In This Section">


Please click here to access our English Revision Resources Page!

English Logo

The Team 2019-20

  • Mrs Kelly Coleman - Director of Learning (Head of English)
  • Miss Jan Giovanni - Director of Learning (Year 10 Coordinator)
  • Mrs Melanie Davies - Second in Department
  • Mrs Heather Swinnerton
  • Miss Sarah Jacobson                                
  • Miss Georgina Stevens
  • Miss Claire Simpson
  • Miss Beth Wade
  • Miss Eve Cogger
The aim of the department is to create an atmosphere where students wish to learn, enjoy what they learn and where their intellectual curiosity is fostered. The department aims to make teaching and learning a stimulating experience for teachers and students alike.


  • To encourage students’ interest and a lasting appreciation of good literature.
  • To enable students to be familiar with the canon of English literature as well as to introduce them to a variety of work from writers of other cultures and traditions.
  • To enable students to be familiar with and to use appropriately the language, grammar and vocabulary of Standard English.
  • To develop the creative talents of students so that they may write, speak and perform to the best of their ability.
  • To expose students to a wide range of texts, both literary and non-literary, and to cross-curricular links so that they may see English as:
    • a major cultural feature;
    • part of a wider body of knowledge and skills.
  • To enable students to work independently and as part of a team so that English contributes to the development of key skills such as Functional English, ICT, reading, writing and communication.
  • To employ teaching methods and resources which allow all students, irrespective of gender, ethnic origin and academic ability to have equal access to English and to experience success and enjoyment in their work.


Throughout KS3 students study texts from a range of genres including fiction and non-fiction, drama and poetry. They study:
  • a range of heritage texts written pre-1900, including Shakespeare
  • a range of contemporary fiction texts
  • some texts from different cultures
  • non-fiction and media texts
The teaching of writing focuses on how writers achieve their effects and students develop their writing for different purposes in KS3, including:
  • Writing to Argue, Persuade and Advise
  • Writing to Inform, Explain and Instruct
  • Writing to Comment, Analyse and Review
  • Writing to Imagine, Explore and Entertain
Students also complete a range of speaking and listening tasks for different contexts and develop their use of spelling, punctuation and grammar. These skills will prepare them for taking examinations in KS4.


GCSE English is studied over two years.  During this time students will further develop skills in speaking, listening, reading and writing.  All students will be expected to study GCSE English Language and GCSE English Literature.

KS4 - English Language 

AQA GCSE English Language

Course Content and assessment

As part of GCSE English Language, students will learn to read fluently and write effectively. They will be able to demonstrate a confident control of Standard English and they will learn to write grammatically correct sentences, deploy figurative language and analyse texts.  Students will complete two examinations in order to achieve their English Language GCSE qualification, including Paper 1, Explorations in Creative Reading and Writing.  It explores how writers use narrative and descriptive techniques to engage the interest of readers. Paper 2, Writers' Viewpoints and Perspectives, looks at how different writers present a similar topic over time. Students will also complete a speaking and listening assessment as part of the course.

GCSE Poetry Support

The following YouTube clips will support your child with understanding the analysis of the poems for the GCSE English Literature Exam.
Students have fifteen poems to study, interpret and learn important key quotes. These poems have also been studied in lessons and are now being revised
To support their learning at home, we recommend that students look at one poem a day over the next three weeks.
To do this for each poem:
  • Watch the YouTube video
  • Make at least eight key points on language, form and structure to help them revisit each poem before the exam.
Students need to practise comparing two poems, focussing on how the poet has written them and how they link to the theme of Power and Conflict.
Key questions parents can ask to check:
  • Show me your eight key points
  • Tell me some quotes from the poem (using the anthology to check)
  • Compare two poems
  • How does the poem link to the theme of Power and Conflict?


Percy Shelley's 'Ozymandias'


Seamus Heaney: 'Storm on the Island'



Ted Hughes: 'Bayonet Charge'

Simon Armitage: 'Remains'


Wilfred Owen: 'Exposure'


Alfred Lord Tennyson's 'The Charge of the Light Brigade'


William Blake: 'London'


'My Last Duchess' by Robert Browning


'Kamikaze' by Beatrice Garland


'The Emigree' by Carol Rumens


John Agard: 'Checking Out Me History'


Imtiaz Dharker: 'Tissue'


Carol Ann Duffy: 'War Photographer'


'Poppies' by Jane Weir


Extract from 'The Prelude', by William Wordsworth



KS4 - English Literature

AQA GCSE English Literature

Course Content and Assessment

GCSE English Literature will encourage students to develop culturally and acquire knowledge of the best that has been thought and written. Studying GCSE English Literature will encourage students to read widely for pleasure, and as a preparation for studying literature at a higher level.  Again, students will complete two examinations.  Paper 1 will test students’ understanding of a Shakespeare play as well as a 19th century novel they have studied.  Paper 2, Modern texts and Poetry, will assess students’ understanding of a modern prose or drama text as well as poetry.
Set Texts: Macbeth, A Christmas Carol, An Inspector Calls, Poetry Anthology.


AQA A-Level GCE English Literature
Students study the AQA syllabus, specification A. Over the course, they study a range of texts based on the themes of Love and World War One. Students are expected to undertake a range of independent wider reading.

Course Content and assessment

PAPER 1: Love Through the Ages (3 hours)
Open Book (Section C ONLY)
40% of A-Level
Section A: (Shakespeare) – One passage-based question with linked essay (25 marks)
Section B: (Unseen Poetry) – Compulsory essay question on two unseen poems (25 marks)
Section C: (Comparing Texts) – One essay question linking two texts (Post 19th Century Prose and Pre-1900 Poetry)
PAPER 2: Texts in Shared Context (2 hours 30 mins)
Open Book
40% of A-Level
Option A (WW1 and Aftermath)
Section A: (Set Texts) – One essay question (25 marks)
Section B: (Contextual Linking) – One compulsory question on an unseen extract; One essay question linking two texts (one must be written post-2000)
COURSEWORK: (Independent Critical Study)
20% of A-Level
50 marks
Comparison of two texts (one pre-1900)
2500 words + bibliography
Students should choose own 2nd text


GCSE Specifications:       AQA GCSE English Literature (8702)
                                       AQA GCSE English Language   (8700)                                            
GCE Specifications:        AQA English Literature (Specification A)



Literacy can be simply defined as 'the ability to read and write'.  In the educational sphere it must also incorporate speaking and listening – correspondingly this policy refers to the development of good language skills (speaking, listening, reading or writing) rather than to a narrow definition of literacy.
In addition to the more formal methods of teaching reading, writing, grammar, and spelling, language skills are taught within a variety of curricular contexts by meaningful and relevant activities.  Only then can we ensure that our students become literate and that they enjoy language and communication in all their forms.  Well structured lessons and courses of study enhance a student's ability to read, write, speak, listen and comprehend and will support attainment in the NC English requirements for Reading, Writing, Speaking and Listening.
Whilst Literacy is explicitly taught in English it is also a focus across the curriculum, but parents and carers can all help students to develop their literacy but encouraging regular reading at home.
“ reading a variety of literature independently by the age of 15 is the single biggest indicator of future success.”  - (National Literacy Trust)


The National Literacy Trust:
World Book Day: