Curriculum Mapping in the Department of English - Hadley ...
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Curriculum Mapping in the Department of English
Year 7: Year 8 Year 9 Year 10 Year 11
Where do I belong? Into the Unknown Fighting for Freedom GCSE Study GCSE Study
Our year seven curriculum Having settled into their study of Our final year of KS3 study sees our Our KS4 curriculum has been As the students enter their final
provision is shaped around the English in year seven with units year nines apply everything that mapped to develop the skills year, our curriculum builds to
question of where students that encourage the exploration of they’ve learned up until now to that were so integral to our KS3 the most challenging and
belong. Students study literature the familiar, we subvert our studies explore units that touch on some of curriculum provision. Eduqas rewarding aspect. We study our
that allows them to discover in the second year to allow the biggest conflicts and struggles English Literature and Eduqas final core text for literature,
who they are, learn about other students to realise the true power from the 19th, 20th, and 21st English Language are taught whilst continually revisiting and
cultures to establish that they of literature and language as forms centuries. We believe that our concurrently in each term in revising the core content from
are not alone, and learn more of escapism. We study texts and students are developing the their own discrete units so that the year before. We trust that
about the way language shapes concepts that bring students out of maturity to discuss big issues that students have four language and the analytical skills that students
the world around them. We their comfort zones and allow are still incredibly pertinent to life four literature lessons per have developed since year seven
appreciate that beginning them to re-evaluate the way in today and we intend to use the fortnight. The units and the will mean that they can
secondary school is a which they perceive the world prism of great literature and order in which they are taught confidently apply their analysis
momentous moment for our around them, just like how some of powerful rhetoric to do this. By mirror the primary focus of the to all of their texts, focusing
pupils and we hope to use this the best writers have. Building focusing on the study of those who KS3 units so that students can their revision on the core
opportunity for a ‘fresh start’ to upon the security of year seven, have used their voices to fight for approach more challenging GCSE knowledge needed. In terms of
allow students to explore texts students are now encouraged to freedom, against persecution, or for material with the confidence of English Language, we have found
and concepts that they can both venture into unchartered waters what they believe in, students can continuity. Students study two of that repetitive analysis practise,
relate to but also learn more with a year of study that broadens truly and maturely appreciate the their three core literature texts, with a broad variety of different
about who they are and where their horizons, challenges their power of language (both their own as well as their literature texts, allows students to find
they belong too. perceptions, and allows them to and that of others). anthology of poetry, whilst also success and build confidence
view the world around them in a completing introductory units to when approaching unseen
very different way. English Language Component material. Year 11 students are
One, Two and Three. also expected to continually
revisit and revise the topics that
they covered in Y10 as part of an
ongoing intervention and
revision schedule. Our mock
examinations (November and
February) also provide crucial
opportunities for feedback and
reflection and may alter the
direction of the students’
revision and intervention,
depending upon their areas of
strength and development.Topic: New Beginnings Topic: Dystopia Topic: Prejudice and Discrimination English Language English Language
Core Text: Oliver Twist Core Text: Lord of the Flies Core Text: Of Mice and Men 20th Century Fiction and 20th Century Fiction Reading
Wider Study: Fiction and Wider Study: Fiction and Wider Study: Fiction and Narrative Writing and Narrative Writing
Imaginative writing imaginative writing Imaginative writing In the KS3 Autumn term units, Our penultimate English
Overview: We appreciate that Overview: The year opens with the Overview: Students will begin year students have studied creative Language unit revisits the
the beginning of year seven study of dystopian fiction, where nine with the study of Steinbeck’s prose writing and their content and analytical style that
reflects an incredibly exciting, students study unfamiliar worlds ‘Of Mice and Men’ as their core introduction to English Language was introduced in Y10 but
and somewhat daunting, new and experiences before being text. The current political climate Component 1 in this term allows focuses much more on the
beginning for our pupils. Our encouraged to draw parallels with means that this seminal piece of the students to use what they’ve evaluation of a writer’s method
opening unit, therefore, is an what they already know and literature is just as relevant now as previously done to examine a and the independent application
opportunity to provide challenge examine how dystopian fiction can when it was written. The novel range of short fiction extracts of the reading skills. This way,
but also familiarity for our be used to reflect societal concerns allows students to explore with confidence; we particularly students can approach a range
students. Students are and fears. Students will begin to discrimination and prejudice, in focus our attention on the key of unseen texts with more
introduced to Dickens’ write with more maturity as they many forms, whilst following skills of retrieval and analysis of confidence, whilst applying an
Autumn eponymous hero ‘Oliver Twist’ experiment with and distort the empathetic characters and their writers’ methods here. Likewise, analytical method that they are
as we follow his incredibly features of language that they had struggles. Students can take what the students will need to now well practised with. In
Term journey from the Workhouse to become familiar with in year seven, they’ve read and apply it in their complete their own short terms of their writing, students
London. The choice of text creating powerful narratives and own writing to create characters narratives by creating authentic will have more of an opportunity
allows our students to follow an adopting the mirroring the writing with more nuance and craft, characters, settings and plots, all to use the modelled examples
empathetic and heroic character style of some of literature’s greats. characters who we believe in. The of which will familiar from from last year to create their
as he embarks on a series of The core text study of ‘Lord of the wider study begins to intersperse previous study. The familiarity own original narratives.
‘new beginnings’ whilst also Flies’ allows students the more powerful rhetoric alongside with this style of writing will Assessment: Language C1 paper
introducing many of the key opportunity to study one of the the creative writing features that allow students to improve their Core Skills: R1,R2, R3, R5, W1,
archetypes of literature, which most iconic pieces of dystopian students have been developing writing through manipulating W2, W3, W4, W5, W6, W7
are explored in more depth in literature whilst engaging with since their arrival with us in year more sophisticated features. Assessment Objectives: AO1,
the wider study. The wider study empathetic characters and seven. Students gain a deeper Assessment: AO1/ AO2 AO2, AO4, AO5, AO6
also allows students to begin examining their own morals and appreciation for the injustices of life questions and short narrative.
exploring their own stories and values. and write from a different Core Skills: R1,R2, R3, R5, W1,
how language and literature Core skills: R1, R2, R6, W2, W3, perspective. W2, W3, W4, W5, W6, W7
reflects the world around you. W4, W6, W7, Core skills: R1, R2, R6, W2, W3, W4, Assessment Objectives: AO1,
W6, W7, AO2, AO4, AO5, AO6Core skills: R1, R2, R6, W2, W3, NC Links: Reading, Writing, NC Links: Reading, Writing, English Literature English Literature
W4, W6, W7, Grammar and Vocabulary Grammar and Vocabulary Poetry Anthology A Christmas Carol
NC Links: Reading, Writing, The decision to begin with the Students begin their year eleven
Grammar and Vocabulary study of the poetry anthology as Literature study by analysing
the first English Literature unit their third and final core text:
will allow students to develop Dickens’ ‘A Christmas Carol’. This
the analytical style that is seminal work of fiction will bring
necessary for success at GCSE together the analysis of works of
with comparatively shorter texts. fiction that they have previously
The range of poetry that will be completed whilst applying the
covered, and the features and analytical skills and practising
techniques that are being with the essay frameworks that
analysed, perfectly complement they were introduced to in the
the creative prose being studied previous year. The study of
concurrently in the study of Dickens in both the Autumn
English Language. term of both year seven and
Assessment: 15 mark Anthology year eleven provides our
question students with a tangible
Core Skills: R1, R2, R3, R4, R5, opportunity to reflect on just
R6, W7 how far they have progressed.
Assessment Objectives: AO1, Assessment: Literature C2 paper
AO2, AO3, Core Skills: R1, R2, R3, R4, R5,
R6,
Assessment Objectives: AO1,
AO2, AO3, AO4
History – Industrial Revolution Dance – Dance project PSHSE – Discrimination in Modern History – War Poets History – Dickensian England
Cross and Victorian England Art – Art and design project Britain
Curricular History – Pre-war America
LinkTopic: Traditions and Cultures Topic: Adventure and Discovery Topic: War English Language English Language
Core Text: Poetry Anthology Core Text: Touching the Void Core Text: The Diary of Anne Frank 19th and 21st Century Non- 19th and 21st Century Non-
Wider Study: Non-Fiction Wider Study: Non-Fiction Reading Wider Study: Non-Fiction Reading Fiction and Transactional Fiction and Transactional
Reading and Writing and Writing and Writing Writing Writing
Overview: Our transition into Overview: Having studied a Overview: The Spring unit of study Our second KS4 unit continues Our final unit of study for English
the Spring term marks a shift fictional account of an adventure allows students to explore the with the ongoing pattern of Language wraps up their prior
from studying one particular into the wilderness during the catastrophic effects of when examining non-fiction texts that learning, again through
voice and beginning to find our Autumn term, students turn their prejudice and discrimination go begun in KS3. We adapt and repetitive and independent
own to the study of the many attention to the real-life unchecked. The of study on war is build upon the same core skills application of their analytical
voices that make, and have adventures of Joe Simpson and his primarily based upon a study of of reading and writing but with a and evaluative framework to a
made, up the world that we live disastrous climb in the Peruvian Anne Frank’s diary as a non-fiction more analytical focus, whereby wide variety of unseen source
it. We want all of students to Andes in ‘Touching the Void’. source. The diary itself is so our analysis is condensed and material. There is a greater strive
embrace and appreciate the Students are encouraged to different to the texts that the tightened in a strive for a for independence when
beauty of multi-culturalism and explore how their own non-fiction students will have studied combination of breadth with producing pieces of writing at
recognise how literature has so writing can be just as impactful and previously but perfectly reflects the precision. The writing aspect of this stage, as we encourage
often given a voice to the interesting as the fiction that they importance and the power that this unit should also be no students to adapt their rhetoric
Spring Term voiceless. This unit explores big produce. The wider study unit is everyone’s language can have. The surprise to our year ten so that they are writing with
issues and big voices that have designed to really draw out the critical themes of relationships and students, who should be well flair, originality and perception.
shaped our world and allows students’ own non-fiction writing growing up mean that the text rehearsed in creating compelling Assessment: Language C2 paper
students to recognise the power skills, allowing them to create becomes so much more than simply pieces of non-fiction writing. In Core Skills: R1, R2, R3, R4, R5,
of language, both in terms of empowered pieces of writing about a historical study. The wider study this particular unit of study, we W1, W2, W3, W4, W5, W6, W7
rhetoric and poetry. Students their own adventures; this, focuses on language, both in terms examine how great writing can Assessment Objectives: AO1,
will learn that they are not twinned with the additional study of rhetoric and poetry, is used to be adapted to suit a range of AO2, AO3, AO4, AO5, AO6
alone. of travel writing excerpts from convey emotions of despair and audiences, purposes and
Core skills: R1, R2, R4, R5, W1, some of the most exotic and hope in the darkest of times. formats.
W5, W6, W7, S2, interesting locations on earth Core skills: R1, R2, R4, R5, W1, W5, Assessment: AO1 / AO2 / AO3
NC Links: Reading, Writing, should inspire our own intrepid W6, W7, S2, questions and one transactional
Grammar and Vocabulary explorers. NC Links: Reading, Writing, writing piece.
Core skills: R1, R2, R4, R5, W1, W5, Grammar and Vocabulary Core Skills: R1, R2, R3, R4, R5,
W6, W7, S2, W1, W2, W3, W4, W5, W6, W7
NC Links: Reading, Writing, Assessment Objectives: AO1,
Grammar and Vocabulary AO2, AO3, AO4, AO5, AO6English Literature English Literature
An Inspector Calls Poetry
In every Spring term so far, Having studied all of their core
students have looked at texts, students will spend some
powerful pieces of writing that time revisiting the poems that
send pertinent messages that they studied as part of their
still resonate today. Although anthology unit of work in year
the text that our students study ten. The sheer quantity of
here is a drama text, the poems that the students need to
message that led to its engage with means that this is
conception is as powerful as any the perfect time to revisit and
of the speeches that we have target any gaps in their
studied so far. Students will knowledge at this stage. The
begin to develop their extended mock examinations will also
literature analysis through the provide us with an opportunity
study of Priestley’s ‘An Inspector to target other aspects of our
Calls’ literature course that students
Assessment: 40 mark AIC essay may need to revisit or revise,
Core skills: R1, R2, R3, R4, R5, allowing for a more bespoke set
W3, W4, W5, W6 W7, of interventions as the
Assessment Objectives: AO1, examinations draw nearer.
AO2, AO4, Assessment: Literature C1 paper
Core skills: R1, R2, R3, R4, R5,
R6, W7
Assessment Objectives: AO1,
AO2, AO3
PSHSE – Appreciation of other PE – orienteering/ mountaineering History – World War Two and Nazi History – Post War Britain History – War Poets
Cross cultures Geography – The Andes Germany
Curricular Geography – migration
LinkTopic: Planet Earth Topic: Gothic Topic: Crime and Conflict English Language
Core Text: A Midsummer Night’s Core Text: Frankenstein (Playscript) Core Text: Romeo and Juliet Transactional Writing and
Dream Wider Study: Spoken Language and Wider Study: Spoken Language and Spoken Language
Wider Study: Spoken Language Drama Drama Our first year of GCSE English
and Drama Overview: Overview: Our final unit of study in Language study concludes with
Overview: Our final unit in year The culmination of this year’s ‘leap KS3 explores a series of modern every student completing a
seven draws to a close the into the unknown’ is a unit that conflicts and how they are powerful piece of spoken
overarching question of ‘Where explores how the features of presented in a 21st century world, language work, whereby they
do we belong?’ by allowing Romanticism were taken to their alongside an examination of one of deliver a presentation on a topic
students to study the world extreme to create a genre of fiction the most significant conflict into the that means a lot to them. We
around them, and not just the whose legacy has been celebrated entirety of literature: The spend a lot of time preparing
people that inhabit it. We ever since. Students will study a Montagues vs. The Capulets. The students for the speeches by
introduce students to the power dramatic adaptation of Shelley’s study of Shakespeare’s Romeo and examining powerful rhetoric and
and mystery of nature and how ‘Frankenstein’ as part of their core Juliet begins to mirror the true the work of former students who
Summer it is has inspired writing for text work which encompasses both rigors of GCSE study as students have found great success in
centuries: from the ancient dramatic and spoken language approach key extracts with a much national speaking and listening
Term Greeks through the Romantics features to allow students the more forensic appreciation for the competitions. We aim to
to the present day. Our core text opportunity to explore and intricacies of Shakespeare’s replicate a competitive format
study of ‘A Midsummer Night’s perform some of the texts most language and dramatic choices. that celebrates some of our best
Dream’ explores how iconic scenes whilst still probing Alongside this, the wider study speakers, who have the
Shakespeare subverts the and analysing the characters and allows to students to appreciate opportunity to deliver their
natural order to create chaos writer’s methods. The wider study that the conflicts of Shakespeare’s presentations to their peers and
and comedy. The wider study aspect of this unit is a study of eponymous characters are not in regional and national
encourages students to find various Gothic texts, from the dissimilar to the conflicts in a 21st competitions.
their own voices about topics macabre to the mysterious, where century world as they find translate Assessment: Component 3
that are affecting the world students really sink their teeth into their ideas about modern societal P/M/D
around them today, culminating the close analysis of specific issues into powerful speeches. Core Skills:, W1, W2, W3, W4,
in the delivery of an impassioned extracts. Further to this, students examine W5, W6, W7, S1, S2, S3, S4
speech on global issues. Core skills: S1, S2, S3, S4, R1, R2, and explore how modern conflicts Assessment Objectives:, AO5,
R3, W6, W7 are reported so that they can AO6Core skills: S1, S2, S3, S4, R1, R2, NC Links: Reading, Writing, decipher fact from fiction in an era English Literature
R3, W6, W7 Grammar and Vocabulary, Spoken of ‘fake news’. Macbeth
NC Links: Reading, Writing, Language Core skills: S1, S2, S3, S4, R1, R2, R3, Building upon the foundations of
Grammar and Vocabulary, W6, W7 studying Shakespeare and drama
Spoken Language NC Links: Reading, Writing, texts in previous Summer terms,
Grammar and Vocabulary, Spoken as well as the analysing the
Language dramatic form in the previous
term, students complete their
first year of GCSE study with an
examination of their second core
text: Macbeth. One of
Shakespeare’s most iconic plays,
Macbeth’s relevance still
resonates today as the
eponymous ‘hero’ wrestles with
his ambition, guilt, pride and
love.
Assessment: Literature C1
paper.
Core Skills: R1,R2,R3,R4,R5, W3,
W4, W5, W6, W7
Assessment Objectives: AO1,
AO2, AO4,
Geography / Science – Planet Science – technological PSHSE – crime in modern Britain Drama – Shakespeare
Cross Earth advancement / biology Drama - Shakespeare
Curricular Drama - Shakespeare Drama – performance
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