Hathershaw College

English

English

 

Curriculum Intent

 

  • To engage students and foster a love of English and of reading to improve language skills and ensure those facing disadvantage are lifted from educational poverty
  • To inspire an appreciation of our rich and varied literary heritage, and to encourage students to read widely and often by providing access to books that are not widely available to them within the community
  • To mitigate against low levels of literacy on entry and provide students with the literacy and communication skills they will need to become useful members of society
  • To encourage creativity in order to develop independent, confident and resilient learners
  • To create a culture where students take pride in their writing, and can write clearly and accurately, adapting their language and style for a range of contexts
  • To grow cultural capital by providing students with a range of opportunities and experiences both within and outside the classroom
  • To respond to texts thoughtfully and personally using their widened cultural capital to do so
  • To inspire students to be confident in speaking and to learn how to discuss effectively
  • To nurture an appreciation and tolerance of the perspectives, experiences and cultures of others and celebrate the rich diversity of our multi-cultural school community
  • To nurture students to develop culturally, emotionally, intellectually, socially, morally and spiritually
  • To ensure that students make excellent progress and achieve the highest possible grades to enable them to realise their aspirations of further education or employment and give them the best life chance possible.

Within Media Studies

  • To develop an awareness of the way that the modern world is shaped and influenced by the media
  • To encourage students to be critical of information presented to them and make informed decisions about the information they consume

 

Curriculum Overview

HT1 HT2 HT3 HT4 HT5 HT6

Y7

Stories and storytelling

Baseline Writing & Reading tests

 

Ancient Origins

Extract focus: Epic of Gilgamesh, the Iliad, Greek mythology, creation myths, Homer’s Odyssey, Simon Armitage, Extracts from the Iliad

Study of myths and epic to introduce students to core literary principles such as the hero, narrative techniques, metaphor; they will make explicit links to context and the importance of myth and epic in Western thought.

HT1 – Analytical reading focus
HT2 – Creative writing focus

Heroes & Villains

HT3/4 Text focus: ‘Clockwork’  by Phillip Pullman, plus extracts from Paradise Lost / Dr Faustus/ Richard III / Othello

Study of the hero and villain archetype, plus exploration of narrative structure, metanarrative.

 
HT4 - War Poetry Exploring the idea of the ‘hero’ in poetry

Magic, Mayhem & Morals

HT5 - Text focus: ‘A Midsummer Night’s Dream’ by William Shakespeare

Study of the play through key scenes and dramatic approaches. Developing understanding of plot, character and imagery. Assessments will be reading analysis focused.

 

HT6 – Text Focus: ‘Goblin Market’ by Christina Rosetti
Study of the epic poem, focusing on how narrative, character and morality is conveyed. Linked text study of Grimm’s fairy tales to compliment idea of character archetypes. Assessments will be based on developing creative writing, using the texts as inspiration for students’ own moral tale.

Y8

Power and control

The Power of Persuasion

HT1 – Text focus: ‘Animal Farm’ by George Orwell

Reading and understanding the plot, with a key focus on how the characters are manipulated / manipulative. Understanding of political allegory.

 

HT2 – The Power of Rhetoric

Understanding rhetoric, looking at key political speeches, developing own speech writing skills in response to the issue of climate change.

Victorian Gothic

HT3 - Extract focus: Dracula / Frankenstein / Poe / + extracts/poetry of teacher’s choosing. Focusing on understanding the gothic genre, exploring descriptions of setting, creation of tension, pathetic fallacy, literary anxieties, character analysis.

 

HT4: The influence of the gothic
Exploration of the use of gothic tropes in film trailers and advertising, using video as a way into descriptive writing. Focus on developing creative writing skills.

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 Crime and punishment
Text focus: ‘A Scandal in Bohemia’ by Arthur Conan Doyle. Exploring the detective genre, developing understanding of the Victorian context. Analysis of Sherlock as a stereotypical detective. Linked study of Crime poems, and assessment on how criminals are portrayed.		 The short film
Developing knowledge of media language, with a focus on narrative structure and character through exploring a range of short films. Assessment will be focused on creating own narratives, developing description of setting, and scriptwriting.

Y9

Finding your identity

Modern Drama

Text focus: ‘The Crucible’ by Arthur Miller
Study of a modern play.  Alongside studying the plot, characters and themes of the play they will focus on evaluation skills and descriptive writing in response to an image

Perspectives on Gender

Study of poetry on the theme of masculinity, leading into study of perspectives on
Gender in advertising and articles.

 

FOR 22/23 ONLY (2023 onwards: Study of a Shakespeare play)

Victorian Gothic

HT3 - Extract focus: Dracula / Frankenstein / Poe / + extracts/poetry of teacher’s choosing. Focusing on understanding the gothic genre (foundations for ACC), exploring descriptions of setting, creation of tension, pathetic fallacy, literary anxieties, character analysis. Linked non-fiction.

 

HT4: The influence of the gothic
Exploration of the use of gothic tropes in film trailers and advertising, using video as a way into descriptive writing. Focus on developing creative writing skills.

Iridescent Adolescent

 

Short story scheme focusing on young peoples’ experiences.
GCSE Language paper 1 reading skills, leading into developing creative writing.

Raise Your Voice

 

Speech scheme looking at rhetoric, analysis of non-fiction speeches focused on politics and protest and leading to writing a speech on a topic that students are passionate about.

GCSE Language paper 2 writing skills
Spoken Language assessment

 

To download this table, please click below.

  KS3 Curriculum Overview

Year 10

HT1 - 7 (28 lessons) HT2 - 7 weeks (28 lessons) HT3 - 6 Weeks (24 lessons) HT4 - 6 weeks (24 lessons) Mocks: Language paper 1, Literature: Power and Conflict poetry/AIC HT5 - 7 weeks (28 lessons) HT6 - 6 weeks (24 lessons)

Y10 

22/23

 

Literature week 1

‘A Christmas Carol’ – Charles Dickens

 

  •  Understanding the Victorian context
  • Understanding the plot and reading for pleasure

 

‘Checking Out me History’ by John Agard

(To coincide with Black History Month)

 

Power and Conflict poetry

 

Focus on the misuse of power in:

  • ‘London’ by William Blake
  •  ‘Ozymandias’  by Percy Bysshe Shelley
  • ‘My Last Duchess’  by Robert Browning
  •  Focus on Armistice Day:
  • ‘Poppies’  by Jane Weir

 

‘A Christmas Carol’
Exploring Scrooge’s journey and character change

 

‘An Inspector Calls’ – J.B. Priestley

 

  • Understanding the Edwardian context
  • Reading and understand the text
    Focusing on Eva’s life

Power and Conflict poetry

 

Focus on the portrayal of war in:

  • ‘War Photographer’ by Carol Ann Duffy
  • ‘Charge of the Light’ ‘Brigade’ by Lord Alfred Tennyson
  • ‘Exposure’ by Wilfred Owen
  • ‘Bayonet Charge’ by ted Hughes
  • ‘Remains’ by Simon Armitage
     

 

‘An Inspector Calls’

 

In depth character focus

Power and Conflict poetry

 

Focus on the power of nature in:

  •  ‘Storm on the Island’ by Seamus Heaney
  •  Extract from ‘The Prelude’ by William Wordsworth
  •  ‘Kamikaze’ by Beatrice Garland
  •  ‘Emigree’ by Carol Rumens

 

 

Exploring the theme of social responsibility across the Literature texts

 
Language week 2

Language Paper 1: Creative Reading and Writing

 

Focusing on the theme of discrimination and oppression in a series of short stories and extracts including:

 

  • ‘The Invention of Peanut Butter’ by Matt Haig
  • ‘The Colour of Humanity’ by Bali Rai
  • ‘Purple Hibiscus’ by Chimamanda Ngozi Adichie

Language Paper 2: Writers’ Viewpoints and Perspectives

 

Focusing on the theme of social responsibility through a range of non-fiction texts including work by Charles Dickens and George Orwell

 

Language Paper 1: Creative Reading and Writing

 

Focusing on the theme of inner voices through a range of short stories and extracts including:

 

  • ‘The Yellow Wallpaper’ by Charlotte Perkins Gilman
  • ‘The Story of an Hour’ by Kate Chopin
  • ‘The Tiredness of Rosabel’ by Katherine Mansfield

Language Paper 2: Writers’ Viewpoints and Perspectives

 

Focusing on the theme of personal experiences, mental health and wellbeing through a range of non-fiction texts.

Language Paper 1: Creative Reading and Writing

 

Focusing on the genres of science fiction and dystopian fiction through a range of short stories and extracts including:

 

  • ‘1984’ by George Orwell
  •  ‘Fahrenheit 451’ by Ray Bradbury
  • ‘The Time Machine’ by H.G. Wells

Language Paper 2: Writers’ Viewpoints and Perspectives

 

Focusing on the themes of adventure and interacting with the environment through a range of non-fiction autobiographical writing and documentaries.

 

 

 To download this table, please click below.

 Year 10 Curriculum Overview 

Year 11

HT1 - 7 weeks (28 lessons) 

 

Mock prep: 

Language paper 2: Writers' viewpoints and Perspectives

Literature paper 2: 'An Inspector Calls', Power and Conflict poetry, Unseen poetry 

HT2 - 7 weeks (28 lessons) 

 

Mock prep: 

Language paper 1: Creative Reading and Writing

Literature Paper 1: 'Romeo and Juliet', 'A Christmas Carol'

 HT3 - 6 weeks (24 lessons)  HT4 - 6 weeks (24 lessons) HT5 - 7 weeks (28 lessons)

Y10

22/23

 

 

Literature (Week 1) 

 

 

Intervention= Week 1 Thursday: Literature focus

‘An Inspector Calls’ by J.B. Priestley

Revision of plot, characters, theme and context. 

 

 

AQA Power & Conflict Poetry Cluster 4: The Natural World
Study of poems from the GCSE anthology: ‘Storm on the Island’ by Seamus Heaney, Extract from ‘The Prelude’ by William Wordsworth’  and ‘Kamikaze’ by Beatrice Garland

‘A Christmas Carol’ by Charles Dickens

Revision of plot, characters, theme and context. 

 

‘Romeo and Juliet’ by William Shakespeare

Revision of plot, characters, themes and context.

 

AQA Power & Conflict Poetry

‘Tissue’ by Imtiaz Dharker and ‘The Emigree’ by Carol Rumens

 
Focus on approaching unseen poems.

 

‘An Inspector Calls’ by J.B. Priestley

 

Revision of plot, characters, theme and context .

 

Focus on exam technique and improving analysis.

‘Romeo and Juliet’

Revision of plot, characters, themes and context.

 

Focus on exam technique and improving analysis.

 

‘A Christmas Carol’ and ‘An Inspector Calls’

 

Revision with a  focus on the themes of the supernatural, the passing of time, class.
Exploring links between the texts to deepen understanding.

 

GCSE Literature papers 1 and 2 

 

Exam practice

 

 

Y11

 

 

Language 

(Week 2)

GCSE Language Paper 2: Writers’ Viewpoints and Perspectives.

 

Revision of the skills needed for each reading question.

 

Development of non-fiction writing skills.

 

Focus on exam technique.

GCSE Language Paper 1: Creative Reading and Writing.

 

Revision of the skills needed for each reading question.

 

Development of creative writing skills.

 

Focus on exam technique.

GCSE Language Paper 2: Writers’ Viewpoints and Perspectives.

 

Revision of the skills needed for each reading question.

 

Development of non-fiction writing skills.

 

Focus on exam technique.

GCSE Language Paper 1: Creative Reading and Writing.

 

Revision of the skills needed for each reading question.

 

Development of creative writing skills.

 

Focus on exam technique.

 

GCSE Language papers 1 and 2

 

Exam practice

 

To download this table, please click below:

 Year 11 Curriculum Overview

 

Medium Term Plans

 

 

 

 

 

 

 

 

 

 

English SMSC Statement

 

During KS3 English, students study many aspects of SMSC and British Values. They begin their study of English with the concept of villains allowing them to explore the differences between right and wrong and the moral issues within the context of each text they study. For example, themes of racism, jealousy, manipulation and trust (or a lack of it) are explored in ‘Othello’ by William Shakespeare.

Issues of identity are explored in texts such as ‘Frankenstein’ by Mary Shelley early on in students’ English learning journey and as this is a nineteenth century text students are encouraged to think about how attitudes are different now and how things have changed over time. Another example of this is the portrayal of the Rule of Law in Dickens’ ‘Oliver Twist’. Within this text students analyse extracts centred around the Parish and discuss how this is the unit of administration for the Poor Law. They understand the writer’s purpose as the text is a sustained attack by Dickens on the British Poor Laws, a complex body of law that forced poor families to labour in prison-like "workhouses.". One of the novel's effects is, simply, to describe what poverty was like in nineteenth century England. Students can then make links to laws and government policies today such as benefits and food banks.

Extracts studied from ‘Oliver Twist’ and ‘Great Expectations’ also link to attitudes towards poverty, prejudice towards the poor, criminality, the importance and power of religion within the community, taking responsibility and tolerance of others.

Throughout KS3 students study various authors and playwrights such as William Shakespeare and Charles Dickens and form an understanding of their place within the canon and their British literary heritage.

The class reader canon across Y7 and Y8 is carefully chosen to ensure students experience a variety of texts by authors from diverse backgrounds such as Bali Rai, Benjamin Zephaniah, Onjali Rauf, George Orwell and Padraig Kenny. The class reader series covers a range of themes and includes titles such as: ‘Tin’, ‘Welcome to Nowhere’, ‘The Lion, the Witch and the Wardrobe’ in Y7 and ‘Roll of Thunder’, ‘(Un)arranged Marriage’ and ‘Face’ in Y8.

We endeavour to explore some challenging topics in the texts we read and study and some of the stories contain strong, racist language. We feel it is important that we do not censor this language and that students are able to learn about the history and source of some of this language in the context of the text and learn why it is wrong to use it in any other context. We follow Benjamin Zephaniah’s lead when he said in the author’s note of his book ‘Windrush Child’: ‘I think I would be cheating readers if I were to gloss over some of the language that is used by racists.’ To erase such language from our canon would risk students mistakenly believing that it had never existed. At Hathershaw we strongly believe it is important to confront this language in order to provoke thought and discussion.

Moving into KS4 and their study of GCSE English Language students continue to read and discuss a wide variety of texts centred around various themes including personal trauma, survival, endurance, extreme weather, sports, transport and schools. The texts cover the different experiences of people from all over the world with many different cultures, races and nationalities so they learn to understand, accept, respect and celebrate diversity in their own experiences through reading about other peoples’.

For GCSE English Literature, students study a broad range of literary texts and explore the challenging themes which these texts encompass. When reading the modern play ‘An Inspector Calls’, students study themes of social injustice, responsibility, social class, prejudice and gender roles within society in 1912 and 1945 in comparison to modern day society. When reading Shakespeare’s ‘Romeo and Juliet’ students focus on the key themes of love, death, age, identity, gender, revenge and marriage which all link to aspects of SMSC. The plot also looks carefully at the consequences of people’s behaviours and actions and the importance of mutual respect and tolerance. In particular, students study the patriarchal society of the Elizabethan times as important historical context for the play and how this differs to today’s society. For both of these plays, students use their imaginations and creativity to study this text as a construct designed to be performed on stage and discuss different dramatic adaptations of the play.

Students also study poems at GCSE which include themes of personal and worldwide conflicts and they are asked to consider their own understanding of the issues raised in this poetry. The poems cover issues such as World War I and the Troubles, the freedom of choice in war, or lack of it and propaganda. Equality for all and the fight for democracy are explored through views on power and conflict in different contexts. Ideas of fairness and liberty are discussed when the poems present a lack of social injustice and ideas of freedom of thought and freedom of speech are visited through poetry from the Romantic Era. Students explore poetry that facilitates their understanding of the society that they inhabit today, thus increasing their sense of identity.

Students often work together in English, discussing ideas and using debate to practise presenting their viewpoints publicly with confidence and flair. This involves students developing a range of social skills and working with those from different backgrounds, often outside of their normal friendship group. This provides good preparation for life in the work place and modern Britain.

 

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