Why learn English?
English is one of the most important subjects you will study in your time at Ashton CSC and will equip you for a successful future, no matter which career path you choose. English will:
- Ensure you are successfully able to read a variety of texts for meaning and for pleasure.
- Enable you to access a range of challenging reading material inside and outside of the workplace.
- Equip you with the knowledge and skills needed to ensure you are confident and articulate communicators, both in the written and spoken word.
- Allow you to understand how to use tone, volume, intonation and language, and adapt these for different purposes.
- Provide you with the opportunities to be creative thinkers who can form justified opinions of texts and the world around you.
- Nurture a love of literature that builds an understanding of the human condition.
- Build on your understanding of stories through time and our rich and diverse language.
- Develop your appreciation of tolerance, understanding and respect for yourself and others.
English Curriculum Overview
Please click the year group and half-term to view additional information.
Half Term 1 |
Knowledge |
How do writers capture characters with words? |
Smith – Leon Garfield |
Skills / application of knowledge |
Character archetypes |
Narrative features |
Characters in narrative |
Character development over time |
Charles Dickens’ motives to write |
Victorian life; rich vs. poor; and crime and punishment |
Descriptive features in relation to character |
Drafting and editing |
Revise KS2 SPG |
Locate and retrieve evidence |
Developing a narrative extract (character description) |
Develop knowledge of spelling rules |
Links to prior learning |
Characters and narratives as constructs |
Victorian life |
Other works of Dickens/ Dickens’ writing style |
KS2 SPG |
Assessment |
Baseline assessment |
Context quiz – Victorian society and Dickens |
Multiple choice quiz of descriptive devices in action and creation of own simile and metaphor |
Narrative writing with character description |
Half Term 2 |
Knowledge |
Can a text take you on an adventure? |
Seminal Literature extracts and poetry, plus non-fiction texts |
Skills / application of knowledge |
First person perspective in fiction and transactional writing and being able to understand opinion |
Retrieve and interpret evidence |
Identify and apply some persuasive features |
Understand the difference between fiction and nonfiction writing and the conventions. |
Summarise nonfiction texts |
Identifying and retrieving key information from source material |
A celebration, immersion and appreciation of other cultures – their histories, customs and people |
Developing an understanding and appreciation of global heritage and history |
Inferring ideas and concepts from poetry. |
Links to prior learning |
Persuasive writing |
KS2 poetry |
Victorian era -poetry |
Dickens – travel writing |
Assessment |
Summarise the main points of a text |
Persuasive features match up |
Produce a piece of transactional writing |
Half Term 3 |
Knowledge |
How has society changed over time? |
A Midsummer Night’s Dream – William Shakespeare |
Skills / application of knowledge |
Shakespeare's theatre and the theatrical practices of Shakespeare’s London |
The Elizabethan era |
Features of a Shakespearean play with a focus on blank verse and prose |
Sonnet 130 |
Poetic devices with a focus on the sonnet form |
How writers, in particular Shakespeare, create humour |
How context affects humour |
Greek mythology and the construct of myths |
Myth writing |
Chaucer and Middle English – where do our words come from? |
Links to prior learning |
Shakespeare's theatre |
Poetry |
Drafting and editing |
London through time |
Assessment |
Myth Writing |
EOY Exam |
Spoken Language |
Half Term 1 |
Knowledge |
How does a writer create tension and suspense? |
The Woman in Black – Susan Hill |
Skills / application of knowledge |
Poets’ uses of language and structure |
Features of the Gothic genre |
Features of a Gothic setting |
Creating a Gothic setting using structural features |
Edwardian era and attitudes to children born out of wedlock |
Treatment of women in Edwardian England |
Tension and how this can be created through sentence structures and punctuation as well as description |
Understanding foreshadowing and its effect |
Understanding pathetic fallacy |
Pastiche of Victorian Gothic and Dickens |
The use of a rational protagonist and first-person narrative to develop empathy |
Links to prior learning |
The Edwardian era |
1st person narrative |
Dickens’ style |
Assessment |
To identify gothic features in a text – annotation exercise |
Evaluation-style question |
To create a gothic opening with a focus on omission and foreshadowing |
Half Term 2 |
Knowledge |
Are we heading towards a Dystopian future? |
Animal Farm – George Orwell |
Skills / application of knowledge |
Features of a dystopian society |
Conventions of dystopian fiction |
Effects of writers’ techniques |
How writers use structure for effect |
How writers create character, atmosphere, setting |
How writers present attitude/ viewpoint through use of language |
Thinking creatively |
To develop and refine your own opinion |
The Russian revolution and Animal Farm as an allegorical novella |
Power and corruption |
Satire and rhetoric |
Freedom and rights (civil rights and liberties) |
Understanding democracy and our society today |
Synthesis |
Literary context and canon |
Allegorical meaning |
Links to prior learning |
Creating setting |
Character constructs |
Understand texts and their contexts |
Understanding of genre |
Assessment |
Reading response to Animal Farm |
Identify true or false statements |
Persuasive speech (spoken) |
Half Term 3 |
Knowledge |
How do stereotypes damage society? |
Boys Don’t Cry – Malorie Blackman |
Skills / application of knowledge |
Toxic masculinity and damaging stereotypes |
Developing empathy for characters |
Identity – nonfiction link with language focus |
Dual narrative structure |
Liberality |
Sub-plot |
Family |
Societal expectations in modern Britain |
Damaging prejudices |
Developing a dual narrative |
How Blackman creates empathy for characters |
Modern day gender roles |
Hate crime |
How writers capture relationships |
Links to prior learning |
The role of genders |
Identity |
Social expectations |
Narrative writing, empathy, characters |
Assessment |
EOY Exam |
Half Term 1 |
Knowledge |
Can you ever be too ambitious? |
Macbeth – William Shakespeare |
Skills / application of knowledge |
Jacobean England |
Women’s rights throughout history |
Witches and superstition: how did this impact Jacobean England? |
The significance of the context of a text in relation to the impact of the text on the audience. |
How is a theme presented throughout a play? |
How does Shakespeare create character constructs? |
Demonstrate an understanding of the main ideas, events and themes in Macbeth and the importance of the text’s structure |
Recognise the moral decline of Macbeth’s character. |
Understand the significance of regicide to a Jacobean audience |
Analyse the importance of the witches throughout the play |
Be familiar with the structure of a tragedy play. |
Understand the persuasive and manipulative nature of Lady Macbeth |
Explore how Lady Macbeth does not adhere to stereotypical gender roles of the time. |
Understand how power can lead to corruption |
Explore Macbeth’s guilt in a spoken language presentation |
Links to prior learning |
The role of women in society/gender roles |
Toxic masculinity |
Shakespeare’s theatre |
Power, corruption, and ambition |
Assessment |
Context recall task |
SQI (summary of differences) between non-fiction witches satellite texts. Comparison. |
Character evaluation |
Spoken language |
Half Term 2 |
Knowledge |
How far does your social situation define your future? |
Blood Brothers – Willy Russell |
Skills / application of knowledge |
Stage direction and structure and how it impacts meaning |
Understand and appreciate social setting and how it impacts young people |
Empathy and sympathy for characters and their situations |
How Russell uses stereotypes to portray the themes of social class and inequality |
Exploring the impact of 1970s/80s England on the play |
Analysis of Mrs Johnstone and Mrs Lyons |
Comparison of Mickey and Eddie’s childhoods/education |
Features of persuasive writing and letter writing. |
Exploring the play’s themes |
Crafting a literary analysis |
Descriptive writing based on the experience of a factory worker |
Comparing the differences between Mickey and Edward’s lives through evaluative literature responses |
Russell’s purpose as a writer and his social message |
Links to prior learning |
Social inequality |
Structure of a play and importance of stage direction |
Persuasive writing |
Assessment |
Context quiz |
Theme exploration task |
Persuasive letter |
Half Term 3 |
Knowledge |
Can a text ever really capture someone’s feelings or experiences? |
Heroes – Robert Cormier |
Skills / application of knowledge |
The importance of empathy when looking at alternative perspectives |
To form a sophisticated and informed opinion |
To understand how character contrasts and character development can shape perception |
How contextual understanding can shape meaning (World Wars, PTSD, identity etc) |
How poets use form and structure to craft meaning |
Comparing poetry with a focus on language, structure and context |
Key poetic terminology and vocabulary |
Exploring a poet’s intentions behind the crafting of their poetic voice - to form an opinion |
Exploring varying forms and how meaning can be created through genre/form |
Comparing texts with a focus on language, structure and context |
Summarising texts |
Exploring sentence structures and how these can be manipulated for effect |
To explore and use more sophisticated punctuation such as hyphens and semi-colons |
Exploring how sophisticated structural devices help to shape and define character or voice |
To explore perspectives towards war |
To understand the importance of editing and redrafting creative writing |
Links to prior learning |
Structure in narrative writing |
Identity and how writers create this in a character |
Ambition and power |
Assessment |
Structure question |
EOY Exam |
Summer |
Knowledge |
What makes us who we are? |
Texts Studied |
A Christmas Carol – Charles Dickens |
Poetry from the Power and Conflict Anthology: |
The Emigree – Carol Rumens |
Kamikaze – Beatrice Garland |
Checkin’ Out Me History – John Agard |
London – William Blake |
Unseen Poetry: |
Still I Rise – Maya Angelou |
Vocabulary Focus |
Contextual Vocabulary: Victorian, Industrial Revolution, Poor Law, Malthusianism, secular, supernatural, redemption, transformation, morality, social class, identity, culture, heritage, oppression |
Textual Vocabulary: empathy, introspection, alienation, resilience, conformity, rebellion, tradition, displacement, belonging, prejudice, marginalisation, perspective |
Literary Terminology: narrative voice, symbolism, imagery, metaphor, simile, personification, tone, structure, juxtaposition, contrast, allusion, repetition, cyclical structure, extract-to-whole |
Skills and Application of Knowledge |
Analysing character, theme, and structure in A Christmas Carol |
Understanding Victorian society, including the Poor Law, Industrial Revolution, and Malthusian theory. |
Tracking Scrooge’s transformation; analysing Fred, Fezziwig, and the Cratchits as foils and symbols. |
Using theme trackers to explore redemption, identity, time, morality, and social responsibility. |
Exploring identity, culture, and power in poetry |
Comparing perspectives across texts |
Developing narrative writing techniques (character, setting, structure, language) |
Preparing and delivering a spoken language presentation |
Practising Paper 1 Section B and Paper 2 comparison questions |
Applying contextual knowledge to deepen analysis |
Links to prior Learning |
Builds on character and theme analysis from Romeo and Juliet and An Inspector Calls |
Reinforces poetry comparison skills from earlier anthology work |
Revisits Victorian context and social commentary |
Connects to prior narrative writing and spoken language practice |
Assessments |
EoY Exam |
Autumn |
Knowledge |
Conflict |
Texts Studied |
Romeo and Juliet – William Shakespeare |
Language Papers: |
The Tiredness of Rosabel – Katherine Mansfield |
The Mill – H.E. Bates |
Poetry from the Power and Conflict Anthology: |
- Storm on the Island – Seamus Heaney |
- My Last Duchess – Robert Browning |
Unseen poetry: |
- Dulce et Decorum Est – Wilfred Owen |
- Who’s for the Game? – Jessie Pope |
Vocabulary Focus |
Contextual Vocabulary: patriarchal, subservient, autocratic, nobility, hierarchy |
Textual Vocabulary: vengeance, impetuous, misogyny, confidante, maternal, paternal, unconventional, cynical, idealistic, commodity, antagonist, generational |
Literary Terminology: blank verse, free verse, iambic pentameter, monologue, soliloquy, oxymoron, literary foil, sonnet, religious imagery, semantic fields, rhyme scheme, structural catalyst, symbolism, light/dark imagery, celestial imagery |
Skills and Application of Knowledge |
Studying the role of conflict in Romeo and Juliet |
In-depth analysis of Shakespeare’s language, structure, and dramatic techniques in Romeo and Juliet |
Exploration of key themes: honour, family, love, fate, and societal expectations |
Comparative analysis of poetry, focusing on language, form, and structure |
Development of exam skills for English Language Paper 1 (Questions 1–4) |
Analytical writing and evaluation of unseen poetry |
Explore key characters from Romeo and Juliet and their roles within the play |
Links to prior Learning |
Builds on prior study of Shakespeare’s A Midsummer Night’s Dream and Macbeth |
Reinforces understanding of Elizabethan society and dramatic conventions |
Connects to themes of conflict explored in Heroes (Year 9) |
Continues development of poetry analysis from the Power and Conflict Anthology |
Assessment |
Language Paper 1 – Reading Section |
Romeo and Juliet - Conflict |
Spring |
Knowledge |
Power |
Texts Studied |
An Inspector Calls – J.B. Priestley |
Poetry from the Power and Conflict Anthology: |
Extract from The Prelude – William Wordsworth |
Ozymandias – Percy Bysshe Shelley |
Language Paper 2 Non-Fiction Extracts – including articles on voting age, social issues and the role of women |
Vocabulary Focus |
Contextual Vocabulary: hierarchical, ideology, white collar, stasis, vulnerability, enfranchisement, capitalism, socialism, social mobility, Edwardian, post-war, generational divide, social hierarchy |
Textual Vocabulary: exploitation, dominant, ingrained, archetype, outlier, responsibility, morality, social climbing, manipulation, marginalisation, empathy, introspection |
Literary Terminology: allegory, foreshadowing, dramatic irony, stage direction, monologue, symbolism, tone, perspective, structure, juxtaposition, narrative voice |
Skills and Application of Knowledge |
Understanding and applying contextual knowledge (Edwardian society, post-WWII Britain, capitalism vs. socialism) |
Analysing characterisation, stagecraft, and dramatic devices in An Inspector Calls |
Exploring themes of power, responsibility, gender, and generational conflict |
Comparing poetic techniques and themes in Ozymandias and The Prelude |
Developing transactional writing skills (e.g., writing articles and letters) |
Practising Language Paper skills: summary, synthesis, analysis, and evaluation |
Links to prior Learning |
Builds on prior study of Romeo and Juliet and themes of gender and power |
Reinforces understanding of poetic form and structure from the Power and Conflict anthology |
Connects to previous work on social justice and historical context in literature |
Assessments |
Language Paper 2, Question 5. Article writing in response to a statement. |
Power and Conflict poetry comparison |
Autumn A |
Knowledge |
Are the values of honour, virtue and morality something to be admired? |
Texts Studied |
Romeo and Juliet |
An Inspector Calls |
A Christmas Carol |
Unseen Poetry: |
Sonnet 43 |
Valentine |
Language Paper 1 and 2 extracts |
Vocabulary Focus |
Contextual Vocabulary: honour, virtue, morality, chivalry, sin |
Textual Vocabulary: hamartia, integrity, esteem, values |
Literary Terminology: sonnet, iambic pentameter, soliloquy |
Skills and Application of Knowledge |
Thematic revision of Romeo and Juliet and An Inspector Calls through honour, virtue, and morality |
Analysis of Shakespearean sonnets and unseen poetry |
Extract-to-whole responses for A Christmas Carol |
Language Paper 1 and 2 preparation (Q1–Q4) |
Narrative writing development and adaptation |
Exploring character arcs (e.g. Romeo, Sheila, Scrooge) |
Understanding and applying context in literature responses |
Links to prior Learning |
Builds on Year 10 study of character and theme in Romeo and Juliet and A Christmas Carol |
Reinforces poetry comparison skills from Power and Conflict anthology |
Connects to prior narrative writing and spoken language practice |
Assessments |
Language Paper 1 (reading section) |
Unseen Poetry comparison |
Narrative Writing |
Autumn B |
Knowledge |
Power of nature and man |
Texts Studied |
An Inspector Calls |
A Christmas Carol |
Romeo and Juliet |
Poetry from the Power and Conflict Anthology: |
Storm on the Island – Seamus Heaney |
Exposure – Wilfred Owen |
Unseen Poetry: |
The Wind – James Reeves |
The Fog – F.R. McCreary |
December – Carol Ann Duffy |
Snow – Louis MacNeice |
Blackberry Picking – Seamus Heaney |
Language Paper 1 and 2 extracts |
Vocabulary Focus |
Contextual Vocabulary: power, nature, conflict, isolation, endurance, resilience, elemental, seasonal, transience |
Textual Vocabulary: bleak, hostile, vulnerable, exposure, turbulence, decay, renewal, metaphorical, literal |
Literary Terminology: enjambment, caesura, volta, semantic field, personification, simile, metaphor, imagery, tone, structure, juxtaposition |
Skills and Application of Knowledge |
Comparative analysis of poems exploring nature and conflict |
Development of analytical writing using comparative structures |
Practice of unseen poetry analysis and evaluation |
Exploration of poetic techniques and their effects |
Generation Gap in An Inspector Calls |
Identity and symbolism in A Christmas Carol |
A focus on Romeo, and his harmatia, in Romeo and Juliet |
Links to prior Learning |
Builds on poetry comparison skills from Year 10 |
Reinforces understanding of poetic form and structure |
Connects to themes of conflict and power explored in previous texts |
Assessments |
Language Paper 1 (reading section) |
Poetry comparison: Storm on the Island and Exposure |
Spring |
Knowledge |
Appearance vs Reality |
Texts Studied |
All GCSE Literature and Language texts revised in preparation for exams: |
Romeo and Juliet |
An Inspector Calls |
A Christmas Carol |
Power and Conflict Poetry Anthology |
Unseen poetry |
Language Paper 1 and 2 extracts |
Vocabulary Focus |
Contextual Vocabulary: power, authority, critique, identity, displacement, gender roles, societal expectations |
Textual Vocabulary: appearance, reality, facade, guilt, redemption, responsibility, transformation, oppression |
Literary Terminology: juxtaposition, evaluative verbs, comparative connectives |
Skills and Application of Knowledge |
Full Paper 1 and Paper 2 practice (timed and scaffolded) |
Thematic revision: power, identity, critique of society, war, loss, grief, responsibility |
Comparative poetry responses (e.g., Ozymandias vs My Last Duchess, London vs Checking Out Me History) |
Unseen poetry analysis and comparison |
Literature essay planning and peer/self-assessment |
Targeted revision based on mock feedback |
Final exam preparation and consolidation |
Links to prior Learning |
Consolidation of entire English curriculum |
Assessments |
Mock Exams |