English

The subject of English holds a pre-eminent place in society: it is a skill, an experience, and a necessity. In a world that grows more complex by the day, students of English at SSPP can rely upon their lessons to help them navigate the challenges of life in the 21st Century. Through exposure to culturally rich, canonised works of literature, as well as more modern literature of the 21st Century, students develop a broad and balanced literary schema. We encourage our students to develop a wide perspective of literary voice and representation, and we are conscious of the need to continue developing the breadth of diverse literary voices in our curriculum. Through scaffolded support and frequent class-modelling, we aim to foster the development of academic independence, equipping students with the tools they will require to negotiate the world beyond education and become active participants in society. Our mission statement echoes the words of Pope John Paul II: “the future starts today, not tomorrow” – our purpose is to encourage our students to think beyond narrow limitations, and to instead recognise their important place in the world.

Our curriculum sequence provides an ambitious opportunity for all students, including those with additional educational needs, to develop an appreciation of English and its place in the world. The development of rich cultural capital is central to our textual selection, and we aim for our students to leave us at their end of their journey with the important knowledge they need. The spiral curriculum concept underpins our curriculum structure, where key themes and ideas are re-visited with deepening layers of complexity as students progress through their study of English. Our curriculum texts are also thematically paired, so that in each full-term students study two texts that are thematically related. For example, in Year 9, students begin Term 1 by studying ‘The Art of Rhetoric’ and then in Term 2 move into the study of ‘Animal Farm’. These thematic pairings have been carefully chosen so that students have the opportunity to develop key knowledge and skills progressively across each term, whilst also establishing links between works of literature.

The Curriculum

Key Stage 3

At Key Stage 3, the department follows the strands and standards of the new National Curriculum; embedded within this is a strong focus on reading and the development of a broad and sophisticated vocabulary.  The curriculum includes the study of a range of high-quality texts that help students develop their familiarity with and understanding of the development of the literary canon. Studying a range of challenging texts, from Chaucer’s The Knight’s Tale to modern writers such as George Orwell and Patience Agbabi, pupils are encouraged to explore how writers create meaning and to harness these techniques to become critical thinkers and develop their own individual voices. Lessons and units are knowledge and vocabulary rich so that pupils build upon what they already know to develop powerful knowledge. We have also adopted a literacy program within Year 7 and 8 which aims to accelerate reading standards and improve the reading levels of our students across Key Stage 3.

Key Stage 4

Our students follow the AQA programme of study at GCSE.  They will undertake two GCSEs: GCSE English Language and GCSE English Literature.  All assessments are now linear with a programme of study over two years which culminates in exams at the end of Year 11.  Students explore a range of challenging fiction and non-fiction texts including Romeo and Juliet, An Inspector Calls and A Christmas Carol as well as a range of thematically linked poetry from 1789 to the present day.

Key Stage 5

We follow the Edexcel syllabus at Key Stage 5 for A Level English Literature.  This involves the study of a variety of prose, poetry and drama.  The curriculum is designed to enable students to develop the following skills:

  • to read widely and independently set texts and others that they have selected for themselves;
  • to engage critically and creatively with a substantial body of texts and ways of responding to them;
  • to develop and effectively apply their knowledge of literary analysis and evaluation;
  • to explore the contexts of the texts they are reading and others’ interpretations of them;
  • to undertake independent and sustained studies to deepen their appreciation and understanding of English literature, including its changing traditions.

Lessons cater to a range of learning styles and include a mix of whole class, small group and independent activities.

Staff

Mr A Canham – Subject Leader

Mrs E Tomlinson

Mr K Stevens

Miss E Taylor

Ms A Pickup

Mrs C Hewerdine

Mr D Harris