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 |