English
Language and literature are the way the world communicates, and as such the teaching of both is a vital skill to hone and perfect. Throughout their education students need to access the entire curriculum through their understanding of English, but also it allows students to appreciate the methods and the technicalities of how language works.
Through literature, we learn about the beauty of the language and how we can stir emotions and feed the soul, through our study of great works. GCSE Language and Literature is a requirement of the majority of employers and college placements for further study.
At Leeds East Academy we ensure that students work hard towards achieving their best possible GCSE results throughout their secondary educational journey. This begins in Year 7, with The Next Steps Curriculum, where students start developing the key skills through challenging but engaging lessons, using popular culture to enthuse the students. This has brought about a significant improvement in results in 2016/2017, where a number of our students achieved grades that placed them in the top 13% nationally.
Students will sit four GCSE exams, two in English Language studying both fiction and Non-fiction language, along with a spoken language assessment and then two exams in English Literature studying modern plays, a Shakespeare play, pre 19th-century novel and poetry spanning across the century. All students sit the same paper and therefore, no matter of the starting point, all students have access to the full range of grades available of the new 9-1 curriculum.
For any further information regarding the English offer at Leeds East Academy, please contact the Head of English: barton.l@whiteroseacademies.org
Courses in English
Key Stage 4
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GCSE English Language (AQA)
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GCSE English Literature (Eduqas)
KS3 Curriculum Breakdown
Year 7
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Term |
Topic |
Assessment Task/Focus |
Marking Focus |
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Week 1 |
Baseline Assessment |
Students to complete a Language Paper 1 style assessment in both reading and writing.
Use the data from the test to inform planning for Core Skills |
Reading: A01, A02, A03 Writing: A05, A06
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Half Term 1 |
Core skills: Witches and Wizards Reading and Writing and Spoken Language – CATS, AR tests.
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Reading: 1 How does the poet create an impression of the witch?
Writing: 2 Informative Writing – How to play Quidditch 3 Descriptive Writing – Darkwood Forest
Spoken Language – (after DC1): 4 Persuasive Speech – Pendle Witches |
Reading: AO1 – Personal, critical response AO2a – Analysis of language AO2b – Analysis of structure AO4 – Evaluation of texts Writing: AO5a – Creative content and structure AO5b – Planning and paragraphing AO6a – Sentences and punctuation AO6b – Vocabulary AO6c – Spelling Spoken Language: A07 – Demonstration of a presentation A08 – Listen and respond to questions A09 – Use spoken standard English
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Half Term 2 |
Novel Study: Boy in the Striped Pyjamas, Private Peaceful, Cirque Du Freak |
Reading: 1 - Front cover inference 3 - How does the writer present the character of………?’
Writing: 2 - 1st person narrative – Character perspective |
Reading AO1 – Personal, critical response AO2a – Analysis of language AO2b – Analysis of structure AO4 – Evaluation of texts Writing: AO5a – Text type, audience and purpose AO5b – Planning and paragraphing AO6b – Vocabulary A06c - Spelling
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Half Term 3
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Introduction to Shakespeare |
Reading:
2 - Reading Assessment – How does Shakespeare use setting in Hamlet? 3 - How does Shakespeare use language to create excitement in The Tempest?
Writing: 1 - Transactional Writing – Articles |
Reading AO1 – Personal, critical response AO2a – Analysis of language AO2b – Analysis of structure Writing: AO5a – Creative content and structure AO5b – Planning and paragraphing AO6a – Sentences and punctuation AO6b – Vocabulary AO6c – Spelling |
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Half Term 4 |
Language Paper 1 |
Reading:
Component 1 Paper Section A: Question 1 – Locate and Retrieve, 2 – Impressions and 3 - Writers Craft
Writing:
Section B Descriptive and narrative writing
END OF YEAR EXAM – Date TBC |
Reading AO1 – Personal, critical response AO2a – Analysis of language AO2b – Analysis of structure Writing: AO5a – Creative content and structure AO5b – Planning and paragraphing AO6a – Sentences and punctuation AO6b – Vocabulary AO6c – Spelling |
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Poetry |
Reading: How does the poet create a sense of ….. in the poem…..? Writing: Creative poetry writing – Task differentiated
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Reading AO1 – Personal, critical response AO2a – Analysis of language AO2b – Analysis of structure AO3 – Comparison of texts Writing: AO5a – Creative content and structure AO5b – Planning and paragraphing AO6a – Sentences and punctuation AO6b – Vocabulary AO6c – Spelling |
Year 8
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Term |
Topic |
Assessment Task/Focus |
Marking Focus |
|
Half Term 1 |
A Christmas Carol Play
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Writing: 2 - Writing to inform – Stave 3 - Letter from Fred to Scrooge inviting him to Christmas Reading: 1 - What impression is created about Scrooge? 3 - How does Scrooge/the writer.. change/transform throughout the novel? |
AO1 – Personal, critical response AO2b – Analysis of structure AO3b – Understanding of context A04b – Evaluation of structure Reading AO5a – Text type, audience and purpose AO5b – Planning and paragraphing AO6b – Vocabulary A06c - Spelling
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Half Term 2
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Gothic Fiction
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Reading: 2 - How does the writer create a sense of fear in the extract? Writing: 1 - Descriptive Writing. Describe a scene using conventions of gothic settings. 3 - Narrative Writing.
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AO1 – Personal, critical response AO2b – Analysis of structure AO3b – Understanding of context A04a – Evaluation of whole text A04b – Evaluation of structure Reading AO5a – Text type, audience and purpose AO5b – Planning and paragraphing AO6b – Vocabulary A06c - Spelling |
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Half Term 3 |
Romeo and Juliet
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Reading: 1 - What does the audience learn about Romeo and his relationships in the extract? 3 – How does Shakespeare present the relationship between Romeo and Juliet? Writing: 2 - Writing in Character - diary entry. |
Reading AO1 – Personal, critical response AO2a – Analysis of language AO3b – Understanding of context Writing AO5b – Planning and paragraphing AO6a – Sentences and punctuation AO6b – Vocabulary AO6c – Spelling
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Half Term 4 |
Language Paper 1 |
Reading:
Component 1 Paper Section A: Question 1 – Locate and Retrieve, 2 – Impressions and 3 - Writers Craft
Writing:
Section B Descriptive and narrative writing
END OF YEAR EXAM – Date TBC |
AO1 – Personal, critical response AO2b – Analysis of structure AO3a – Comparison AO3b – Understanding of context |
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Travel Writing |
Reading: How do the writers use language to persuade their readers to …….? Writing: Travel writing – destinations. |
Writing AO5b – Planning and paragraphing AO6a – Sentences and punctuation AO6b – Vocabulary AO6c – Spelling Reading AO1 – Personal, critical response AO2a – Analysis of language A03 – Comparison of texts |
KS4 Curriculum Breakdown
Year 9
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Term |
Topic |
Assessment Task/Focus |
Marking Focus |
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Half Term 1
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Unseen Poetry |
Question based on unseen poem – looking at structure, imagery language and effect
Compare how the poets create a specific tone or feeling in the poems |
AO1 - Read, understand and respond to texts. AO2 - Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. AO3 - Show understanding of the relationships between texts and the contexts in which they are written A04 – Evaluation of whole texts |
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Half Term 2 |
Narrative Writing |
Write a creative story through narrative structures |
AO5a – Text type, audience and purpose AO5b – Planning and paragraphing AO6a – Sentences and punctuation AO6c – Spelling |
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Half Term 2 |
A Christmas Carol |
Impressions of character
Using an extract to analyse language for effect across the whole text |
AO1 - Read, understand and respond to texts. AO2 - Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. AO3 - Show understanding of the relationships between texts and the contexts in which they are written A04 – Evaluation of whole texts, character and language
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Half Term 3 |
Poetry “Power” |
How does the poet use language to create an effect in the poem
Compare and contrast the poet’s views in the poem with another poem from the anthology |
AO1 - Read, understand and respond to texts. AO2 - Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. AO3 - Show understanding of the relationships between texts and the contexts in which they are written A04 – Evaluation of text, theme and language |
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Half Term 4 |
Language GCSE Paper 1 |
End of year exam TBC Study of the question types for each question within the language paper Section A |
AO1 – Infer for meaning AO2b – Analysis of language AO3b – Analysis of structure A04a – Evaluation of whole text A04b – Evaluation of structure and language, A04c – Evaluation of impressions
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Summer 2b |
Poetry - Conflict |
How does the poet use language to create an effect in the poem
Compare and contrast the poet’s views in the poem with another poem from the anthology |
AO1 - Read, understand and respond to texts. AO2 - Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. AO3 - Show understanding of the relationships between texts and the contexts in which they are written A04 – Evaluation of text, theme and language |
Year 10
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Term |
Topic |
Assessment Task/Focus |
Marking Focus |
|
Autumn 1 |
Blood Brothers |
Component 2 Lit paper
Character analysis.
Whole text theme based question. |
AO1 - Read, understand and respond to texts. AO2 - Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. AO3 - Show understanding of the relationships between texts and the contexts in which they are written AO4 – Evaluate texts critically and support this with appropriate textual references |
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Autumn 2 |
Poetry - “Power” |
How does the poet use language to create an effect in the poem
Compare and contrast the poet’s views in the poem with another poem from the anthology |
AO1 - Read, understand and respond to texts. AO2 - Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. AO3 - Show understanding of the relationships between texts and the contexts in which they are written A04 – Evaluation of text, theme and language |
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Spring 1 |
Component 1 20th C Reading and Writing |
Study of the question types for each question within the language paper Section A and B |
AO1 – Infer for meaning AO2b – Analysis of language AO3b – Analysis of structure A04a – Evaluation of whole text A04b – Evaluation of structure and language, A04c – Evaluation of impressions AO5 – Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts. AO6 – Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. |
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Spring 2 |
Component 2 Non-Fiction |
Component 2 Reading paper To study the question types for each question within the language paper 2 Section A |
AO1 - Read, understand and respond to texts. AO2 - Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. AO3 – Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts AO4 – Evaluate texts critically and support this with appropriate textual references |
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Summer 1 |
Non-Fiction Writing |
Component 2 Writing paper Transactional writing tasks, cover all text types
End of year exam TBC |
AO5 – Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts. AO6 – Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. |
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Summer 2 |
Spoken Language Study |
Spoken presentation: topic of choice (subject to change from AQA) |
AO7 – Demonstrate presentation skills in a formal setting AO8 – Listen and respond appropriately to spoken language including to questions and feedback to presentations AO9 – Use spoken Standard English effectively in speeches and presentations
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Year 11
|
Term |
Topic |
Assessment Task/Focus |
Marking Focus |
|
Autumn 1 |
Paper 1 Language |
Study of the question types for each question within the language paper Section A and B |
AO1 – Infer for meaning AO2b – Analysis of language AO3b – Analysis of structure A04a – Evaluation of whole text A04b – Evaluation of structure and language, A04c – Evaluation of impressions AO5 – Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts. AO6 – Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. |
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Autumn 2 |
Literature paper 1
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Revision of Theme, character and language of Romeo and Juliet Compare the presentation of two poems from the anthology.
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AO1 - Read, understand and respond to texts. AO2 - Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. AO3a - Show understanding of the relationships between texts and the contexts in which they are written A03b – Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts AO4 – Evaluate texts critically and support this with appropriate textual references
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Spring 1 |
Literature paper 2
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Revision of Theme, character and language of A Christmas Carol Revision of Theme, character and language of Blood Brothers Compare the presentation of two unseen poems. . |
AO1 – Identify and interpret explicit and implicit information and ideas and select and synthesise evidence from different texts AO2 – Explain, comment on, analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views AO3 – Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts AO3 (Lit)- Show understanding of the relationships between texts and the contexts in which they are written AO4 – Evaluate texts critically and support this with appropriate textual references
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Spring 2+ |
Revision across all GCSE Language and Literature |
Personalised teaching and content based the requirement of the student. |
Literature AO1 – Identify and interpret explicit and implicit information and ideas and select and synthesise evidence from different texts AO2 – Explain, comment on, analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views AO3 (Lit)- Show understanding of the relationships between texts and the contexts in which they are written AO3 – Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts AO4 – Evaluate texts critically and support this with appropriate textual references Language AO1 – Infer for meaning AO2b – Analysis of language AO3b – Analysis of structure A04a – Evaluation of whole text A04b – Evaluation of structure and language, A04c – Evaluation of impressions AO5 – Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts. AO6 – Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. |
Term By Term Schemes of Work
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English - Year 7 |
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English - Year 8 |
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English - Year 9 |
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English - Year 10 |
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English - Year 11 |