Terms 1 & 2: Literary Heritage – Scholars will read an abridged version of Oliver Twist by Charles Dickens alongside extracts from the original texts. Scholars will develop their comprehension skills as well as identify and explain their feelings about a character. They will also learn about the Victorian era and how this context relates to the text. In addition pupils will begin to develop their analysis skills by writing an analytical essay on Dickens’ villain, Bill Sikes.
Terms 3 & 4: Shakespeare – Scholars will study Shakespeare’s A Midsummer Night’s Dream and will focus on the play in performance and how Shakespeare uses dramatic devices to engage his audience. Scholars will master the complicated plot and characters and will understand how the social world of the play drives the plot.
Term 5: Introduction to poetry – Scholars will study a collection of classic poems both heritage and contemporary. Scholars will learn how to unpick the hidden meaning of a poem through the study of language with a particular focus on metaphor. This unit will build on the understanding of language acquired in the Shakespeare unit and will prepare them for the study of language and theme in the next unit of work – the modern novel.
Term 6: The modern novel – Scholars will use their knowledge of a heritage text to critically study a contemporary work of fiction to comment on the form of novel and how it has changed. They will also use their skills of language analysis to track patterns of language across a text and comment on how this engages a reader.
Terms 1 & 2: Literary Heritage – Scholars will read either the classic or abridged version of 3 Sherlock Holmes stories. All scholars will have the opportunity to read original extracts of the text. They will develop comprehension skills with increasingly challenging vocabulary and syntactic structure. Scholars will learn how to develop their analysis of quotations and select illuminating evidence, as well as demonstrate their understanding of the plots and their link to the social context of the period.
Terms 3 & 4: Shakespeare – Scholars will study Shakespeare’s The Tempest, focusing on how Shakespeare uses language devices to develop themes within the play. Scholars will read a combination of the original text and selected supporting texts in order to write an analytical essay as their final piece of assessment for this unit.
Term 5: Introduction to poetry – Scholars will study a selected anthology of poems designed to prepare them for further study at GCSE level. This unit will build on the analytical skills from previous units (both Year 7 and Year 8), as well as continuing to challenge preconceived notions of poetry, text structure and themes across literature.
Term 6: The modern novel – Scholars will utilise all the skills learned over the past 2 years of study in order to analyse a contemporary piece of work. They will focus on how language analysis helps to reveal the crucial themes and character development within the novel. The final piece of assessment for this unit will be a critical essay.
Terms 1 & 2: Shakespeare – Scholars will develop their understanding of key Shakespeare texts, beginning to develop an in-depth critique of Shakespeare’s finest plays. They will read either A Midsummer Night’s Dream or Romeo and Juliet. By focusing on the central themes in these plays, they will start to prepare themselves for the study of more complex texts at GCSE level.
Terms 3 & 4: Shakespeare – Scholars will develop their understanding of key Shakespeare texts, beginning to develop an in-depth critique of one of Shakespeare’s finest plays; Romeo and Juliet.
Terms 5 & 6: Poetry Unit – Scholars will study an anthology of poetry that complements the key themes presented in the GCSE syllabus. This unit will further develop analytical skills learned throughout the current and in previous years of study. Particular focus will be placed on the use of imagery and structure used within the text to demonstrate the themes and connections within the anthology, as well as linking these to other literature studied across the term.
Year 10 will be preparing for the GCSE English Language and Literature exams throughout the year. They will sit the AQA English exams.
The following curriculum is from the AQA curriculum.
Terms 1 & 2: English Literature 19th Century novel: The Sign of Four. Scholars will work on their reading and writing skills through the study of Sir Arthur Conan Doyle’s The Sign of The Four.
Reading skills: Literal and inferential comprehension: understanding a word, phrase or sentence in context; exploring aspects of plot, characterisation, events and settings; distinguishing between what is stated explicitly and what is implied; explaining motivation, sequence of events, and the relationship between actions or events; critical reading: identifying the theme and distinguishing between themes; supporting a point of view by referring to evidence in the text; recognising the possibility of and evaluating different responses to a text; using understanding of writers’ social, historical and cultural contexts to inform evaluation; making an informed personal response that derives from analysis and evaluation of the text; evaluation of a writer’s choice of vocabulary, grammatical and structural features: analysing and evaluating how language, structure, form and presentation contribute to quality and impact; using linguistic and literary terminology for such evaluation; comparing texts:comparing and contrasting texts studied, referring where relevant to theme, characterisation, context (where known), style and literary quality; comparing two texts critically with respect to the above.
Writing skills: Producing clear and coherent text: writing effectively about literature for a range of purposes such as: to describe, explain, summarise, argue, analyse and evaluate; discussing and maintaining a point of view; selecting and emphasising key points; using relevant quotation and using detailed textual references; using accurate Standard English: accurate spelling, punctuation and grammar.
Terms 3 & 4: English Language GCSE Paper 1: Explorations in Creative Reading and Writing. The aim of this paper is to engage students in a creative text and inspire them to write creatively themselves by:
- In section A, reading a literature fiction text in order to consider how established writers use narrative and descriptive techniques to capture the interest of readers
- In section B, writing their own creative text, inspired by the topic that they have responded to in section A to demonstrate their narrative and descriptive skills in response to a written prompt, scenario or visual image.
The skills required for the English Language paper will be taught and reviewed. The reading skills include: critical reading and comprehension: identifying and interpreting themes, ideas and information in a range of literature and other high-quality writing; reading in different ways for different purposes, and comparing and evaluating the usefulness, relevance and presentation of content for these purposes; drawing inferences and justifying these with evidence; supporting a point of view by referring to evidence within the text; identifying bias and misuse of evidence, including distinguishing between statements that are supported by evidence and those that are not; reflecting critically and evaluatively on text, using the context of the text and drawing on knowledge and skills gained from wider reading; recognising the possibility of different responses to a text; summary and synthesis: identifying the main theme or themes; summarising ideas and information from a single text; synthesising from more than one text; evaluation of a writer’s choice of vocabulary, form, grammatical and structural features: explaining and illustrating how vocabulary and grammar contribute to effectiveness and impact, using linguistic and literary terminology accurately to do so and paying attention to detail; analysing and evaluating how form and structure contribute to the effectiveness and impact of a text comparing texts: comparing two or more texts critically with respect to the above. The writing skills are: producing clear and coherent text: writing effectively for different purposes and audiences: to describe, narrate, explain, instruct, give and respond to information, and argue; selecting vocabulary, grammar, form, and structural and organisational features judiciously to reflect audience, purpose and context; using language imaginatively and creatively; using information provided by others to write in different forms; maintaining a consistent point of view; maintaining coherence and consistency across a text; writing for impact: selecting, organising and emphasising facts, ideas and key points; citing evidence and quotation effectively and pertinently to support views; creating emotional impact; using language creatively, imaginatively and persuasively, including rhetorical devices (such as rhetorical questions, antithesis, parenthesis).
All scholars will be expected to be able to: present information and ideas: select and organise information and ideas effectively and persuasively for prepared spoken presentations; plan effectively for different purposes and audiences; make presentations and speeches; respond to spoken language: listen to and respond appropriately to any questions and feedback; speak Standard English: express ideas using Standard English whenever and wherever appropriate.
Terms 5 & 6: English Literature Paper 2: Writers' Viewpoints and Perspectives. The skills set out above will also be assessed in this paper. The aim of this paper is to develop students’ insights into how writers have particular viewpoints and perspectives on issues or themes that are important to the way we think and live our lives. It will encourage students to demonstrate their skills by:
- In section A, reading two linked sources from different time periods and genres in order to consider how each presents a perspective or viewpoint to influence the reader
- In section B, producing a written text to a specified audience, purpose and form in which they give their own perspective on the theme that has been introduced to them in section A.