This resource provides a quick and easy map of your child’s curriculum journey in English. 

 

KEY STAGE 3

KS3 will allow us to build a broad understanding of the key principles and works of English Language and Literature. It will give us a broad schema of knowledge, including the principle works of literature, writers’ methods, the power of language and the varied ways our perspectives are portrayed. It will immerse students in the context, values and attitudes of the world throughout time and give them insight into the varied ways language is used to portray a variety of opinions. The curriculum is deliberately sequenced to add to their schema of knowledge over time, ensuring that experiences are blended through a variety of reading, writing, speaking and listening skills. Each year will begin with a broad study of the key power concepts to be explored that year, and culminate in two or three in-depth text studies so students can fine- tune their knowledge and skills. The five power concepts are present throughout the curriculum: society, Shakespeare, culture & identity, gender, and power & influence. 

Year 7: Exploring Literature Through Time

Our English curriculum begins with an exploration of literature through the ages. We begin by studying literature and language around us and in our local area. We will explore the context of our city’s literature through time, which will provide us with a rich and varied knowledge of Manchester’s heritage, history and culture. We will understand how this has shaped and inspired a myriad of great literature and contributed to the wider UK and the world.

We then move on to explore literature from significant periods of time, in order to understand the origins of literature and how historical events and changing societies are reflected in written works. We will explore the ‘best of’ literature, ranging from poetry, plays, fables, fiction and non- fiction and our scheme of knowledge built during our study of great Mancunian literature will be, therefore, broadened to the wider world and assimilated into new knowledge.

We then build on this knowledge of great literature to explore how this has contributed to genre. We will introduce a range of genres to understand why each new style became popular and reflect the changing and developing attitudes of the societies they were written for.  

During the second half of the year, this broad schema of knowledge will lead us to an in-depth study of two literary heritage texts. The first will be an opportunity to explore some of Shakespeare’s most memorable characters and language, accessing his language through dramatic oracy techniques and exploring the backdrop of Shakespeare’s life and times. Through his characters, we will examine gender roles, jealousy, ambition, humour, love and identity.

We will then examine in detail how the Victorian era in particular helped shape various forms and genres of literature. We will understand, and develop links between, life in the Victorian era and the texts being produced at the time. To deepen our knowledge of Victorian literature, we will closely examine Charles Dickens’ ‘Oliver Twist’. We will understand how his life influenced his writing, and how his writing influenced, and criticised, society. This year will allow three of our five power concepts to be assimilated into new knowledge and inter-connected: society, Shakespeare, culture & identity.

Year 8: Exploring Culture and Diversity

In Year 8, we will add to our schema of knowledge to broaden our understanding of culture to the wider world. We will begin by exploring the diverse cultures throughout the world and understand a variety of experiences and perspectives of a wide range of people. This will ensure that our knowledge of one of our five power concepts is deepened: culture and identity. 

We will then explore the challenges faced by people of different cultures, ethnicities, and sexualities through both non- fiction texts and literature. We will develop an understanding of how these challenges have been addressed by prominent historical and current public figures. We will also challenge and support these issues in formal critical writing. We will also voice our own opinions of these topics through our own creative writing. Therefore, we will develop a more critical understanding of a variety of issues and perspectives of a wider range of people.

Following our broad study of culture and identity, the second half of the year will include in-depth studies of texts and genres, which will add to our existing schemas of knowledge. We will then undertake an in-depth study of the contemporary novel ‘Noughts and Crosses’ to apply our understanding of diversity and race issues. We will understand the characters’ opinions and perspectives whilst applying our own critical thoughts through writing. We will also study how this fits into our power concepts of culture and identity and power.

Then, we will further understand the issues of gender (one of our power concepts) and love, and how these issues have changed over time, through an in-depth study of ‘Much Ado About Nothing’. We will use our knowledge from Year 7 to study different aspects of Elizabethan context, Shakespeare’s life, and other important societal traditions that influenced his writing.

This year will culminate in imagining and creating our own culture and the beginnings of a short story. We will be exposed to a variety of dystopian fiction, each aimed at understanding how to create and inspiring us to write a certain aspect of dystopian fiction. This year will allow all of our five power concepts to be assimilated into new knowledge and inter-connected: society, Shakespeare, culture & identity, gender and power.

Year 9: Viewpoints & Voices

In Year 9, we will use all of our previous schemas of knowledge to understand how writers powerfully convey their opinions and views of the world around them through non- fiction and fiction.

We will begin with a broad study of rhetoric through the ages to develop a historical perspective of how Aristotle’s rules of rhetoric have shaped some of the most history-making speeches. We will examine how speeches are structured to create emotion, build rapport with the audience and build an informed and cohesive, logical argument.

Next, we will experiment with expressing our viewpoints, thoughts and feelings on a variety of subject matters through non-fiction writing. We will read a wide variety of nonfiction with varying, interesting and engaging points of view on likewise varying, interesting and engaging subject matters. This will allow us to build on, and put into practice, the knowledge acquired in Autumn 1. We will further understand that opinions and viewpoints are widely varied and that the ability to express our own viewpoint is a skill that can be learnt, developed and harnessed to great effect.

Following the study of history- making speeches, we will then explore how opinion may be expressed by ordinary individuals and how life experiences might shape their writing. This has been deliberately sequenced to ensure that the schema built in the Autumn term is expanded and deepened. We will explore a wide range of narrative voices, including children, adolescents and adults, and how these expressions change. We will begin to evaluate the benefits of using each of these narrative voices and create our own writing from different perspectives.

After we have built this broad schema of knowledge around how writers portray their viewpoints, we will undertake an in-depth study of ‘Anita and Me’ to further widen our knowledge of different perspectives in literature. We will discuss the relationship between heritage and identity and analyse the novel in the context of 1960s Britain.  We will track and analyse Syal’s presentation of characters to explore the impact society can have on an individual’s identity and attitudes. 

The rest of the year will be dedicated to in-depth studies of literary texts to explore the writers’ viewpoints, intentions and the purpose of their writing. We will study Shakespeare’s ‘Macbeth’ and clearly embed the contextual information we already have to write critically about the impact and importance of this play. We will explore how gender and society contribute towards power and influence.

Finally, we will study Willy Russell’s ‘Blood Brothers’ to explore each character’s perspectives and the reasons for these beliefs. We will be exposed to contextual information around the time the play was introduced and set to understand the reason for Russell’s play and the impact it had on society. This year will allow all of our five power concepts to be assimilated into new knowledge and inter-connected: society, culture & identity, gender and power.

KEY STAGE 4 

English Language is an essential part of everyday life. It is used to communicate, understand and develop insight into the world around us. It provides an appreciation of the intricacies of our daily talk and the impact that words can have. English Literature can influence and challenge our views and understanding; reflect our own attitudes; and provide us with knowledge of different times, cultures and traditions. Exploring texts from as early as the 16th Century to the present day, students are immersed in the history of society and culture; they are encouraged to build schemas of knowledge across the time periods. All students are required to study both subjects in Years 10 and 11. They follow an integrated course which is deliberately sequenced in order to be generative, allowing students to build on prior knowledge that they have gained in their KS3 years; this is then assimilated into new knowledge gained in their KS4 years. This includes speaking and listening, reading and writing, ensuring that these experiences blend within all lesson studies. 

The department aims to: support our pupils when communicating in school and everyday life; enable pupils to develop and support informed opinions; encourage them to value the opinions of others, developing empathy and tolerance for all; develop critical readers who understanding and appreciate literature in all its forms; and teach pupils how to express themselves creatively and coherently in writing. Students will study prose, poetry and drama from a wide range of periods, including but not limited to Shakespeare, Dickens, Wordsworth, Dharker, Agard and Duffy. These units of study allow for power concepts to be interconnected from one unit to another- society, Shakespeare, culture and identity, gender, and power and influence. 

Students will build on their knowledge of language and structure in fiction from KS3 as they begin their study of English Language: Explorations in creative reading and writing at the start of Year 10. English Language encourages pupils’ critical understanding of literature, challenges them to deconstruct literary texts and enables pupils to understand how different times and perspectives inform our view of the world.

Pupils will then begin their study of English Literature by building on their knowledge of power and conflict in literature through an introduction to the Power and Conflict poetry cluster. Pupils will understand the abstract concepts of power and conflict; engage with a range of world voices and perspectives; and understand where different types of power and conflict are evident in our society and the impact they can have. Through a critical analysis of the poems, pupils will discuss and compare the writer’s intentions, informed by their knowledge of the context in which the poems were written. 

Continuing with their study of English Literature, students will study Dickens’ moral tale, A Christmas Carol. Pupils will explore how plot and character reflects social and historical context, including Dickens’ own views, through an exploration of the core concepts of: family, isolation, the human condition, responsibility and money.  Understanding how time, kindness and generosity can change our outlook will enable students to appreciate how the core message of this text, first written in 1843, is still just as relevant in the 21st century. 

Having explored writers’ intentions in English Literature, pupils will then return to their study of English Language, extending their study to the non-fiction element: writers’ viewpoints and perspectives. Pupils will apply their knowledge of comparison from the poetry unit to non-fiction texts from opposing time eras.

Pupils will build on the concepts of responsibility and money from A Christmas Carol by engaging with the seminal 20th century play, An Inspector Calls. Pupils will discuss themes and ideas that influence our understanding of the society we live in and will appreciate the impact of political ideas and responsibility on our society. By considering Preistley’s views, pupils will engage with themes including: class, social responsibility, gender and generations. Pupils will explore how the attitudes and values from 1912 and 1945 are still reflected in 21st century society. 

The earlier studies of Shakespeare throughout KS3 means students have an established understanding of contexts of this era, in particular Shakespeare’s use of female characters within his plays and sonnets. This allows the study of Romeo and Juliet to have firm foundations in the curriculum, and students expand on this knowledge by also exploring: familial relationships and obligations; the pressure of the militaristic society; and the subverted conventions of gender expectations within the 16th Century.

Drawing on their knowledge of genre, linguistic conventions, rhetoric and perspectives from across KS3 and KS4, pupils will craft their own creative responses to a range of descriptive, narrative and viewpoint writing tasks. Pupils will develop their fluency of expression, use of Standard English, and application of language and structural devices for effect. 

English Language is so important. You will need at least a Grade 5 in English to access Level 3 courses. Most careers will ask you to have a certain level of English too. Your grade in English and Maths will always be looked at by employers when they are considering you for a job.

From studying English Language GCSE, you can go on to study English Language A-Level. This can lead to studying all sorts of subjects at University or onto exciting English based apprenticeships. For example:

• Print or broadcast journalism;
• Digital Marketing and communications;
• Public Relations;
• Publishing;

Check out the range of apprenticeships here which need you to have good English skills or take a look at some more information about English based degrees here.

English Literature, although not a requirement for Further Education, is an important GCSE which displays an educated and lively mind. If you wish to go on to study English Literature at A-level, it also gives you a great foundation in your learning and skill development.

English Literature A-level can lead you to studying a wide variety of subjects at University. English Literature can be studied on it’s own or it can be combined with other subjects such as:

• History;
• Creative Writing;
• Drama;
• English Language.

Have a look at the UCAS website to see how many different combinations you can do.

The Curriculum Overview provides information as to how the curriculum is sequenced to enable students to build their knowledge and skills towards ambitious endpoints in each subject area. Click the picture to enlarge it and read more. Each terms’ learning is complemented by a knowledge organiser. 

Check them out