Students will begin their secondary school education by developing their reading, writing, speaking and listening skills in English through the following units:

The Art of Storytelling: People, Places and Plots

• What are myths?
• What are their origins?
• Why do they still matter?
• Can I recognise archetypal characters?
• Do I understand narrative arcs?
• How do authors create interesting characters?
• How do authors build worlds?
• Can I use the tropes of myth to create my own story?

Some texts and authors studied include:

• Greek myths and legends
• Prose fiction: Short stories and extracts from authors such as Fitzgerald, Dickens, Adiche and more
• Poetry: Narrative poetry by Dharker, Ezekiel, Forster, Angelou and others
• ‘Allusions’ reading at home based upon Greek myths

Words that Change the World: Global Perspectives

• What do we mean by ‘Global Perspectives’?
• Why is understanding global perspectives important?
• How do images/different types of texts change our understanding of global concerns/events?
• How does exploring texts from across the world influence our ideas?
• How does our understanding of culture influence our views?
• How does exploring different perspectives on the same topic shape our understanding of the world?

Some texts and authors studied include:

• Prose fiction: Barker, Winman, Boyne, Ishiguro, Zusak
• Poetry: Pope, Owen, Niemoller, Naidu, Trakl
• Non-fiction: Remarque, Graves, WW1 letters, graphic novelisations including Anne Frank’s Diary, speeches by Churchill and Eisenhower
• ‘Allusions’ reading at home on mythological figures and modern historical periods and events such as the Cold War and Stonewall

Exploring Identity: My Language and Me

• How has the English language changed over time?
• Why is it helpful to understand these changes?
• What does our own idiolect reflect about us?
• How is the English language continuing to evolve today?
• Should language be protected or allowed to continue to develop?
• What might the end points of language change be?

Some texts and authors studied include:

• Prose fiction: Chaucer, Spenser and Shakespeare
• Speech extracts from Watson, Thunberg and Obama
• Non-fiction: Articles from The Telegraph, The Independent and BBC
• Allusions from Orwell’s 1984
• Students also complete an extended independent language study

Students will continue to develop their skills of reading, writing and speaking and listening in English, revisiting the strands introduced in Year 7, through a variety of different texts and tasks:

The Art of Storytelling: Fantastical Worlds

• What is Speculative Fiction?
• What is fantasy?
• What features are specific to the fantasy genre?
• What contextual beliefs and values are connected to this genre?
• Can I make considered analysis of fantasy texts?
• Can I consider and discuss critical opinions on the fantasy genre?
• Can I make use of the features of fantasy in my own creative writing?

Some texts and authors studied include:

• Prose: Central study of Northern Lights by Phillip Pullman, and a selection of pre- and post-nineteenth century fiction from authors such as HG Wells, Okri, Carroll, Tutuola, Tolkien and CS Lewis.
• Non-fiction: Articles from The Atlantic, The Guardian and The New York Times on the value of fantasy fiction
• Allusions to biblical tales and relevant popular culture references

Exploring Identity: Diverse Shakespeare

• How does our understanding of the Elizabethan and Jacobean era shape our reading of Shakespearean texts?
• How do Shakespearean texts develop our understanding of Elizabethan and Jacobean society?
• How does Shakespeare present diversity and marginalisation across his texts?
• Can I engage independently with representations of characters in texts?
• How does Shakespearean writing differ from modern texts?
• How are characters constructed within Shakespearean literature, and how does this influence our perception of them?

Some texts and authors studied include:

• Drama: Extracts from Othello, Much Ado About Nothing, The Merchant of Venice, The Tempest and others
• Extended readings include contextually relevant 15th century reviews and articles, and contemporary articles on Shakespeare’s exploration and treatment of marginalised groups.

Words that Change the World: Voices of Protest

• How can literature be used as a form of protest?
• How does exploring different types of protest writing from different eras influence our ideas?
• How does our understanding of culture influence our views?
• How does exploring an issue from an entirely different perspective affect our understanding?

Some texts and authors studied include:

• Prose fiction: Central novel study of Noughts and Crosses by Malorie Blackman
• Protest songs: Bayez, Chapman, Dylan
• Non-fiction: A study of speeches including Lincoln, King and Obama

Students will continue to develop their skills of reading, writing and speaking and listening in English, revisiting the strands introduced in Year 7, through a variety of different texts and tasks:

The Art of Storytelling: Gothic Perspectives

• What is the Gothic?
• What are the origins and influences of the Gothic genre?
• What features and conventions are specific to the Gothic genre?
• Can I independently engage with a Gothic text?
• Can I discuss and consider other people’s perceptions of the Gothic?
• How are Gothic characters constructed?
• Can I engage independently with a variety of Gothic extracts?

Some texts and authors studied include:

• Prose fiction: Central novel study of The Woman in Black by Susan Hill, and extracts from authors such as Stoker, Walpole, Poe and Shelley
• Non-fiction: Contextual reviews of gothic texts such as Dracula and Frankenstein
• Extended reading homeworks include texts by du Maurier, Achebe, Morrison, Coleridge and Browning

Words that Change the World: Injustice and Inequality

• What is injustice?
• What is inequality?
• How are injustice and inequality represented through Literature?
• How do texts change our perspective on societal issues?
• How are meanings shaped through language and structure?
• Can I present a speech on a topic linked to injustice and inequality?
• Can I engage independently with the themes of injustice and inequality in texts?

Some texts and authors studied include:

• Prose fiction: Extracts from authors such as Thomas, Lee, Hosseini and Winterson
• Poetry by Soyinka and Gorman
• Non-fiction: Extracts from authors such as Orwell, Criado Perez, La Bas, Warnock and a study of informative speeches
• Satirical texts from Swift, Priestley and Ross
• Extended reading homeworks include texts by Milton, Blake, Evaristo, Eddo-Lodge, Mayhew, and Akala

Exploring Identity: Women’s Voices

• How does our understanding of the 19th century shape our reading of 19th century texts?
• Can I engage independently with a canonical 19th century text?
• How does 19th century writing differ in style from modern texts?
• How are characters constructed within 19th century Literature and how does this influence our perception of them?
• How have 19th century seminal texts impacted subsequent texts and culture?
• What is the significance of female authorship and lead characters in this period?

Some texts and authors studied include:

• Prose fiction: Central novel study of Jane Eyre, and extracts from Wuthering Heights, Great Expectations, Emma, Pride and Prejudice, Northanger Abbey, Mansfield Park, Sense and Sensibility and Wide Sargasso Sea.
• Due to the heft of the central novel, reading forms the basis of most homework for this unit.

Students follow the AQA specifications for English Language and English Literature. In English Language, Year 10 begins with the Journeys and Transformations unit, which develops the skills required for Language Paper 1 while taking students well beyond the demands of the examination, exploring genre and thematic ideas through writing and debate. Through a range of fiction extracts, students refine their analytical and evaluative skills, exploring how genre shapes meaning, style and structure. They apply this understanding to their own fiction writing, crafting original pieces for different audiences and purposes by drawing on the conventions of genres they have encountered. Students complete a Spoken Language presentation, for which they receive separate accreditation.

In English Literature, students begin their study of the GCSE texts, all of which are connected through the broad themes of power and conflict. They start with Shakespeare’s Macbeth, exploring ideas of tyranny and corruption within the tragic genre, developing their understanding of Shakespeare’s methods and dramatic conventions. Students then move on to Animal Farm, as they consider themes such as hierarchy, rebellion and complicity, while refining their knowledge of satire from Year 9. Towards the end of Year 10, students begin both the seen and unseen poetry units, exploring diverse representations of power and conflict in heritage and contemporary poetry ranging from 1798 to the twenty-first century.

In English Language, students study the Advocacy and Adversity unit, which prepares them for Language Paper 2 through thematically linked contemporary and historical non-fiction texts, developing their comparative analytical skills. Building on their understanding of purpose, audience and form, students develop an appreciation of voice and style in both their own and others’ writing.

In English Literature, students continue their poetry studies, further developing their understanding of both anthology and unseen poetry. Students then study their final GCSE text, The Strange Case of Dr Jekyll and Mr Hyde, exploring themes of personal power and inner conflict within the context of a Gothic Victorian novella. Throughout the year, students draw connections across all four GCSE literature components through the overarching theme of power and conflict.

Extensive revision and consolidation units then help students refine their knowledge, strengthen examination skills and prepare thoroughly for the series of GCSE examinations in both subjects.