English

The English faculty follows the AQA exam specifications in both English Language and English Literature.  PDF documents detailing both specifications can be found via the links below:

English Language
English Literature

Key Stage 3 English Overview

Year 7

Autumn Term		Spring Term		Summer Term
Sep - Oct	Nov - Dec	Jan - Feb	Feb - Easter	Easter - May	May - July
Oliver Twist Reading analysis Accelerated Reader Literacy/ Creative Writing 11 Weeks		A Midsummer Night’s Dream Creative Writing Accelerated Reader Literacy/ Creative Writing 12 Weeks		Poems from other cultures Poetry analysis Accelerated Reader Literacy – Writing with a Viewpoint 9 Weeks	Travel Writing Writing with a viewpoint Accelerated Reader Literacy – Writing with a Viewpoint 7 Weeks

 

Year 8  

Autumn Term		Spring Term		Summer Term
Sep - Oct	Nov - Dec	Jan - Feb	Feb - Easter	Easter - May	May - July
Dystopian Literature Reading analysis Accelerated Reader Literacy/ Creative Writing 9 weeks	Romeo and Juliet Literary analysis Accelerated Reader Literacy/ Writing with a viewpoint 11 weeks		Victorian Literature: The Gothic Tradition Accelerated Reader Creative Writing Literacy/ Creative Writing 11 weeks		War Poetry Poetry analysis Accelerated Reader Literacy – Writing with a Viewpoint 8 weeks

 

Year 9 

Autumn Term		Spring Term		Summer Term
Sep - Oct	Nov - Dec	Jan - Feb	Feb - Easter	Easter - May	May - July
‘Of Mice and Men’ whole text –  Literary analysis Creative Writing 10 weeks	Rhetoric Unit Writing a speech Writing with a viewpoint 7 weeks		Gender in Literature – The representation of gender over time KS4 Entry - Reading analysis Creative Writing 10 weeks	Power and Conflict Poetry Poetry comparison Independent Reading 12 weeks

 

Key Stage 4 - GCSE English 

Year 10

Autumn Term		Spring Term		Summer Term
Sep - Oct	Nov - Dec	Jan - Feb	Feb - Easter	Easter - May	May - July
Paper 1A Language ‘A Christmas Carol’		Paper 1B Language ‘A Christmas Carol’	Paper 1B Language ‘Macbeth’	Paper 2B Language ‘Macbeth’	Paper 2 Language  ‘Macbeth’ continued... Spoken Language endorsement

 

Year 11

Autumn Term		Spring Term		Summer Term
Sep - Oct	Nov - Dec	Jan - Feb	Feb - Easter	Easter - May	May - July
Paper 2A Language ‘An Inspector Calls’		Re-consolidation of poetry/unseen and language		Personalised revision for variation timetable

 

Additional Curriculum Information

English Curriculum Vision and Values 

At Jarrow School, our English curriculum is built on the belief that every student has the right to be heard, to be challenged, and to achieve their full potential. We aim to develop articulate, reflective, and resilient learners who are equipped to thrive in an ever-changing and often challenging world. 

Rooted in our core values of respect, resilience and responsibility, our curriculum empowers students to become confident communicators—skilled in reading, writing, speaking, and listening. Through the exploration of diverse texts and voices, students gain a deeper understanding of themselves, others, and the world around them. 

We strive to nurture a lifelong love of language and literature, encouraging creativity, critical thinking, and empathy. Whether analysing a classic novel, crafting persuasive arguments, or collaborating on spoken word, students are given the tools and opportunities to develop their voice and realise their ambitions. 

By fostering a safe, supportive, and aspirational learning environment, we ensure that all learners—regardless of background—leave Jarrow School prepared not only to succeed academically, but to lead with confidence, compassion, and integrity. 

SEND and More Able Students

High aspirations underpin the basis of the English curriculum, regardless of ability. Our documentation and practice make it clear that all students will access our curriculum. We aim for the top in our teaching, and scaffold as appropriate to meet the needs of our students. Of course, we fully acknowledge that accessing the curriculum is more problematic for some students than others, and this is where teacher skill and differentiation are called upon. Strategies can range from something as simple as where a student is seated in class to detailed adjustment of teaching resources. Needs are assessed on an individual basis. All teachers read and record relevant information regarding student needs and use this information to inform planning. More able students may be placed on the subject area’s Most Able and Talented list, which means that they will be eligible for any opportunities or challenges that arise.

Some of the more explicit strategies that may be adopted when teaching SEND students include the following:

• Reciprocal Reading, which enables a structured approach to reading and allows students to learn through group exploration of a text.
• Re-reading, which enables students to first hear a teacher or other proficient reader fluently read the text aloud before tackling it themselves.
• Frequent low-stakes quizzing and retrieval tasks.
• Writing scaffolds.
• Vocabulary banks.
• Access to intervention sessions.

At the other end of the spectrum, students identified as More Able may encounter strategies such as these:

• Increased opportunities for extended writing.
• Exposure to wider reading material beyond the specified tasks.
• Greater access to assessment criteria and how to meet it.
• Development of a ‘critical voice’ through encouragement of a more formal style.

Homework

The English staff follow a policy of setting at least one homework per half-term. Given that our primary focus is on developing resilience and independence, the vast majority of our homework tasks involve revision of some sort that will then be tested in class. Revision is expected to be undertaken prior to each assessment; this will involve undertaking independent revision at home. Further homework tasks are set as the need arises.

KS3 Assessments 

Our aim is to arm students with the knowledge/skills to progress. At the end of each module a review of student learning, engagement and the effectiveness/appropriateness of the module will take place. 

There should be one "initial encounter" assessment per module that will be marked live in class including spag; students will be provided with whole class feedback, making corrections with red pen. This will take place nearer the beginning of each module and can be used as a teaching opportunity to address misconceptions and adapt teaching. These will be printed on yellow paper to easily identify in books. If students need a plain copy, teachers must provide this for them. 

There will be one summative assessment per module and this should be marked using the three colour policy to ensure focus is given to SPaG, target setting and positive reinforcement. Each KS3 assessment will be marked out of 20 following the new KS3 reading and writing mark schemes for each year group. This will be printed on pink paper to differentiate from the initial encounter.