English
At Corpus Christi the English curriculum is designed to develop pupils’ skills from KS2 to KS4, as well as inspiring a love of learning about their language and the literature that has shaped their world that they live in. It will arm pupils with knowledge about how their language functions from the spoken to the written word. They will encounter a diverse range of literature from the 16th to the 21st century and develop their ability to both read and analyse these texts. Pupils will become proficient in reading these increasingly challenging texts, developing their appreciation and love of reading in the process. As pupils progress, so too will their knowledge of how to write with fluency, using the correct grammar and vocabulary to communicate effectively and with confidence. Pupils will be able to recognise how the analytical and creative aspects of English blend together across all of language and literature. Their knowledge, understanding and skills in English will provide the background that will enable pupils to explain how to present balanced arguments on a wide range of subject matters and to be able to justify their responses. The curriculum should develop an understanding of how the context of literature impacts on the modern world and the time it was written. By the end of Key Stage 3, pupils are expected to know, apply and understand the reading, writing, speaking and listening skills required by the National Curriculum.
Aims
The National Curriculum for English aims to ensure that by the end of their time in our school all pupils:
- Develop their critical reading and comprehension (literal and inference) skills across a range of texts in order to demonstrate their understanding.
- Produce summaries and synthesise information from multiple texts.
- Evaluate a writer’s choice of vocabulary, form, grammatical and structural features and consider the effect these choices would have on a reader.
- Are able to compare texts critically in order to evaluate both their effectiveness as a text and to show an understanding of the impact of the similarities and differences identified.
- Are able to write in a clear and coherent way across a range of styles both fiction and non-fiction.
- Are able to write for specific audiences/purposes to achieve the desired impact.
- Are able to use Standard English with confidence and accuracy.
- Are able to communicate clearly and with confidence both through the written word and their verbal interactions.
“English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils, therefore, who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.”
National Curriculum 2013
| Unit 1 (14 weeks) | Unit 2 (11 weeks) | Unit 3 (12 weeks) |
| Theme: Identity and Self | Theme: Heroes and Villains | Theme: Introducing Shakespeare |
| Fiction Focus · Reading fiction (extracts/Drama Text) · Writing fiction · Poetry · Speaking and Listening (3 person task) | Non-Fiction Focus · Reading non-fiction · Writing non-fiction (articles) · Poetry · Speaking and Listening (2 person task) | Shakespeare Focus (with related texts) · Reading Shakespeare Sonnets · Reading non-fiction relating to Shakespeare · Writing non-fiction (reports/review) · Speaking and Listening (1 person task) |
Pupils must:
Identity and Self
- Understand the parts of speech and how they go together to form sentences/paragraphs.
- Understand the genre and conventions of a play.
- Understand and be able to use the WHW analytical approach.
- Understand and identify the writing to describe terminology for Year 7.
- Be able to create a useful and creative plan for their narrative.
- Understand how to structure and be able to write a coherent narrative.
- Understand and identify poetic terminology for Year 7.
- Be able to speak in an organised way for a group discussion.
Heroes and Villains
- Understand and identify the writing to non-fiction language to argue/persuade/inform terminology for Year 7.
- Understand the conventions of an article.
- Understand the qualities of a hero and a villain.
- Understand and be able to use the TEA analytical approach.
- Understand and be able to undertake specific roles within a group discussion.
- Be able to create a useful and creative plan for their article.
- Understand how to structure and be able to write an article.
- Be able to analyse the impact of language devices from the Year 7 poetic terminology.
Introducing Shakespeare
- Understand the structure of a sonnet.
- Be able to understand and analyse the depiction of love through the eyes of William Shakespeare using WHW.
- Understand the conventions of a review.
- Be able to create a useful and creative plan for their review.
- Understand how to structure and be able to write a review.
- Be able to analyse the impact of language devices from the Year 7 non-fiction language to argue/persuade/inform terminology using TEA.
- Understand the conventions of a report.
- Be able to create a useful and creative plan for their report.
- Understand how to structure and be able to write a report.
- Be able to speak with clarity in front of their peers.
| Unit 1 (14 weeks) | Unit 2 (11 weeks) | Unit 3 (12 weeks) |
| Theme: Gothic Literature | Theme: Society, Crime and Punishment | Theme: Discovering Shakespeare |
| Fiction Focus · Reading Gothic extracts and the novella (Hound of the Baskervilles) · Writing fiction · Poetry + context · Speaking and Listening (3 person task) | Non-Fiction Focus · Reading non-fiction · Writing non-fiction (letters) · Poetry + context/comparison · Speaking and Listening (2 person task) | Shakespeare Focus (with related texts) · Reading Shakespeare (The Tempest – adapted version) · Reading non-fiction relating to Shakespeare · Writing non-fiction (reports/review) · Speaking and Listening (1 person task) |
Pupils must:
Gothic Literature
- Understand and be able to write the different types of sentence: simple, compound and complex.
- Be able to explain the impact of the different types of sentences on the reader.
- Understand the genre and conventions of gothic literature.
- Understand and be able to use the WHW analytical approach in relation to gothic literature.
- Understand and identify the writing to describe terminology for Year 8.
- Be able to create a useful and creative plan for their gothic narrative.
- Understand how to structure and be able to write a gothic narrative.
- Be able to speak with clarity in an organised way for a group discussion.
- Understand, identify and analyse poetic terminology for Year 8.
Society, Crime and Punishment
- Understand and identify the writing to argue/persuade/inform terminology for Year 8.
- Understand the conventions of an article.
- Be able to analyse the impact of language devices from the Year 8 non-fiction language to argue/persuade/inform terminology using TEA.
- Understand and be able to conduct an interview.
- Understand the conventions of formal and informal letters.
- Be able to write a formal letter.
- Understand the method for comparing two poems.
- Understand the context behind literary texts.
- Be able to analyse the impact of language devices from the Year 8 poetic terminology across a pair of poems using WHW.
Discovering Shakespeare
- Understand who William Shakespeare is and where he fits into history.
- Understand the genre and conventions relating to a play of William Shakespeare.
- Understand the context behind the play ‘The Tempest’.
- Be able to understand and analyse the language of William Shakespeare using WHW.
- Be able to create a useful and creative plan for their review.
- Understand how to structure and be able to write a coherent review.
- Be able to analyse the impact of language devices from the Year 8 non-fiction language to argue/persuade/inform terminology using TEA.
- Understand the conventions of a report.
- Understand how to structure and be able to write a coherent report.
- Be able to speak with confidence in front of their peers.
| Unit 1 (14 weeks) | Unit 2 (11 weeks) | Unit 3 (12 weeks) |
| Theme: Dystopian Literature | Theme: Conflict, Chaos and Disorder | Theme: Exploring Shakespeare |
| Fiction Focus Reading fiction (novel – Mortal Engines)Writing fictionPoetry + context Speaking and Listening (3 person task) | Non-Fiction Focus Reading non-fictionWriting non-fiction (speeches)Poetry + context/comparison Speaking and Listening (2 person task) | Shakespeare Focus (with related texts) Reading Shakespeare (Hamlet – adapted version) Reading non-fiction relating to Shakespeare Writing non-fiction (reports/review)Speaking and Listening (1 person task) |
Pupils must:
Dystopian Literature
- Understand and be able to identify the word classes and types of sentences used in writing.
- Understand the genre and conventions of a dystopian narrative.
- Understand and be able to use the WHW analytical approach in relation to dystopian literature.
- Understand and identify the writing to describe terminology for Year 9.
- Be able to create a useful and creative plan for their dystopian narrative.
- Understand how to structure and be able to write a dystopian narrative.
- Be able to speak in a confident manner during a group discussion.
- Be able to compare two poems.
- Be able to analyse the impact of language devices from the Year 9 poetic terminology across a pair of poems using WHW.
- Understand and comment on the impact of context when reading a literature text.
Conflict, Chaos and Disorder
- Understand the impact of context when looking at speeches.
- Be able to analyse the impact of language devices from the Year 9 non-fiction language to argue/persuade/inform terminology using TEA.
- Be able to create a useful and creative plan for their speech.
- Understand the conventions of and be able to write a coherent speech.
- Be able to analyse the impact of language devices from the Year 9 poetic terminology within a pair of poems using comparative techniques.
- Be able to comment on the context within a pair of poems using comparative techniques.
Exploring Shakespeare
- Understand the contextual links within the play ‘Hamlet’.
- Understand the context required to understand scenes from Hamlet.
- Be able to understand and analyse the language of William Shakespeare using WHW.
- Understand the conventions of a review.
- Understand how to structure and be able to write a review.
- Be able to analyse the impact of language devices from the Year 9 non-fiction language to argue/persuade/inform terminology using TEA.
- Understand the conventions of a report.
- Understand how to structure and be able to write a report.
- Be able to speak assuredly in front of their peers.
| Unit 1 (14 weeks) | Unit 2 (11 weeks) | Unit 3 (12 weeks) |
| Theme: 19th Century Text | Theme: Anthology Poetry | Theme: 20th Century Drama – AIC |
| · Christmas Carol · Anthology Poetry – London Language Paper 1 Reading (Q1, 2 & 4) | · Anthology Poetry – Prelude, Charge of the Light Brigade, Storm on the Island, War Photographer, Tissue, The Emigree, Checking Out Me History, Exposure, Bayonet Charge & Kamikaze · Language Paper 1 Narrative or Descriptive Writing (Q5) · Language Paper 1 Reading (Q3) · Speaking and Listening (recorded 1 person task) | PRE MOCK · Language Paper 1 Revision · An Inspector Calls POST MOCK · Anthology Poetry – Ozymandias & My Last Duchess. Language Paper 2 Reading (Q1 & 3) |
Pupils must:
19th Century Novel
- Deepen understanding of the KS3 poetic devices in the ‘GCSE Anthology’ poem and 19th Century text.
- Understand the impact of context on the ‘GCSE Anthology’ poem.
- Understand the relevant context surrounding Charles Dickens and the 19th Century text ‘A Christmas Carol’.
- Understand the characters, plot and themes of the 19th Century text ‘A Christmas Carol’.
- Be able to analyse language and make relevant textual references using the WHW approach.
- Be able to link contextual understanding to the analysis of the 19th Century text ‘A Christmas Carol’.
- Understand the language approaches to Language Paper One, question two.
- Understand evaluation approaches to Language Paper One, question four.
- Be able to respond with clarity using TEA to Language Paper One, questions two and four.
Anthology Poetry
- Deepen understanding of the KS3 poetic devices in the ‘GCSE Anthology’ poems.
- Understand the impact of context on the ‘GCSE Anthology’ poems.
- Understand the analytical approach to ‘GCSE Anthology’ poetry and be able to write analytically about selected poems.
- Be able to link contextual understanding to the analysis of ‘GCSE Anthology’ poems.
- Be able to compare poems from the ‘GCSE Anthology’.
- Understand the conventions of a narrative and a descriptive piece of writing for Language Paper One, question five.
- Be able to create a useful and creative plan for their narrative.
- Understand the importance of varying vocabulary for effect.
- Further develop and utilise KS3 descriptive terminology in the writing of a narrative and a descriptive piece of writing.
- Understand structural approaches to Language Paper One, question three.
- Be able to respond with clarity using TEA to Language Paper One, question three.
- Understand the requirements of making a solo presentation to the class.
- Be able to verbally present a planned topic to the class in a formal fashion.
20th Century Drama
- Understand the relevant context surrounding J.B. Priestley and modern drama text ‘An Inspector Calls’.
- Understand the characters, plot and themes of the modern drama text ‘An Inspector Calls’.
- Understand the writer’s choices and the desired impact of their conscious constructs.
- Be able to analyse language and make relevant textual references using the WHW approach.
- Be able to link contextual understanding to the analysis of the modern drama text ‘An Inspector Calls’.
- Deepen understanding of the KS3 poetic devices in the ‘GCSE Anthology’ poems.
- Understand the impact of context on the ‘GCSE Anthology’ poems.
- Understand the analytical approach to ‘GCSE Anthology’ poetry and be able to write analytically about selected poems.
- Be able to link contextual understanding to the analysis of ‘GCSE Anthology’ poems.
- Be able to compare poems from the ‘GCSE Anthology’.
- Understand language approaches to Language Paper Two, question three.
- Be able to respond with clarity using TEA to Language Paper Two, question three.
| Unit 1 (14 weeks) | Unit 2 (11 weeks) | Unit 3 (12 weeks) | |
| Theme: Shakespeare – Macbeth | Theme: Unseen Poetry | Theme: Exam Season | |
| · Reading Shakespeare: Macbeth · Language Paper 2 Reading (Q 2 & 4) PRE MOCK · Language Paper 2 Transactional Writing (specific element for mock) POST MOCK · Poetry Anthology – Remains & Poppies | · Unseen Poetry · Language Paper 2 Transactional Writing – Article, Review, Formal & Informal Letters & Speeches (Q5) · Revision | Revision | |
Pupils must:
Shakespeare: Macbeth
- Further develop and utilise the KS3 non-fiction language to argue/persuade/inform terminology used in Language Paper Two, question five.
- Understand and be able to identify the word classes and types of sentences used in writing.
- Understand the relevant context surrounding William Shakespeare and the play ‘Macbeth’.
- Understand the characters, plot and themes of the play ‘Macbeth’.
- Deepen understanding of the KS3 poetic devices in the play ‘Macbeth’
- Understand the writer’s choices and the desired impact of their conscious constructs.
- Be able to analyse language and make relevant textual references using the WHW approach.
- Be able to link contextual understanding to the analysis of the play ‘Macbeth’ .
- Understand summary approaches to Language Paper Two, question two.
- Understand comparative approaches to Language Paper Two, question four.
- Be able to respond with clarity using comparison to Language Paper Two, questions two and four.
- Deepen understanding of KS3 poetic devices in the ‘GCSE Anthology’ poems.
- Understand the impact of context on the ‘GCSE Anthology’ poems.
- Understand the analytical approach to ‘GCSE Anthology’ poetry and be able to write analytically about selected poems.
- Be able to link contextual understanding to the analysis of ‘GCSE Anthology’ poems.
- Be able to compare poems from the ‘GCSE Anthology’.
Unseen Poetry
- Deepen understanding of KS3 poetic devices in the ‘Unseen Poetry’.
- Understand the analytical approach to ‘Unseen Poetry’ and be able to write analytically about selected poems.
- Deepen understanding of the KS3 argue/persuade/inform terminology used in Language Paper Two, question five.
- Understand the importance of meaningful planning.
- Further develop and utilise the KS3 non-fiction language to argue/persuade/inform terminology in response to a range of transactional writing tasks for Language Paper Two, question five.
At Corpus Christi the English Faculty takes a leading role in the way pupils read in our school, with Key Stage 3 students reading a shared class text at the beginning of every lesson and Key Stage 4 students reading regularly across their course of study. We believe that all pupils should be equipped with and supported in developing a high level of reading and literacy capability, as is required by the entire curriculum. To achieve this, the English Department has clear expectations for how our subject knowledge and understanding in English will be demonstrated through oracy and literacy, to support other areas of the curriculum. This allows all teachers to ensure that pupils show a deep understanding of English using appropriate subject vocabulary. This is modelled by teachers and explained to pupils to continually reinforce the expected high standard across our school.
The English Department has developed an ongoing reading strategy which aims to teach pupils to read with increasing confidence and ability. Our approach to reading ensures that appropriate reading strategies are implemented to meet the demands of our subject and the wide range of abilities pupil possess. The strategies we adopt are informed by the demands of the intended scheme of work, pupils’ reading ages, and the key principles of the Corpus Christi approach to ensure pupils are supported in developing their reading, literacy, and oracy across the curriculum. Reading is adapted across the subject to meet the needs of different ability groups, not only to support access to the curriculum but to also develop fluency and deepen understanding in English.
In English, we believe that high quality summative assessment must primarily enable pupils to demonstrate their knowledge and understanding acquired throughout the implementation of the planned curriculum. Subsequently, this will allow teachers to measure the progress made by pupils through the English Curriculum, in relation to learning outcomes set out in the schemes of work. Through regular measuring by formative assessment in class of the extent to which pupils have acquired knowledge and secured their understanding, teachers will be able identify gaps in learning which inform future teaching and planned interventions.
In English, all assessments are challenging and adapted to meet the needs of all pupils, and have been checked and verified with line managers. In Key Stage 3, formal summative assessment will take place towards the end of each unit of work and in the Summer Term. In Key Stage 4, formal summative assessment will take place in the Summer Term for year 10 and in the Autumn Term for year 11. Assessments in Key Stage 3 are adapted to ensure all academic groups can demonstrate their understanding and have the opportunity to make outstanding progress through the curriculum. It is the responsibility of each teacher to ensure their classes are suitably ready for assessments and all content has been covered thoroughly, considering the needs of all pupils. Once assessments have been completed the staff will moderate the marking for quality assurance and accuracy.
All pupils will be regularly assessed during lessons through questioning and feedback. In English, there are many opportunities for pupils to discuss and feedback to the class. By assessing pupils through formative assessment, we enable their teachers to check progress constantly and adapt teaching to their needs. In English, the use of formative assessment will enable teachers to use this daily feedback from questioning and marking to inform decisions related to progress grades which are in line with the shared rationale for the awarding of progress grades as set out by the Head of Department.
The impact of the English curriculum can be seen in the depth of secure knowledge acquired by our pupils over their course of study. This significant improvement can be seen in the external examination results for Language and Literature.
| 2019 | 2022 | |
| Language – Grade 4+ | 56% | 67.24% |
| Literature – Grade 4+ | 60% | 66.3% |
We provide a wide range of extra-curricular activities which develop English skills, engagement and enhance the ability of our pupils outside of the National Curriculum. The activities consist of a writing club which focuses on improving the creative skills of pupils; a debate club which develops individual persuasive skills and the pupil’s ability to structure a coherent argument for debate; and a games club which develops pupils’ oracy and team work through a growing range of board/role playing games.
We are a regular participant school in the Lancashire Book of the Year reading competition, attending the moderation meetings to share our views of the short listed novels and taking an active role in the final selection process of the winning novel.
In the 2022 we took part in the Young Writer’s ‘Twisted Tales’ short story competition. Sixty eight of our KS3 pupils had their work published in an anthology of scary short stories. Our Year 11 pupils attend the GCSE Poetry Live event as a part of their preparation for the GCSE Literature examination. This is an opportunity to listen to renowned poets Simon Armitage, Carol Ann Duffy, John Agard and others reading and discussing their poetry.
Our extended learning day provision allows pupils to develop their confidence in a variety of ways linked to the skills developed within English. In collaboration with the Computing department we give Year 8 pupils the enjoyable experience of creating their own Fighting Fantasy style game book. Pupils take the time to explore this nostalgic sub-genre of literature and write detailed descriptions of the rooms, traps, monsters and the hero who undertakes the adventure in the style of the 1980’s Ian Livingstone novels. In Year 11, pupils experience revision days to enhance their existing subject knowledge and to support their Literature revision around the drama texts ‘Macbeth’ and ‘An Inspector Calls’, focusing on the characters, plot and themes.
For further information regarding the English curriculum please contact:
Mr Forsyth, email: afor@ccc.lancs.sch.uk or telephone school reception: (01772) 716912.
