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In the English department, it is our intent to nurture well-read, insightful, knowledgeable, inquisitive, thoughtful and enthusiastic readers and writers, who are confident verbal communicators and attentive listeners. We aim to introduce a broad, balanced range of texts to students to develop key critical and communicative skills that contribute to their social, moral and spiritual development with the opportunity to study a diverse range of contemporary and historical literature across the key stages.
In addition, we want to offer opportunities for students to understand and become confident in presenting their ideas in a variety of ways. We want students to recognise a text’s cultural value and be able to place texts within their historical, social and cultural context in order to build upon students’ cultural capital and build aspirations. We recognise our vital role in developing our students’ literacy and intend to introduce them to key tier 2 and tier 3 vocabulary and to help hone our students’ grammatical skills so they use them fluently. We intend to offer a challenging and inspiring curriculum that seeks to impart both knowledge and love of the English Language and literature and develop essential literacy life skills.
Year 7
Autumn Term – Face.
Students will explore how the writer presents issues around prejudice, disability, and friendship developing analytical skills to explore plot, character, and themes sensitively and empathetically. Students are introduced to the key writing frameworks needed to allow them to make links, draw comparisons and to produce thoughtful analysis of texts.
Spring Term 1– Shakespeare: The Tempest.
Students are introduced to Shakespeare through study of ‘The Tempest’’. Students will explore how the social and historical context influenced Shakespeare’s presentation of character and themes. Students will analyse Shakespearean language making inferences and evidencing the text. Students will develop an appreciation of Shakespeare in performance.
Spring Term 2- Struggle and Survival.
Students will study a variety of non-fiction and literary non-fiction texts, exploring how writers present experiences and events. They will make critical comparisons between texts, selecting and identifying key language features and viewpoints. Pupils will learn to comment on writers’ craft and support their points of view with evidence from the texts they focus on.
Summer Term – Dickens.
Students will explore Oliver Twist as well as other texts written by Dickens. They will be focusing on relevant contextual information, including life in Victorian England, poverty, crime and Industrialism. Students will get the opportunity to study our rich and varied literary heritage through their own creative writing and build on skills from previous terms, particularly Spring 2.
There is a reading, writing and oracy focus in all areas of study at KS3, students can sequence acquisition of skills and revisit them so that they are embedded.
Year 8
Autumn Term – Animal Farm and Narrative Writing.
Students will explore the political allegory ‘Animal Farm’ by George Orwell developing an understanding of the relationships between the text and the context in which it was written. Students will further develop skills in clear, effective, and imaginative communication adapting tone, style and register for different purposes, audiences and forms. Students will write creatively influenced by a range of Dystopian fiction.
Spring Term – Shakespeare: Macbeth.
Students will deepen their understanding of Shakespeare and his influences through study of the Tragedy ‘Macbeth’ exploring the tragic hero and villain archetypes with a focus on character and themes this term. Students will further develop inference and essay writing skills analysing quotations in more depth. Students will develop an appreciation of Shakespeare in performance.
Summer Term – Poetry from Other Cultures and Transactional Writing.
Students will explore diverse cultural influences on writer’s perspectives this term, analysing and evaluating a range of poems demonstrating an appreciation of the writer’s craft. Students will explore their own cultural identity to produce poems from a personal perspective. Students will produce a variety of non-fiction texts linked to travel writing.
There is a reading, writing and oracy focus in all areas of study at KS3, students can sequence acquisition of skills and revisit them so that they are embedded.
Year 9
Autumn Term – 19th Century Novel : The Strange Case of Dr Jekyll and Mr Hyde.
Students will study the novella, The Strange Case of Dr Jekyll and Mr Hyde by Stevenson which continues the exploration of the social and historical of the Victorian era introduced in Year 7 with Dickens but with the added maturity of themes like Duality, Conscience and Evolution which were so prevalent during this era. We continue developing the skills of writing narrative influenced by the Gothic genre.
Spring Term 1– Conflict Poetry.
As an early introduction to the Eduqas GCSE English Literature course students will study conflict poetry this half term exploring both the key contextual influences on WWI Poets and contemporary war poetry. Students will evaluate the language, form, and structure of the poems developing comparison skills.
Spring Term 2 – Shakespeare: Twelfth Night.
Students will strengthen their knowledge of Shakespeare and his influences through study of the Comedy ‘Twelfth Night’ exploring themes of romance, gender identity and ambition. Students will further develop key inference and essay writing skills analysing quotations in more depth and developing personal response to the play in preparation for assessment at KS4. Students will develop an appreciation of Shakespeare in performance.
Summer Term 1 – Poetry of The Romantics.
Knowledge of our literary heritage and the Eduqas GCSE Poetry Anthology is continued with the study of the ‘Poetry of The Romantics’ where students encounter some scandalous characters and explore extracts from a variety of different writers of the era. This gives students opportunity to explore the key themes of nature and love and the intentions of the writers from this period.
There is a reading, writing and oracy focus in all areas of study at KS3, students can sequence acquisition of skills and revisit them so that they are embedded.
Reading at KS3
ACCELERATED READER LESSONS.
Our students can acquire so much knowledge from books, but also can experience so many things they may not otherwise be able to experience. It is important that students can see themselves represented in books, and our Reading resource material has been collated with this in mind so that there is representation for disability, sexuality, gender, race, location as well as other issues that we would want our young people to explore. Students are encouraged to explore the context of their book to help with comprehension of vocabulary, themes, and characters. Students can quiz regularly, and this is a real motivator!
The Accelerated Reader programme and reading lessons support both the ability to decode and understand the meaning of individual words with ‘Word of the Week’ supporting acquisition of new vocabulary. In addition to this, the wider comprehension of a text is supported through direct instruction, shared reading, and independent reading. For lower ability or reluctant readers, modelling and scaffolding support access and enjoyment encouraging students’ engagement with reading. Anthologies of short stories are shared as class texts and students are encouraged to talk about and complete learning activities to support their access to a broad range of both fiction and non-fiction from diverse genres to develop empathic and enquiring responses.
Keystage 4
Pupils in Year 10 and 11 at The Telford Langley School spend two years studying for their English Language and English Literature GCSEs. With an ever-increasing on focus literacy skills in further education and within workplaces, it is paramount that students take all opportunities available to maximise their exam results and personal potential.
Below is a list of links to useful revision guides, correlating with the exam specification we follow (Eduqas).
Year 10
Autumn Term 1– Eduqas GCSE English Language.
This half term we begin the Eduqas GCSE English Language Course. Students initially complete Component 3 of the Eduqas GCSE English Language course, the Spoken Language Endorsement, which further develops transactional writing and oracy skills providing students the opportunity to present a speech to peers on a topic of their choice using spoken Standard English effectively
Students are then introduced to Language Components 1&2 of the qualification in preparation for Mock Examinations. Students study a wide range of both fiction and non-fiction texts, developing critically evaluative reading and writing skills. In writing, students will focus on the structure, organisation and technical accuracy of their written work acquiring and applying a wide vocabulary and range of literary techniques.
Autumn Term 2 - Eduqas GCSE English Literature: 19th Century Prose.
This half term we begin the Eduqas GCSE English Language Course with a focus on Component 2 Section B, 19th Century Prose. Students study ‘A Christmas Carol’ by Dickens delving into their English literary heritage encouraging learners to develop knowledge and skills in reading, writing and critical thinking. Students develop an understanding of how literature is both rich and influential through exploration of this key historical context and Dickens as a moral voice in Victorian England.
Spring Term 1– Eduqas GCSE English Literature: Shakespeare and Poetry.
This half term focuses upon Component 1 Section A of the literature course. Students build on their skills in reading and understanding Shakespeare whilst studying ‘Romeo and Juliet. They will consider the themes of patriarchy, love and family relationships during this module while developing their skills in analysing extracts from the play and writing longer essays on themes and characters.
Spring Term 2 – Eduqas GCSE English Literature: Shakespeare and Poetry.
This half term focuses upon Component 1 Section B of the literature course. Students study a range of poetry from 1789 to the present day from the Eduqas Poetry Anthology. Learners develop their knowledge of key themes building on Year 9 study of ‘Poetry of The Romantics’, they will analyse language, structure, and form closely, developing comparison skills and engaging critically with the text in preparation for analysing unseen poetry. In Section B, students demonstrate their understanding of the poems, the relationships between them and the contexts in which they were written.
Summer Term 1 – Eduqas GCSE English Literature: Post 1914 Drama: An Inspector Calls.
Students will study J.B.Priestley’s haunting and compelling thriller, considered to be one of the classics of mid-20th century English theatre, demonstrating an understanding of aspects of plot, characterisation, events and key themes; they will develop confidence evaluating and analysing how language, structure and form are used by the writer to create meanings and effects.
Summer Term 2 – Eduqas GCSE English Language.
This half term we revisit the GCSE English Language specification with a focus on both Component 1 and Component 2 Section B: Writing. Students practise producing clear and coherent texts: 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 to reflect audience, purpose and context. Students aim to use language imaginatively and creatively; using information provided by others to write in a variety of different forms whilst maintaining a consistent point of view.
Students explore how to write for impact: selecting, organising and emphasising facts, ideas and key points; citing evidence effectively to support views; creating emotional impact; using language creatively, imaginatively and persuasively.
Year 11
This year is the culmination of the skills and knowledge that have developed during the previous four years of study. Our in-depth study of the Victorian era, the Elizabethan era, cultures from around the world and challenging themes ensure that students are ready to revise requisite texts from Year 10 and understand the contexts and intentions of the writers with skill and forethought. This year is necessarily bespoke following the mock exams; teachers ensure that there is individualised revision for each group dependent on results of exams early in the year. The first term is dedicated to ensuring that language skills are honed. In the terms following this, Literature texts are revised, and extended writing skills practised to ensure fluency and speed in the final summer exams.
English Department Podcasts provide help and guidance for mastering GCSE Literature at the Telford Langley School. Whether you're navigating your way through the poetry anthology or diving deep into the world of Dickens, our podcast is your key to achieving the highest grades.
Join us as we delve into the pages of the texts you need to know, providing analysis, insights, and valuable tips to help you succeed in your GCSE Literature exams. Miss Baker and some special guests will break down each text, exploring themes, characters, and literary techniques to ensure you're fully prepared.
English department podcast - Shakespeare to Shelley -
An introduction - 27th October
English department podcast - Shakespeare to shelley.
A Christmas Carol (context) - 8th November
English department podcast - Shakespeare to shelley. A Christmas Carol (Plot & Character) - 24th November
The Telford Langley School English Department offers a range of enrichment opportunities including weekly KS4 Intervention groups and a KS3 Poetry Club. Homework Club runs after school in our new Learning Resource Centre daily. In addition, extended learning opportunities can be found on MS Teams in line with our blended learning approach.
R Ravenhall, Director of English