"The young people in our classroom are infinitely more significant than the subjects we teach." ~ Meladee Mcarty

Key Stage 2


In English this term we will be working on:

Stories by the same author (Fiction)

Using the delightful illustrations & books of Michael Foreman, students have many opportunities to practise simple, compound & complex sentences with powerful verbs. They then create their own stories based around I’ll Take You to Mrs Cole or they start their own book to which they will add every week.

Grammar focus:

  1. Extend the range of sentences with more than one clause by using a wider range of conjunctions
  2. Use conjunctions, adverbs and prepositions to express time and cause.
  3. Use and punctuate direct speech.


Biographies and autobiographies (Fiction)

In October we celebrate Black History Month so using biographies of Martin Luther King and Rosa Parks (both online at www.biography.com) & their autobiographical writing students will identify features of biographies & autobiographies and use the texts to study dialogue, noun phrases & complex sentences. Write autobiographies or brief biography of famous black people.

Grammar focus:

  1. Learn to use a range of conjunctions to create compound and complex sentences.
  2. Use expanded noun phrases to convey complicated information concisely


Instructions & Explanations (Non Fiction)

Hover boards and Doggie Umbrellas meet new-fangled escalators and dial telephones in a unit, which explores instructions and explanations in the context of changing technology. Students try pitching in the Dragon’s Den and create guides for futuristic travel.

Grammar focus:

  1. Use brackets, dashes and commas to indicate parenthesis.
  2. Use semi-colons, colons or dashes to mark boundaries between main causes
  3. Use colons to introduce lists
  4. Punctuate bullet points consistently


Recounts (Non Fiction)

Using the context of UFOs, students explore recounts: investigating genuine documents; discussing famous sightings & researching notorious hoaxes. Students write a diary entry and create their own hoax UFO photo and report.

Grammar focus:

  1. Learn the grammar in App.2 specifically using adverbials of time, space and number
  2. Use commas correctly, including to clarify meaning, avoid ambiguity and to indicate parenthesis.
  3. Use expanded noun phrases to convey complicated information concisely


Humorous poems (Poetry)

Students will enjoy these humorous poems about teachers which will inspire learning about powerful verbs, verb tenses, adverbs and adverbial phrases. Students use the poems they read as models for writing their own verses & poems.

Grammar focus:

  1. Use grammatical terminology specifically by beginning to recognise the concept of a verb and by choosing and using powerful verbs
  2. Understand and use adverbs, adverbials and fronted adverbials.
  3. Use and understand grammatical terminology


Creating images

Using a selection of poems to explore how to create images using words, students find and use adjectives and adjective phrases to convert a poem to prose. Use their voice to add excitement to a poem performance and compose poems using the themes of animals & weather.

Grammar focus:

  1. Use grammatical terminology specifically by using and recognising adjectives, nouns and adverbs
  2. Understand and use adverbials and fronted adverbials.
  3. Use and understand grammatical terminology

Key Stage 3


All students receive English lessons and our year is planned carefully to cover a variety of areas for instance; Poetry, Shakespeare, Novels and Drama. At Key Stage Three our emphasis is upon preparing the students for the new specification which is 100% examination. For this examination paper they need to have studied a complete novel in depth therefore we are concentrating more on teaching the younger students novels and plays in their entirety. Although the teaching of our students is mainly practical, through discussion and drama, once their knowledge of the text is good we encourage creative writing and responding to the texts by writing at length in preparation for the GCSE.


Year 7

  1. ‘Halloween Witches’ – and other short stories. A lot of drama is used to teach this scheme.
  2. ‘Skellig’ – a full novel. This scheme is linked with Creative Writing.
  3. ‘Drama’ – an introduction to Shakespeare using Drama and the study of the full play ‘Romeo & Juliet’.


Year 8

  1. ‘Hatchet’ – a short novel about a boy surviving alone on an island.
  2. ‘Stone Cold’ – the popular novel by Robert Swindells.
  3. Drama – Exploring parts of the Shakespeare play ‘The Tempest’.   Understanding Shakespeare is imperative for the English Literature GCSE.


Year 9

  1. ‘Lord of the Flies’ allows us many opportunities for moralistic discussion.
  2. Creative Writing – an area where our students generally thrive.


Studying the political satire, ‘Animal Farm’. A great story for differentiation, students may just learn the story of the animals or they may delve further into the whole Russian Revolution. This is also in preparation for the English Literature GCSE.

Key Stage 4


GCSE English is taught at one lesson per day. Our study choices are George Orwell’s ‘Animal Farm’, the play ‘Blood Brothers’ by Willy Russell, Shakespeare’s ‘Macbeth’ and Charles Dicken’s ‘A Christmas Carol’. We also study poetry from the AQA Anthology. We study these texts in preparation for English Literature GCSE, the manner in which these are taught also prepares the students for the English Language Papers 1 although all texts in the English Language examination are unseen. Separate units specifically explore skills needed for the English Language papers.   Students then have the option of being entered for either English Language, English Literature or both. We also offer the students a chance to take Functional Skills at all levels and IGCSE First Language English.


English Language GCSE (8700)

Paper 1A – Reading. This assesses comprehension, knowledge of language, writer’s techniques, how the text develops as well as asking the student to respond formally to a statement, to include quotations to support personal opinions.

Paper 1B – Writing. This paper requires that the student writes an extended descriptive or narrative piece inspired by an image and a statement chosen by the examination board.

Paper 2A – Reading. A short non-fiction and literary non-fiction text is presented in the examination, there will be four questions to answer about these texts. Questions assess comprehension, ability to summarise, the students understanding of language as well as their ability to compare sources.

Paper 2B – Writing. An extended writing question: writing to present a viewpoint.



English Language GCSE

Paper 1: Explorations in Creative Reading and Writing

Reading – 25%               Writing –25%

Paper 2: Writers’ Viewpoints and Perspectives

Reading – 25%               Writing – 25%
Non-examination Assessment: Spoken Language

0% weighting of GCSE

Teachers assess student’s presentation skills, ability to respond to questions and feedback and use of standard English.


English Literature GCSE (8702)

Paper 1 – One question on ‘Macbeth’ and one question on ‘A Christmas Carol’.

Paper 2A – Answer one question on your chosen text (‘Blood Brothers’ or ‘Animal Farm’).

Paper 2B – Answer one question on poetry (studied from the Anthology).

Paper 2C – Answer two questions on unseen poetry.


English Literature GCSE

Paper 1: Shakespeare and the 19th Century Novel


Paper 2: Modern texts and poetry



Examination Board


Course – English Language GCSE (8700)

Course – English Literature GCSE (8702)


First Language English IGCSE (0500)


This is an International General Certificate of Education and is internationally recognised. The guided learning hours are 120 which means it is one year of study. The course is designed for learners whose mother tongue is English. There is also an option for IGCSE English as a second language (0510)

The syllabus provides opportunities for contextualised learning and the content has been created to suit a wide variety of schools, avoid cultural bias and develop essential lifelong skills, including creative thinking and problem solving.

The course allows learners to;

  • Develop the ability to communicate clearly, accurately and effectively when speaking and writing
  • Learn how to use a wide range of vocabulary and the correct grammar, spelling and punctuation
  • Develop a personal style and an awareness of the audience being addressed

The IGCSE is graded 1-5 (1 being high) and these eventually result in an IGCSE graded A-G. It is a recognised and regulated qualification of England, Wales and Northern Ireland and is approved by Ofqual.



Paper 6.2: Reading Passages (Extended).

Question 1 is an extended response.

Question 2 is a language question.

Question 3 is a summary question.


Paper 6.4: Coursework Portfolio.

Assignment 1 – Informative, analytical or argumentative.

Assignment 2 – Descriptive or narrative.

Assignment 3 – Response to text.


Paper 6.6: Speaking and Listening.

Individual (recorded) activity: all about ‘me’. For example my favorite place or my hobby.

Paired (recorded) activity: an argument or an interview.

Group (not recorded) activity: for example a committee meeting or a council meeting.


Examination Board


Course – IGCSE First Language English (0500)


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