English
Curriculum Leader: Ms Kat Fox
Reading is at the heart of students’ experience of English at Fulford School. As a department, we strive to foster our students’ appreciation of literature and to develop their personal tastes in reading. The curriculum we offer is broad and enriching, designed to develop an appreciation for and enjoyment of the power of language.
The English Department is ambitious, high achieving and creative, staffed by experienced teachers. It is our aim to promote learning in a lively and engaging way that combines fun with academic rigor. We are well resourced, with twelve classrooms all equipped with interactive whiteboards and we work closely with the Resource Centre to offer students access to up-to-date reading texts.
The book to read is not the one that thinks for you, but the one which makes you think – Harper Lee
In years 7-9, students study English in six one-hour lessons per fortnight. In studying English at Key Stage 3, our students successfully make the transition from Primary to Secondary-level study, building on the foundations from Key Stage 2. Our curriculum is designed to enable students to progress in their mastery of reading, writing and speaking and we continue to value spelling, punctuation and grammar knowledge as key skills in English.
Each scheme of work includes a range of different and challenging literature texts, encouraging students to become enthusiastic and critical readers of stories, poetry and drama, as well as non-fiction and media texts. Through this exciting breadth of texts, students gain access to the world of knowledge that reading offers, consequently becoming informed critical and sensitive thinkers. We are always interested in what students think and regularly ask them to evaluate the schemes as well as the studied texts.
Year 7 | |
Autumn term | Adventure fiction: write exciting adventure fiction stories. |
Outsiders in Literature: ‘The Bone Sparrow’ by Zana Fraillon.
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Spring term | Change Makers: persuasive and polemic speech making about changes students want to see in the world. |
Writing the World: creative responses to nature and the environment. | |
Summer term | Reading Media: analyse the storytelling, symbolism and cinematography in ‘Spirited Away’. |
Arguing about Shakespeare: crafting analytical arguments through Shakespeare’s ‘Taming of the Shrew’. |
Year 8 | |
Autumn term | Gothic writing: inspired by key works from the genre including ‘The Raven’ and ‘Frankenstein’. |
Vigilantes and Justice: perform ‘Cape’, a play by Inua Ellams which explores what it means to be a superhero.
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Spring term |
Poetry over time: including poetry by Blake, Tennyson and Owen.
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Journalism Through Time: Study the art of journalism before creating your own journalistic piece of writing. | |
Summer term | |
The Crime Novel: explore the crime genre by reading ‘The Ruby in the Smoke’.
Big Screen Bildungsroman: analyse the storytelling, symbolism and cinematography through the genre of Bildungsroman in a range of digital media including ‘Anita and Me’ by Meera Syal. |
Year 9 | |
Autumn term | The Modern Novel: read and analyse ‘Animal Farm’. |
Dystopian fiction: creative story writing inspired by ‘1984’, ‘Fahrenheit 451’ and ‘Lord of the Flies’. | |
Spring term | Shakespeare and Stagecraft: reading, performing and analysing ‘Macbeth’. |
Short Stories: explore narrative features through a range of diverse and literary short stories. | |
Summer term | Talking Back: speech writing on a range of societal issues. |
Global Comparative Poetry: introduction to the skills of poetry comparison through a range of poems from around the world. |
At Key Stage 4, students are entered for two GCSE; English Language and English Literature.
We follow the AQA Specification (links below). Final assessment of these GCSEs will take place at the end of Year 11, in the form of four separate examinations. In preparation for these examinations, students study a range of texts, including modern novels and plays such as ‘An Inspector Calls’ and ‘A Christmas Carol’, Shakespeare’s ‘Romeo and Juliet’ and a range of poetry from the Power and Conflict cluster of the AQA Anthology. Students are also expected to develop their speaking and listening abilities, including a formal assessment of their presentation skills.
Over the course of the two years, students will be assessed regularly and their progress tracked. Formal mock examinations take place at the end of Year 10 and in the autumn term of Year 11. In the spring term of Year 11, students are provided with an extensive revision programme in preparation for their final exams, which take place at the end of Year 11.
Year 10 Topics:
- Poetry Anthology: Power and Conflict (AQA – English Literature Paper 2: Section B)
- Fiction Reading and Writing (AQA – English Language Paper 1: Section A and B)
- Post-1914 text study: An Inspector Calls (AQA – English Literature Paper 2: Section A)
- Unseen Poetry Study (AQA – English Literature Paper 2: Section C)
- Pre-1914 text study: A Christmas Carol (AQA – English Literature Paper 1: Section B)
Year 11 Topics:
- Non-Fiction Reading and Writing (AQA – English Language Paper 2: Section A and B)
- Spoken Language (AQA – NEA – Assessed by class teacher)
- Pre-1914 text study: Romeo and Juliet (AQA – English Literature Paper 1: Section A)
- Poetry Anthology: Power and Conflict (AQA – English Literature Paper 2: Section B)
- Revision and Examination preparation
The popularity of the English department can be seen with large numbers of Sixth Form students opting to study English Language and English Literature. Through varied and creative teaching methods, within a supportive academic environment, students are encouraged to become independent, evaluative learners, studying English to the highest levels.
Academic study is complemented by a number of exciting extra-curricular opportunities, which aim to broaden and develop students’ knowledge and understanding of the subject in different contexts. Opportunities have included theatre visits, English Language lectures, and we regularly welcome visiting speakers to provide enrichment for our students.
The following A Levels are offered:
English Language
English Language (AQA Specification B) https://www.aqa.org.uk/subjects/english/as-and-a-level/english-language-7701-7702
In Year 12, students will be introduced to linguistic frameworks and topical linguistic issues.
- Meanings and Representations: Explore how texts create particular readings.
- Language Change and Diversity: Explore how age, gender, ethnicity, and power impact the language we use.
- Directed Writing: Explore how to use language creatively in your own writing.
In Year 13, students will deepen their knowledge, understanding, and analytical skills.
- Child Language Acquisition: Explore how babies and children learn to speak and write.
- Language Change: Explore the fascinating history of English language and how it is constantly evolving.
- Global Englishes: Exploring the varieties of English around the world.
English Literature – AQA English Literature A Level – Course A
https://www.aqa.org.uk/subjects/english/a-level/english-
PAPER ONE: Love Through the Ages – those in red will be studied in Year 12. |
Texts to be studied: Othello Pre 1900 Poetry Anthology compared with The Great Gatsby |
Assessment: Exam: 3hrs (75 marks) – Open book (section C only) – 40% of A Level |
Questions: Section A: Shakespeare One passage-based question & one linked essay (25 marks) Section B: Unseen Poetry One essay question on two unseen poems (25 marks) Section C: The Great Gatsby compared to Love Through the Ages Poetry Anthology (Pre 1900) One essay question linking two texts, one novel and two or more poems from the AQA poetry anthology (25 marks) |
PAPER TWO: Texts in Shared Context: Modern Literature 1945-present |
Texts to be studied: Feminine Gospels A Handmaid’s Tale compared with A Streetcar Named Desire Unseen Prose extracts |
Assessment: Exam: 2hrs 30mins (75 marks)- Open book 40% of A Level |
Questions: Section A: Set Text (Feminine Gospels) One essay question on set text (25 marks) Section B: Unseen Prose Extract Analysis One essay question exploring the significance of a modern theme presented in the extract. Section B: Contextual Linking (A Streetcar Named Desire /Handmaid’s Tale) One essay question linking two texts thematically (25 marks each) |
NEA: Independent critical study: texts across time
Comparative critical study of two texts, at least one of which must have been written pre-1900.
One extended essay (2500 words) and a bibliography.
Assessment:
Coursework: 25 marks, doubled to 50 marks
20% of A-level
Assessed by teachers, moderated by AQA
Film Studies – Eduqas – A Level Film Studies
https://www.eduqas.co.uk/media/2vzaeag1/eduqas-a-level-film-studies-spec-from-2017.pdf
COMPONENT ONE: Varieties of Film and Film Making – those in red will be studied in Year 12. |
Films to be studied: ‘Vertigo’, ‘One Flew Over the Cuckoo’s Nest’, ‘Joker’, ‘Shaun of the Dead’, ‘Saint Maud’, ‘Get Out’. |
Assessment: Exam: 2.5 hrs – 35% of A Level |
This component assesses knowledge and understanding of six feature-length films. Section A: Hollywood 1930-1990 (comparative study) One question from a choice of two, requiring reference to two Hollywood films, one from the Classical Hollywood period (1930-1960) and the other from the New Hollywood period (1961-1990). Section B: American film since 2005 /2012 (two-film study) One question from a choice of two, requiring reference to two American films, one mainstream film and one contemporary independent film. Section C: British film since 1995 (two-film study) One question from a choice of two, requiring reference to two British films. |
COMPONENT TWO: Global Film Making Perspectives – those in red will be studied in Year 12. |
Films to be studied: ‘Parasite’, ‘Portrait of a Lady on Fire’, ‘Sunrise’, ‘For Sama’, ‘Memento’ |
Assessment: Exam: 2.5 hrs – 35% of A Level |
This component assesses knowledge and understanding of five feature-length films (or their equivalent). Section A: Global film (two-film study) One question from a choice of two, requiring reference to two global films: one European and one produced outside Europe. Section B: Documentary film One question from a choice of two, requiring reference to one documentary film. Section C: Film movements – Silent cinema One question from a choice of two, requiring reference to one silent film or group of films. Section D: Film movements – Experimental film (1960-2001) One question from a choice of two, requiring reference to one film option. |
COMPONENT THREE: Production |
Assessment: NEA: Coursework Assessed – 30% of A Level |
This component assesses one production and its evaluative analysis. Learners produce: • either a short film (4-5 minutes) or a screenplay for a short film (1600-1800 words) and a digitally photographed storyboard of a key section from the screenplay • an evaluative analysis (1600 – 1800 words). |
Man reading should be a man intensely alive. The book should be as a ball of light in one’s hand – Ezra Pound.
Staffing List
- Ms K. Fox – Curriculum Leader of English
- Mrs E. Langford – Lead Teacher of English
- Miss N. Ingham – KS5 Lead
- Mrs R. Baroni – Assistant Headteacher, Progress
- Ms L. Carter
- Ms L. Cole
- Miss H. Crossley
- Mx A. Damenov
- Mrs K. Davies – Assistant Headteacher, Director of Sixth Form
- Ms E. Dawson
- Miss J. Fergie
- Mrs S. Gatenby
- Miss A. Greene
- Mrs R. Lowman – Assistant Headteacher, T&L and Staff Development
- Ms R. Metcalf
- Ms H Barrett-Duckett
- Ms O. Riordan