Overview

“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.” (DfE, 2013)

Aims of English

Following the National Curriculum, at Cardinal Heenan, we intend that all pupils:

• Read easily, fluently and with good understanding
• Develop the habit of reading widely and often, for both pleasure and information
• Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
• Appreciate our rich and varied literary heritage
• Write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
• Use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
• Are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

What is the curriculum intent for your subject area?

That our students will:

1. Appreciate the significance of English as a key life skill.
2. Understand that behind every text ever written there is writer intent.
3. Understand and acquire a control over language, both written and spoken, so that they can discover the potential power it can have and can give.
4. Develop empathy and cultural / social capital through the texts and issues studied as part of English Language and Literature.
5. Be prepared for, and equipped with the skills needed for their next steps, whether as part of the cohort continuing to KS5, or into employment / training

Key Stage 3 Curriculum

Our KS3 English curriculum offers pupils a rich opportunity to explore diverse social issues, environments, and identities from around the world — from the favelas of Brazil and the slums of India, to the shores of the Caribbean and the stages of Shakespearean London. Pupils journey through imagined societies, political protest, and powerful voices of resistance: from futuristic dystopias to real-world struggles. Through our carefully selected texts — spanning modern-day America and Britain to historical Salem — we aim to take pupils on a vivid global adventure.

The texts studied in KS3 English provide insight into a wide range of themes, including race, social responsibility, identity, conflict, justice, and protest, presented through varied voices and an array of poetic and literary forms. Alongside reading, pupils develop their own writing and spoken language across a range of purposes, forms, and audiences. Our chosen texts are deliberately selected to support and inspire high-quality writing, enabling pupils to craft effective narratives, descriptions, viewpoints, and analytical responses as they progress through KS3.

All KS3 students will also have a login for SparxReader, giving access to a wide variety of texts on any device.

Year 7:

Term 1 – Novel study: ‘Trash’ by Andy Mulligan. Pupils will explore the writer’s craft, including multiple narrative perspectives and characterisation. Pupils will also apply engage in a range of descriptive and creative writing opportunities inspired by the text through our read to write approach.

Pupils will also study a range of poetry from other cultures, including ‘Blessing’, ‘Living Space’, ‘Island Man’ and ‘Hurricane Hits England’.

Term 2 – Pupils will begin the term with a creative writing unit in which they develop their use of simile, metaphor, and other descriptive techniques. They will learn how to craft effective characters and settings, punctuate dialogue accurately, and structure a story incrementally using Freytag’s Pyramid to shape narrative tension and progression.

Pupils will also study the novel, ‘King of Shadows’ by Susan Cooper, in which they are immersed in the protagonist’s journey of self-discovery and emotional resilience. Pupils will also apply their creative writing skills using the novel as inspiration.

Term 3 – Shakespearean Tragedy: ‘Romeo and Juliet’. Pupils will study the rich language of Shakespeare; marvel at the origins of many of our common words and phrases today, whilst also developing their range of writing skills, as part of our ‘read to write’ approach. In addition, pupils will study a range of Shakespearean sonnets, including: Sonnets 18, 22, 116 & 130.

Year 8:

Term 1 – Novel study: ‘The Giver’ by Lois Lowry. Pupils will begin this term with a study of the dystopian genre, exploring the purpose and effect of this literary form. Pupils will also apply engage in a range of descriptive and creative writing opportunities inspired by the text through our read to write approach.

Poetry study: Freedom Cluster. Pupils will also study a range of poetry, exploring the methods and their effects on the reader, including: ‘Imagine’ song lyrics from John Lennon; ‘Beasts of England’ song from Orwell’s ‘Animal Farm’; ‘Men of England’ by Shelley; comparison of ‘Caged Bird’ and ‘Woman Work’ by Maya Angelou. Pupils will also apply the range of poetic techniques in their own creative responses.

Term 2 – Novel study: ‘Darkside’ by Tom Becker Pupils will study this novel which ventures into a fantasy world of gothic horror. Pupils will encounter rich vocabulary and deconstruct the author’s craft, whilst simultaneously refining their own descriptive writing skills.

Poetry Study: Romantic & Victorian Cluster including: ‘Lines Written in Early Spring’; ‘Composed Upon Westminster Bridge’ by Wordsworth; ‘The Chimney Sweeper’ by Blake; ‘Uphill’ by Rossetti and ‘The Lady of Shalott’ by Tennyson.

Term 3 - Shakespeare Study: ‘Hamlet’. Pupils will study the play Hamlet’ in the final term, exploring characters and themes, such as the supernatural, revenge, madness, betrayal, and family conflict. In addition, pupils will explore a number of short stories including: ‘I Used to Live Here Once’ by Jean Rhys; ‘The Haunted House’ by Virginia Woolf and ‘The Body Snatcher’ by R. L. Stevenson

Year 9:

Term 1 – Novel study: ‘Ghost Boys’ by Jewell Parker Rhodes. The novel’s powerful themes — including racism, injustice, and tolerance — challenge pupils to think critically and empathetically. Through their study, they develop not only as confident and competent readers of literature, but also as compassionate and socially aware members of society.

Developing Viewpoint Writing. Pupils will explore writers’ use of language and rhetorical devices, deconstruct carefully selected models and apply these methods in a range of non-fiction forms.

Term 2 - Novel study: ‘Boys Don’t Cry’ by Malorie Blackman. Pupils will study this bildungsroman, examining the protagonist’s growth and development throughout the novel. They will also consolidate and extend their creative writing skills, using the text as a stimulus for their own writing.

Poetry Study – Identity cluster including: ‘Street of Hope’ by Levi Tafari and ‘I Come From’ by Dean Atta; ‘Not My Business’, by Niyi Osundare; ‘Flag’ by John Agard and ‘Last Post’ by Carol Ann Duffy; ‘Tramp’ by Rupert M Loydell and ‘Decomposition’ by Zulfikar Ghose

Term 3 - Drama Study: ‘The Crucible’ by Arthur Miller. Pupils will study this text in the final term of year 9, which offers a powerful introduction to allegorical drama.

Knowledge-rich Speakers. Pupils will deconstruct speeches from influential speakers, such as David Attenborough, Greta Thunberg and Malala Yousafzai, exploring the art of rhetoric and how effective speeches are structured. They will craft and present their own speeches.

KS4 Curriculum

Building upon the skills covered in KS3, and drawing on the conventions of literature studied in year 9, all students follow the AQA Specifications for English Language and English Literature, with 2 qualifications taught symbiotically over 2 years. Students will be awarded 2 separate GCSE grades.

Topics will include formal and summative assessment of reading, writing and spoken language.

Skills will be revisited and refined across Years 10 and 11, to ensure that best practice in interleaving strategies to aid retrieval and memory are in place.

English Language Paper 1 & 2 – Skills & Knowledge

Including a range of past papers to practice the taught skills, including:

• The Mill
• City of Beasts
• The Tiredness of Rosabel
• The Pearl
• Morning Glass
• Shooting an Elephant

English Literature Paper 1 & 2 - Skills & Knowledge

Students will be taught to analyse a range of literary texts, including:

• Macbeth – pupils will explore Shakespeare’s use of Aristotle’s conventions of Greek tragedy in this play, along with developing an understanding of Jacobean times.
• A Christmas Carol – pupils will explore Dickens’ portrayal and criticism of society’s capitalist and misanthropic ideology and its impact on the less fortunate in society.
• An Inspector Calls – pupils will explore Priestely’s criticism of pre-war society and the rigid hierarchy and subsequent inequality stemming

KS5 Curriculum

A Level English Literature Year 12 and 13

Aims and Purpose/Intent 
For students to develop their interest in and enjoyment of literature and literary studies as they:
• read widely and independently both set texts and others that they have selected for themselves
• engage critically and creatively with a substantial body of texts and ways of responding to them
• develop and effectively apply their knowledge of literary analysis and evaluation
• Explore the contexts of the texts they are reading and others’ interpretations of them.
• Encourage students to develop their interest in and enjoyment of literature and literary studies.
Assessment Objectives:
AO1: Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology, and coherent, accurate written expression.
AO2: Analyse ways in which meanings are shaped in literary texts.
AO3: Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received.
AO4: Explore connections across literary texts.
AO5: Explore literary texts informed by different interpretations.

How is the Course Assessed?
Paper 1: Love through the Ages (40% of A Level)
Section A: Shakespeare: One passage-based question with linked essay (25 marks)
Section B: Unseen Poetry: Essay Question on 2 unseen poems (25 marks)
Section C: Comparing Texts: One essay question on 2 texts (25 marks)
Paper 2: Modern Times (40% of A Level)
Section A: One essay question on set text (25 marks)
Section B: One essay question on an unseen extract (25 marks)
: One essay question linking two texts (25 marks)
Non-exam assessment: Independent Critical Study (20% of A Level)
Comparative critical study of two texts, at least one of which is written pre-1900. 2500 words + Bibliography (50 marks)
Texts Studied throughout course:
Paper One - Othello, The Great Gatsby, Love Poetry through the Ages
Paper Two - Feminine Gospels, A Streetcar Named Desire and The Handmaid's Tale

Extracurricular Activities

Students in English regularly enter national creative writing competitions, focused on both poetry and prose. DebateMate debating society has a strong presence in school, rooted firmly in English.

KS5 students have watched live performances of National Theatre productions, along with visits to local theatres.

Useful Websites

SparxReader https://sparxreader.com/login 

DebateMate https://debatemate.com/ 

BBC Bitesize https://www.bbc.co.uk/bitesize/subjects/z3kw2hv

GCSE Bitesize https://www.bbc.co.uk/bitesize/subjects/zr9d7ty https://www.bbc.co.uk/bitesize/subjects/zckw2hv

Seneca https://senecalearning.com/en-GB/

Sussex University https://www.sussex.ac.uk/informatics/pu