Key Stage 4 Courses Key Stage 5 Courses
AQA GCSE English Language (8702) OCR A Level English Literature (H472)
AQA GCSE English Literature (8700)  

Why do we study English?

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 who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.

The English Department Team 

Ms S Sriram Curriculum Leader of English
Mr A Young Lead Practitioner 
Ms S Farooq Deputy Curriculum Leader of English
Ms P Dhaliwall Assistant Curriculum Leader of English
Mr R Devereaux-Ward Assistant Curriculum Leader of English
Mr J Jones English Teacher & Head of School
Mr F Alexander English Teacher
Mr Z Hardwick English Teacher
Ms M Zywiecka Professional Mentor and English Teacher
Ms K Petsopoulou English Teacher
Mr S Dixon English Teacher
Ms A Michaels English Teacher
Mr W Yates English Teacher
Ms J McGrath  English Teacher

The English Programme of Study

Key Stage 3 – Years 7 and 8

Year 7

  • Autumn Term 1: ‘Open Doors’ (Introduction to Secondary School English)

  • Autumn Term 2: Michael Morpurgo’s Private Peaceful and creative writing

  • Spring Term: Non-fiction texts (protest theme) and persuasive writing

  • Summer Term 1: Poetry (school-themed) and creative writing

  • Summer Term 2: William Shakespeare’s The Tempest (Year 8 transition)

Year 8

  • Autumn Term 1: William Shakespeare’s The Tempest and creative writing

  • Autumn Term 2: Non-fiction (polemics through time) and non-fiction writing (opinion pieces)

  • Spring Term: Carlos Zafon’s The Prince of Mist and creative writing

  • Summer Term: Poetry (monster-themed) and creative writing

Key Stage 4 – Years 9, 10 and 11

Year 9

  • Autumn Term 1 : ‘Women in Shakespeare’

  • Autumn Term 2: Unseen Fiction (extracts)

  • Autumn Term 3: Writing Fiction

  • Spring Term 1: Comparing non-Fiction

  • Spring Term 2: Writing Non-Fiction

  • Summer Term 1: Unseen Poetry and Power and Conflict Poetry

  • Summer Term 2: Charles Dickens’ A Christmas Carol

Year 10

  • Autumn 1: 19th Century Novel (Charles Dickens’ A Christmas Carol)

  • Autumn 2: William Shakespeare’s Macbeth

  •  January-March: Language Paper 1 (Poetry Mondays begin)

  • March-May: Language Paper 2

  • Summer Term: William Golding’s Lord of the Flies

Year 11

  • Autumn 1: William Golding’s Lord of the Flies and Language Paper 1

  • Autumn 2: Shakespeare’s Macbeth and Language Paper 1 (Poetry Mondays to continue)

  • Spring 1: Charles Dickens’ A Christmas Carol and Language Paper 2

  • Spring 2: Poetry and Language Paper 2

  • Summer Term: Revision content (to be decided by individual teachers to suit the needs of their students)

Key Stage 5 – Years 12 and 13

Year 12

  • Autumn Term: William Shakespeare’s Hamlet

  • Autumn Term: Gothic: Angela Carter’s The Bloody Chamber

  • Spring Term: Gothic: Bram Stoker’s Dracula

  • Spring Term: Pre-1900 Poetry: Geoffrey Chaucer’s The Merchant’s Prologue and Tale

  • Summer 1: Drama and Poetry: Pre-1900 – A Doll’s House (Henrik Ibsen)

  • Summer Term (Coursework): Carol-Ann Duffy’s Poetry Anthology and Tennessee Williams’ A Streetcar Named Desire

  • Summer Term (Coursework): 21st Century Novel (decided yearly)

Year 13

  • Autumn 1: Hamlet revision

  • Autumn 1: The Bloody Chamber revision

  • Autumn 2: A Doll’s House revision

  • Autumn 2: Dracula revision

  • Spring 1: Exam preparation – A comparative essay (Dracula and A Bloody Chamber)

  • Spring 1: Exam preparation – A comparative essay (A Doll’s House and Merchant’s Tale)

  • Spring 2: Exam preparation – Genre Study: The Gothic

  • Spring 2: Exam preparation – Shakespeare’s Hamlet

  • Summer Term: Tailored revision (content to be decided by individual teachers

Important textbooks, resources and websites we use at each Key Stage

Key Stage 3

Year 7: Morpurgo's Private Peaceful
Year 8: Shakespeare's The Tempest and Zafon's The Prince of Mist
Year 9: Dickens' A Christmas Caro

Reading lists are provided to all students

Key Stage 4

Year 10: Dickens' A Christmas Carol, Shakespeare's Macbeth and Golding's Lord of the Flies, York Notes Revision Guides (Available for purchase in school)
Year 11: As above

Revision Resources:

  • York Notes revision guides (sold at school)
  • Set texts listed above (sold at school)
  • BBC Bitesize
  • Shmoop.com (revision website)
  • Youtube.com (providing moving images of the text when relevant)

Key Stage 5

  • Shakespeare's Hamlet

  • Ibsen's A Doll's House

  • Chaucer's A Merchant's Prologue and Tale

  • Carter's The Bloody Chamber

  • Stoker's Dracula

  • Williams’ A Streetcar Named Desire

  • Carol-Ann Duffy Poetry Anthology

  • 21st Century Novel, which is decided on a yearly basis

Homework in English

KS3: 1 hour per week
KS4: 2 hours per week

Enrichment Opportunities in English

The English department run various trips across year groups and throughout the year, from theatre trips to research workshops at the British Library (6th Form). These are organised as opportunities arise. Examples of these include:

  • Theatre trips (The Globe Theatre)
  • Jack Petchey ‘Speak Out’ Challenge
  • Visiting Authors
  • World Book Day Activities
  • Creative Writing Workshops
  • Strawberry Hill House (KS5)

P4C (Philosophy for Children)

Every student in years 7-9 partake in an hour of P4C every fortnight. These lessons are discussion-focused, lead by the teacher, and allows students to engage with complex and critical wider issues within society. The aim of P4C is to develop critical thinking and widen the cultural capital of all of our students, that they may carry into the wider world the ability to communicate, listen to, interpret and respect a range of opinions outside of their own.