English

• learn to read and understand familiar and unfamiliar texts actively, fluently and with good understanding whilst developing their skills in inference analysis, comparison and evaluation
• are supported to develop the habit of reading widely and often, for both pleasure and information, engaging with increasingly challenging texts
• learn and make use of a wide vocabulary (including subject vocabulary) in speech and writing to express nuances of understanding
• develop accuracy in spelling and broaden their etymological understanding
• use punctuation to clarify meaning
• use grammatical structures appropriately
• are introduced to and taught about a rich and diverse literary heritage that spans time, cultures and societies enabling links to be made between texts, and fostering their understanding of others’ lives
• learn to write imaginatively, clearly, accurately and coherently for different purposes and audiences, developing their skills in planning, drafting and self-editing to create effective texts
• use discussion in order to learn and contribute to others’ learning; developing, extending elaborating and explaining clearly their understanding and ideas and reflecting on learning
• learn to speak confidently and coherently in Standard English in class and group discussions and use the spoken word as a foundation for writing, understanding the differences between their idiolect and formal and/or Standard English
• learn how to listen actively and for purpose, adapting and integrating ideas with their own understanding and offering critical challenge to others

The following principles underpin the English curriculum:

• linguistic and disciplinary knowledge develop simultaneously and are carefully integrated to support fluency, mastery, automaticity of knowledge components
• pupils experience a wide range of literature comprising different genres, forms and heritages across the world. They are explicitly taught the contextual knowledge that they need to fully understand the texts. Syntactical knowledge is also explored so that pupils understand how grammar shapes meaning. The domains of literary knowledge are explored with increasing sophistication as pupils are introduced to a wide range of texts from significant writers who have influenced thought
• texts are used to model rich compositions. This includes an emphasis on components such as spelling, grammar, vocabulary and syntax
• the importance of standard English is explained and understood, including its origins. Pupils understand the difference between spoken and written English
• pupils develop etymological knowledge and learn about the history of language

Year 7

Year 7 is the foundation year for the study of English at Eden Boys’, Bolton. Over the year, students revisit different genres of fiction writing, extracts are taken from the Star Reader Recommended Reading list. The Year 7 curriculum also focuses on introducing students to the conventions of non-fiction texts. Time is spent explicitly teaching reading strategies, including scanning, skimming, inference and deduction skills. As part of this, students are introduced to subject specific terminology relating to literary, rhetorical and grammatical techniques.

Students learn about the conventions of different genres of fiction and non-fiction and try to copy these in their own writing. They will begin to develop their knowledge and understanding of matching style and form for audience and purpose. In addition, students revisit grammatical, punctuation and spelling rules taught in Primary School. Much of the disciplinary knowledge learned in Term One will reappear and will be applied to different contexts as the year progresses.

In addition to Prose texts, students are exposed to a range of poetry about travel destinations. They will also study Shakespeare’s play, ‘A Midsummer Night’s Dream’ ’. In Year 7, the focus is on enjoying the story and learning about the characters and some of the main ideas presented in the text. Students will also be encouraged to consider the differences between Shakespeare’s English and the modern version we use today. This also prepares students for the theme of relationships which is explored in Year 8.

Every week students spend one lesson in the library. Here they read a full text with the guidance of their teacher: novel, ‘Private Peaceful’ and modern play ‘Room 13’. They also complete a unit on research skills. Students are able to select texts of their own choice to take home and are provided with opportunities to engage with the accelerated reader programme. In addition, they read a full non-fiction text, ‘Chinese Cinderella’  by Chinese-Canadian physician and author Adeline Yen Mah describing her experiences growing up in China. Students have a Reading Wise account and have access to the library and vocabulary programmes. In addition, they have an accelerated reader account which allows them to test their knowledge of the texts they have read and compete with other students. During form time, students read for 15 minutes a -day as part of the Read Aloud programme.

Year 8

Students in Year 8 build on the foundation of Year 7, developing their knowledge of reading to distinguish between fact and opinion. They will learn how to trace developments of ideas and themes within texts and how to respond to these making precise textual references. Students will be taught how to explore layers of meaning and alternative interpretations. They will begin to explore specific genres, diving deeper into popular fiction of the Victorian era, including Gothic Fiction and Detective Fiction. Towards the end of the year, the focus will be specifically on relationships, romantic, friendships and familial. They will read a series of memoirs, autobiographies, diary entries and which explore the ways that the written word can be used to express complex feelings and emotions. Towards the end of the year, students will be exposed to a variety of poems about love and relationships and will end with the study of Shakespeare’s ‘Romeo and Juliet’

Students will continue to develop their knowledge of writing. This year, the focus will be on adapting writing for specific audiences and purposes, utilising the conventions of specific genres. In addition, students will be expected to draw on their knowledge of spelling, grammar and punctuation and make choices as appropriate. They will have the opportunity to write and present formal speeches on topics of their choice, lending techniques from some of the World’s greatest orators.

This year, students’ read Sir Arthur Conan Doyle’s novella, ‘Hound of the Baskervilles’, the modern novel ‘The Woman in Black’ by Susan Hill and the modern drama ‘Face’, written by Benjamin Zephaniah. In addition, they will read Roald Dahl’s autobiography ‘Going Solo’ before ending the year with Shakespeare’s ‘Romeo and Juliet’.

Students have a Reading Wise account and are expected to complete Vocabulary revision each week. In addition, they have an accelerated reader account which allows them to test their knowledge of the texts they have read and compete with other students. During form time, students read for 15 minutes a -day as part of the Read Aloud programme.

Year 9

Students begin to apply their knowledge and use this to explore ideas, analysing in depth and detail the methods used by writers to convey their attitudes and viewpoints. When writing, students are expected to draw on a range of ways in which writers adapt form, content and style to match audience and purpose. They will be expected to select from their knowledge of the most appropriate style, form and content for the audience and purpose. They should begin to think creatively as writers.

Texts covered this year focus on injustice and political commentary, exploring ideas relating to identity, race and social class. Students should begin to understand and comment on the power of writing to convey attitudes and beliefs. The year begins with the Modern Drama, ‘Blood Brothers’ set locally in Liverpool; it introduces students to the struggles of people in the North West of England. The play also promotes discussion of work-related topics, such as education, college, jobs, redundancy, finance and mental health. This links well with our international text ‘The Hate You Give’, which explores the struggles of teenagers living in a different context, facing a different sort of prejudice.

Continuing the theme of injustice and inequality, poetry, this year, focuses on the theme of Identity and encompasses poems from other cultures, and individuals living in other cultures. Finally, at the end of year 9, students move onto their GCSE Shakespeare text, Macbeth.

Students are given the opportunity to voice their opinions creatively, manipulating their disciplinary and procedural knowledge acquired in years 7 and 8. The dystopian writing unit, in half term two, allows students to create their own dystopian worlds, using the conventions of dystopian literature. In addition, students given the opportunity to voice their viewpoint through a media unit which focuses on the different types and variety of sports’ writing and ends in a group project in which students create their own podcast. Once again, we revisit contentious topics such as the relationship between gender and race and sport.

Students have a Reading Wise account and are expected to complete 30 minutes of Vocabulary revision each week. In addition, they have an accelerated reader account which allows them to test their knowledge of the texts they have read and compete with other students. During form time, students read for 15 minutes a -day as part of the Read Aloud programme. Students have one library lesson each week, students have access to a private reading book.

Year 10

Students in year 10 and 11, follow the AQA specification for both English Language GCSE and English Literature GCSE. Following on chronologically from Shakespeare’s ‘Macbeth’, in the summer term, students start the year with Dickens’ ‘A Christmas Carol’. This allows time for students to revisit these complex texts repeatedly through Do Nows, helping students to know more and remember more. Staff are able to make links between the texts studied, such the segregation of the classes in ‘A Christmas Carol’ and ‘An Inspector Calls’ when students study this the following year. Students then complete a unit on ‘Explorations in Creative Reading and Writing’, which engage students in a creative text and inspire them to write creatively themselves.

Following this, students are introduced to an anthology of 15 poems based on the theme of ‘Power and Conflict’. These cover a range of eras, genders and themes. Students are able to build on their understanding of poetic techniques studied in KS3 and should be able to write in depth and detail about the poems they study. Students are also expected to compare and contrast texts, paying attention to form, structure, language and context. Following this unit, students move back to non-fiction, this unit is deigned 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. This builds on the topics covered in year 9. Students also complete their spoken language unit.

Year 11

Pupils have a convincing and sophisticated interpretation of Shakespeare play and drama text using critical material to enhance interpretation. They have a perceptive interpretation of non-fiction texts examining the writer’s choices and ideas. Pupils communicate convincing and compelling ideas using effective crafting of devices. The year is spent revisiting texts completed in year ten, developing in depth and detail the students’ substantive and disciplinary knowledge.

AQA GCSE English Language 8700

Paper 1: Explorations in Creative Reading and Writing

Paper 2: Writers’ Viewpoints and Perspectives

Non-examination Assessment: Spoken Language

AQA GCSE English Literature 8702

Paper 1: Explorations in Creative Reading and Writing

Paper 2: Writers’ Viewpoints and Perspectives

• Library and STAR reader incentive
• Author visits
• Oracy lessons
• Theatre visits
• Commemorative days eg. World Book Day, National Poetry Day
• Accelerated Reader
• Reading Wise
• Lexia
• Star Reader Movie Nights
• World Book Day events
• Big Book Quiz
• Spelling Bee
• Writing Competitions
• Book Buzz
• Scholarly Library

• Law
• Teaching and tutoring
• Engineering
• Lecturing
• Journalism
• Media
• Proof Reader
• Editor
• Public Relations Executive
• Copywriter
• Advertising Executive
• Grant writer
• Policy Analyst
• Technical Writer
• Paralegal
• Librarian

• AQA – English Language
• AQA – English Literature
• https://www.teachit.co.uk/english
• https://www.bbc.co.uk/bitesize/subjects/zt3rkq
• https://www.sparknotes.com
• https://www.sparknotes.com/nofear/shakespeare/macbeth
• https://www.sparknotes.com/lit/christmascarol/
• Free Homework & Revision for A Level, GCSE, KS3 & KS2 (senecalearning.com)