English faculty

Head of Faculty: Ms S Lewin.

The English Faculty encompasses students’ study of both English and other Modern Foreign Languages as well as Psychology.


Key Stage 3

Students continue to develop key skills in reading, writing, speaking and listening. Students are regularly assessed and marked. Assessments are both formative and summative so students continue to develop and achieve and know what their strengths and weaknesses are.

All students in Years 7, 8 and 9 follow the Accelerated Reader programme in one of their English lessons and are expected follow this up with a minimum of an hour’s reading every week at home. It is recognised that reading has the strongest influence on vocabulary development and improves all round exam performance.

Skills and knowledge are developed as a foundation for the requirements of GCSE.

All students have the opportunity to study French.

All students work towards IGCSE World Literature GCSE at the end of Year 9 to enable progression and an additional exam experience as they move to Year 10.

Key Stage 4

All students study French at GCSE.

Students complete the AQA English Language and Literature course. They study a variety of texts both fiction and non-fiction, pre- and post-20th Century. Students complete a number of tests and trial assessments throughout the two year course. Strengths and areas for development are identified and students are supported to continually improve and achieve to fulfil their potential.

Students complete an examination in English Language and English Literature, at the end of Year 11, which comprises 100% of the assessment.

Some of the texts studied include:

  • Shakespeare plays: Romeo and Juliet, Macbeth, Much Ado About Nothing, Julius Caesar, The Merchant of Venice, The Tempest
  • 19th Century novels such as: Charles Dickens’ Great Expectations and A Christmas Carol, Robert Louis Stevenson’s The Strange Case of Dr Jekyll and Mr Hyde, Mary Shelley’s Frankenstein, Jane Austen’s Pride and Prejudice, Charlotte Brönte’s Jane Eyre, Sir Arthur Conan Doyle’s The Sign of Four
  • Post-1914 drama and prose including: JB Priestley’s An Inspector Calls, Alan Bennett’s The History Boys, Willy Russell’s Blood Brothers, Dennis Kelly’s DNA, Shelagh Delaney’s A Taste of Honey, Simon Stephens’ The Curious Incident of the Dog in the Night Time (drama adaptation), William Golding’s The Lord of the Flies, George Orwell’s Animal Farm, Kazuo Ishiguro’s Never Let Me Go, Meera Syal’s Anita and Me, Stephen Kelman’s Pigeon English

Key Stage 5

Both English Language and Literature are currently offered at A Level, along with Psychology and French. See our sixth form pages for more information.


Within the faculty, at different stages in their academic career, students will have the opportunity to participate in clubs such as Media/Reading Club, clinics and revision or coursework ‘catchup’ sessions, theatre trips and Student Council.

Academically Most Able Provision in the English Faculty


  • Entitlement to appropriate education
  • To work at higher cognitive and developmental levels
  • Opportunities to develop specific skills or talents
  • A concern for the whole child


Students identified as Academically Most Able will meet the following criteria:

  • Achievement of Level 5: KS2 SATs (Reading and Writing)
  • Teacher Observations, marking and assessment

Characteristics of an able student in English and Media

  • High levels of accuracy, maturity, complexity, adaptability in Writing/Production
  • Mature understanding, ability to infer and deduce with perception and insight, increasingly,
  • More complex and varied texts and forms
  • Demonstration of insight, confidence and adaptability when completing speaking and listening tasks and collaborative activities

Scheme of Learning provision:

  • Extension tasks within schemes of learning
  • Differentiation by outcome
  • Year 10 and 11 Foundation and Higher papers and Controlled Assessment assessment tasks and outcomes
  • Textual challenge through resources and set texts
  • Resources provided to support the Academically Most Able

Classroom provision: 

  • Setting
  • Seating plans: leadership role in activities, pair work etc… given to Academically Most Able students. Again lesson designed, differentiation for G+T target students who will be sitting the Higher
    paper in Year 11
  • Higher level Bloom’s objectives and outcomes
  • Extension and more complex task setting

Homework provision:

  • Project style extended homework which requires students to be self-reliant and organised.
  • Extension tasks require analysis and evaluation for Higher groups

Enrichment activities offered by faculty:

  • Intervention sessions for Lit and Higher Paper requirements
  • Writing/Reading/Media Clubs
  • Activity Days
  • Book writing Club

Procedures for monitoring progress:

Students will be monitored termly, using Assessment data each term for all Assessment Objectives.