage our pupils in student voice activities and actively seek their opinions on learning, and make changes, as necessary. High standards of both work and behaviour are expected and insisted upon. Pupils have two pieces of homework per week, high expectations of homework are expected and their work is reviewed in the following lessons and directly links to learning. Additionally, our fast feedback marking policy encourages pupils to have a deeper understanding of their own strengths and development areas, encouraging pupils to be brave in taking responsibility of their own learning and create solutions which will help them improve.
Year 7
| Autumn 1 | Autumn 2 |
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| Oliver Twist | Oliver Twist |
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Skills
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Skills
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| Spring 1 | Spring 2 |
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| Midsummer Night’s Dream | Midsummer Night's Dream |
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Skills
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Skills
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| Summer 1 | Summer 2 |
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| Poetry | Ancient Tales |
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Skills
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Skills
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Year 8
| Autumn 1 | Autumn 2 |
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| Sherlock Holmes | Sherlock Holmes |
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• ‘The Red Headed League’ • ‘A Scandal in Bohemia’ • Sir Arthur Conan Doyle • Victorian London and John Snow • Sherlock’s character |
• ‘The Blue Carbuncle’ • Dual nature • Deduction and observation • Dr Watson as the narrator • Irene Adler |
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Skills: • Developing language analysis skills • Exploring character presentation • Reading advanced literature |
Skills: • Adding depth to language analysis • Assessing character roles • Identifying key quotes to convey characteristics |
| Spring 1 | Spring 2 |
|---|---|
| The Tempest | The Tempest |
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• Power and colonialism - exploration • Jacobean Era • Comedy and tragedy play – key conventions • Revenge plot • Ariel |
• Soliloquy • Dual nature of Caliban • Sub-plots • Miranda and Ferdinand (love plot) • The role of magic |
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Skills: • Language analysis – metaphor • Use of context to support an argument • Selection of suitable evidence to support ideas |
Skills: • Responding to an unseen extract • Exploring character journeys • Building depth and breadth into paragraph writing |
| Summer 1 | Summer 2 |
|---|---|
| Animal Fam | Descriptive writing (allegory) |
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• Allegory • Aspects of the Russian Revolution • George Orwell and his politics • Squealer • Napoleon • Boxer • Snowball |
• Creative writing • Character description • Setting description • Wider reading of other allegorical stories |
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Skills: • Developing an understanding of the use of allegory • Drawing parallels between context and fiction • Analysis of characters and language • Forming overarching argument |
Skills: • Developing creative writing skill • Creating a convincing setting and character(s) • Incorporating a moral (allegorical) • Accuracy of writing: spelling, punctuation and grammar • Increasing vocabulary |
Year 9
| Autumn 1 | Autumn 2 |
|---|---|
| Jane Eyre | Jane Eyre |
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• Charlotte Bronte’s life • Victorian era and attitudes to children • Jane’s time at Gateshead Hall • Mr Brocklehurst: Christianity and hypocrisy • Juxtaposition |
• The Old Testament versus the New Testament • Jane’s life at Lowood • The influences on Bronte when writing ‘Jane Eyre’ |
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Skills: • Critically analysing Jane’s life • Selecting suitable quotes to use in analytical essay writing • Reading advanced literature |
Skills: • Tracking themes • Exploring how language conveys differing viewpoints • Learning quotes by heart to fully prepare for the assessment |
| Spring 1 | Spring 2 |
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| Small Island | Small Island |
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Skills:
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Skills:
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| Summer 1 | Summer 2 |
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| Poetry (Journeys) | Poetry (Journeys) |
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• Heritage and contemporary poems • The theme and presentation of journeys • Simon Armitage and Grace Nicholls |
• Excerpts from The Canterbury Tales and Paradise Lost • Comparison of poems • The significance of language and structure choices |
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Skills: • Analysis of language in the poems • Developing the skills of comparison. |
Skills: • Responding to an unseen poem • Writing a comparative assessment essay based on similarities and differences • Learning to craft an overarching thesis to drive essay argument |
Year 10
English Language
| Autumn 1 | Autumn 2 |
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Paper 1 Q1 & 2 |
Paper 1 Q5 |
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• Q1 - List four things about X from this part of the source. [4 marks] • Paper 1 Q2 – How does a writer use language to do X? [8 marks] |
• Q5 - Narrative writing / descriptive writing in response to an image / brief [40 marks] |
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Skills: • Selecting and synthesise evidence from different texts. • Explaining, commenting on and analysing how writers use language to achieve effects and influence readers, using relevant subject terminology to support their views. |
Skills: • Communicating clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. • Organising information and ideas, using structural and grammatical features to support coherence and cohesion of texts. • Using a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. |
| Spring 1 | Spring 2 |
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Paper 2 Q1 & 3 |
Paper 2 Q5 |
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• Q1 – Tick four statements out of 8 that are true. [4 marks] • Q3 – Non-fiction source. How does the writer use language to do X? [12 marks] |
• Q5- Writing nonfiction (article/ blog/ letter/ speech). [40 marks] |
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Skills: • To be able to identify and interpret explicit and implicit information and ideas. • Explaining, commenting on and analysing how writers use language to achieve effects and influence readers, using relevant subject terminology to support their views. |
Skills: • Communicating clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. • Organising information and ideas, using structural and grammatical features to support coherence and cohesion of texts. • Using a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. |
| Summer 1 | Summer 2 |
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Paper 1 Q3 |
Non-exam assessment – Speaking & Listening |
| • Q3 – How does a writer structure a text to interest the reader? [8 marks] |
• Preparing and delivering a 5 minute speech on a topic of pupil choice. [Pass, Merit or Distinction] |
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Skills: • Explaining, commenting on and analysing how writers use structure to achieve effects and influence readers, using relevant subject terminology |
Skills: • Expressing ideas using a range of vocabulary • Organising and structuring a presentation • Using strategies to engage an audience • Achieving purpose of presentation • Listening and responding to questions |
English Literature
| Autumn 1 | Autumn 2 |
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| 19th century novel – ‘A Christmas Carol’ | 19th century novel – ‘A Christmas Carol’ |
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• The Poor Law/Class divide • Marley’s ghost • Scrooge at the start of the novella • Fred’s character • Ghost of the Christmas Past • Scrooge’s childhood • Fezziwig • Ghost of the Christmas Present |
• Ignorance & Want • Social Responsibility • Cratchit Family • Tiny Tim • Struggles of the poor • The Ghost of Christmas Yet to Come • Scrooge’s transformation |
| Spring 1 | Spring 2 |
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| Shakespeare – ‘Macbeth’ | Shakespeare – ‘Macbeth’ |
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• Plot & context • Ambition & Power • Jacobean attitudes • The Great Chain of Being • The Supernatural • Macbeth • King Duncan • Women/gender relations • Lady Macbeth • The Witches • Independent |
• Banquo’s soliloquy • Essay planning • Macbeth as a warrior • Macbeth’s death • Macbeth as a tragic hero • Exam preparation |
| Summer 1 | Summer 2 |
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| Modern novel ’An Inspector Calls’ | Modern novel ’An Inspector Calls’ |
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• Recap of Socialism/Capitalism • Sheila’s development • Eric Birling’s function • Eva Smith’s exploitation • Gerald Croft • Older Vs Younger Generation • Mr & Mrs Birling • Dramatic Irony • Family • Symbols & Staging • Structural devices |
• The Role of The Inspector • The Inspector’s interaction with other characters • Responsibility • Timed Written response (in class) • Gender |
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Skills: • Exploring the development of characters and themes across the text • Exploring the relationships between texts and the contexts in which they are written • Analysing writer’s methods and effects in detail using subject terminology • Exploring the writer’s message with links to context • Using precise references to support interpretations of text |
Year 11
English Language
| Autumn 1 | Autumn 2 |
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Paper 1 Q4 |
Paper 2 Q2 |
| • Q4- A student said, ‘____’. To what extent do you agree? [20 marks] | • Q2 - Using details from both sources write a summary of the similarities/differences between X. [8 marks] |
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Skills: • Evaluating texts critically and support this with appropriate textual references • Showing an understanding of the writer’s methods • Selecting relevant textual detail • Developing a convincing and critical response. |
Skills: • Identifying and interpret explicit and implicit ideas • Making inferences between texts • Selecting and synthesising evidence from different texts |
| Spring 1 |
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Paper 2 Q4 |
| • Q4 - Compare how the writers convey their different perspectives and feelings about X [16 marks] |
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Skills: • Comparing writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts • Analysing how writers’ methods are used • Selecting a range of relevant quotations |
| Spring 2 | Summer 1 |
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| Revision | Revision |
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• Paper 1 Questions 1-5 Revision and practice • Paper 2 Questions 1-5 Revision and practice |
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• Identifying and interpret explicit and implicit information and ideas. • Selecting and synthesising evidence from different texts. • Explaining, commenting on and analysing how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views. • Comparing writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts. • Evaluating texts critically and support this with appropriate textual references. • Communicating clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. • Organising information and ideas, using structural and grammatical features to support coherence and cohesion of texts. • Using a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation |
English Literature
| Autumn 1 | Autumn 2 |
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| Poetry | Poetry |
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• Power & Conflict anthology poems: London Ozymandias My Last Duchess Checking Out Me History, Exposure The Prelude • Unseen Poetry |
• Power & Conflict anthology poems: Tissue The Emigree Poppies Storm on the Island Remains, Kamikaze Charge of the Light Brigade War Photographer • Unseen poetry |
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• Comparing poems in a critical and exploratory way • Analysing writer’s methods using subject terminology and the effects of methods • Exploring differences between contextual factors • Comparing of writers’ use of language, structure and form with subject terminology used judiciously |
| Spring 1 | Spring 2 | Summer 1 |
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• Plot recap • Context • Themes • Character analysis & exploration • Essay practice • Quotation revision • Poetry analysis • Poetry comparison |
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• Exploring the development of characters and themes across the text • Exploring the relationships between texts and the contexts in which they are written • Analysing writer’s methods and effects in detail using subject terminology • Exploring the writer’s message with links to context • Using precise references to support interpretations of text • Comparing poems in a critical and exploratory way • Comparing of writers’ use of language, structure and form with subject terminology used judiciously |
Year 12
| Autumn 1 | Autumn 2 |
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Drama and Prose
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Drama and Prose
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Units: Drama Othello and A Streetcar Named Desire |
Units: Drama Othello and A Streetcar Named Desire |
| Spring 1 | Spring 2 |
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Drama and Prose
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Drama and Prose
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Units: Drama Othello and A Streetcar Named Desire |
Units: Prose The Handmaid's Tale and Frankenstein |
| Summer 1 | Summer 2 |
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| Refine Drama and Prose exam skills and NEA |
Refine Drama and Prose exam skills and NEA |
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Units: Prose The Handmaid's Tale and Frankenstein |
Units: Prose The Handmaid's Tale and Frankenstein |
Year 13
| Autumn 1 | Autumn 2 |
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Poetry
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Poetry
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Units: Poems of the Decade |
Units: Poems of the Decade |
| Spring 1 | Spring 2 |
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Full A Level Revision begins |
Full A Level Revision Continues |
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Poetry Revision |
Poetry Revision |
| Summer 1 | Summer 2 |
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| Examination revision and preparation | N/A |
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Paper 1: Othello & critical anthology; Streetcar revision & exam prep |
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