Quarrydale Departments

English

 
Staff Members

 

Head of Department C Lovell
Second in Department C Walker
Teachers

M Abrahall

Y Bowler

C Cooper

P Clavin

R Fletcher

R Richards

D Booth

H Le Prevost

A Grainger


What will the subject enable me to do?

You will learn to read and respond to a variety of texts, both fiction and non-fiction, and to develop informed and supported interpretations of the texts you read.   In your own writing you will be encouraged to emulate the literary and linguistic techniques used by the writers you study, adapting your style to suit a range of audiences, purposes and genres.  In addition, you will be taught to take responsibility for proofreading your work, ensuring accuracy of spelling, punctuation and grammar.

Key Stage 3

Summary of Expectations & Skills

R- reading; W- Writing

Strands & Content

Assessed tasks

Pupils should begin to:

 

1.  Make Inferences R

2. Select Quotations R

3. Identify methods and comment on their impact R

4.Identify the relationship between text and context. R

 

1. Adapt writing for a purpose

2. Employ Language devices W

3.Organise writing W

4. Expand Vocabulary W

5. Punctuate accurately W

Understanding the world – Myths &Legends.

 

 

 

 

 

 

 

ProtestThe Tempest by William Shakespeare

 

 

 

 

 

 

Escapism- Gothic literature

 

Poetry Analysis: How does the writer use language to present Beowulf/Medusa?  (R)

 

Transform a poem (La Belle Dame Sans Merci by John Keats OR The Lady of Shallot by Alfred Lord Tennyson) into a newspaper report (W)

 

 

To what extent does Shakespeare present Caliban as inferior to Prospero? (R)

 

Punishments should fit the crime.” Write a speech giving your point of view on this statement. (W)

 

 

How does the writer use Language to create a Gothic character? (R)

 

Create a description of a Gothic Setting (W)

 

 

Speaking and Listening: use role-play to develop and evaluate a character.

Pupils should develop their ability to:

 

1.Make detailed inferences R

2.Select a range of apt quotations R

3.Identify a range of methods and explain their impact R

4.Consider alternative interpretations R

5.Compare texts R

6.Understand the relationship between texts and contexts R

 

1.Adapt style for a range of purposes and audiences W  2.Employ a range of methods and devices W

3.Organise ideas W

4.Use vocabulary for effect W

5. Begin to punctuate for effect W

6.Begin to employ varied sentences for effect W

 

 

 

Understanding the world

Novel study: Wild Boy, Tulip Touch or Stone Cold

 

 

 

 

Protest – dystopian literature

 

 

 

 

Escapism –Escaping heroines – Romeo and Juliet and Twelfth Night by William Shakespeare & Noughts & Crosses by Malorie Blackman (playscript)

 

 

 

 

 

 

Analysis of structure of a given extract from the text studied. R

 

Creative task – unseen chapter/narrative of a similar style W

 

Comparison of Two different dystopian settings by two different writers. R

 

Write the opening to a dystopian story. W

 

 

Evaluative response:Shakespeare presents us with women who are weak and under the full control of men’ To what extent do you agree? R

 

Formal letter inspired by themes of the text W

 

Speaking and Listening: Debate on social issue of class choice taking inspiration of from class texts.

Pupils should confidently be able to:

 

1.Make perceptive inferences R

2.Select and embed apt quotations R

3.Identify a range of methods and evaluate their impact R 4.Evaluate alternative interpretations R

5.Compare texts in detail R

6.Explore the relationship between text and context

 

1.Adapt style effectively for a range of purposes and audiences W 

2.Employ a range of methods and devices effectively W

3.Organise ideas using varied structural features W

4.Use ambitious vocabulary for effect W

5. Punctuate for effect W

6.Employ varied sentences for effect W

 

 

 

Escapism: Telling Tales AQA Anthology/Short stories

 

 

 

 

Understanding the world: poetry from other cultures

 

 

 

Protest: Of Mice and Men by John Steinbeck – GCSE bridging unit

 

 

 

Evaluative response based on one of the stories. R

 

Write a short story in response to a stimulus W

 

 

 

Comparative response based on two of the poems. R

 

Newspaper article on a social issue W

 

 

Comparison of two contextual articles R

 

 

Descriptive writing of a setting to create and change atmosphere W

 

 

Speaking and Listening: Formal speech on an element of human rights.

 



Homework and support

Homework will be set via E-Praise and for some units take the form of a booklet with a range of tasks addressing both reading and writing skills.  Booklets will be issued early in each half-term and a deadline set for approximately 6 weeks after.  Students are encouraged to work on the tasks regularly throughout the 6 week period to enable them to develop the skill of managing a workload. In other units, teachers will set homework to consolidate or extend learning on a fortnightly basis via E-Praise.

Key Stage 4

Students will study AQA English Language GCSE and AQA English Literature GCSE.

English Language

Unit
Content
Assessment

Explorations in creative reading and writing.

  • Reading and analysing a range of literary extracts to identify the ways in which writers use language to create tone, characters and settings, and to entertain readers.
  • Writing descriptions and narratives using techniques employed in the extracts they have studied.

50 % (25% is based on reading skills, and 25% will be based on students’ own writing).

 

1 hour 45 minute exam.

Writers’ Viewpoints and Perspectives.

  • Reading, analysing and comparing a range of non-fiction extracts to identify the ways in which writers use language to express opinions and influence readers.
  • Use the techniques identified in their reading analyses to create a non-fiction text of their own in which they express an opinion and influence the reader.
  • Learn the features and formats of a range of non-fiction texts.

 

50 %% (25% is based on reading skills, and 25% will be based on students’ own writing)

 

1 hour 45 minute exam.

 

English Literature

Unit
Content
Assessment

Shakespeare and the 19th Century Novel.

  • One play by Shakespeare
  • One novel written in the 19th Century

40%

 

1 hour 45 minutes exam.

Modern texts and poetry.

  • One play or novel written in the 20th Century.
  • An anthology of 15 poems.
  • A range of other poetry to practise the skill of analysing poems previously unseen.

60%

 

 

2 hours 15 minutes exam.

 

Homework and support

Homework will be set via E-Praise and will comprise of exam practice questions and accessing online resources to enhance knowledge and understanding of the texts and their contexts. Revision guides and workbooks will be provided or recommended by the English Department, and students will be advised to work from them regularly as well as completing written homework tasks to be handed in.  It would also be extremely beneficial for students to purchase their own copies of the literature texts and to re-read them regularly throughout the two years of study.

 
Key Stage 5

A levels are offered in English Literature and English Language.

English Literature

Unit
Content
Assessment

Love Through The Ages

  • One play by Shakespeare.
  • One novel written in the 20th Century.
  • An anthology of poetry written in the 19th Century.

40%

 

 

3 hours exam.

Texts in shared Contexts: WW1

  • An anthology of poetry from WW1.
  • A modern novel exploring WW1 retrospectively.
  • A drama text exploring the theme of WW1.

40%

 

 

2 hours 30 minutes exam.

 

 

Non-examined assessment

  • Two texts of the students’ own choosing, one of which must have been written before 1900.
  • Students must make their choices from a reading list of recommended texts, or from their own reading.  All texts must be agreed by teachers.

20%

 

 

 

An essay of 2500 words written independently.

 

A Level English Language

Unit
Content
Assessment

Language, the Individual and Society

  • Textual variations and representations.
  • Children’s language development (0-11 years).
  • Methods of language analysis.

40%

 

 

 

 

2 hours 30 minutes exam.

Language Diversity and Change

  • The history of the English language.
  • Discourses about Language change.
  • Writing skills.
  • Methods of language analysis.

40%

 

 

2 hours 30 minutes exam.

Non-examined assessment

  • Language investigation on a topic of students’ choosing.
  • Original writing of a genre of students’ choosing.
  • Commentary on the original writing piece

20%

 

The three tasks are to be completed independently and the folder should be 4000 words in total.

 

Homework and support

Coursework will mainly be completed in students’ own time. E-Praise will be used to set other tasks to consolidate understanding of classwork. It is expected that students will match time spent in lessons with private study, even if formally set homework is completed in a shorter time. Reading around topics independently will enhance students’ knowledge, as well as enabling them to access the higher grades by developing the ability to cultivate independent lines of thought.

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