English Language and Literature
Welcome to English Language and Literature
English Language and Literature - Key Stage 3
Key Stage 3 English is designed to allow students to practise and further develop the core skills of reading, writing, speaking, and listening. Students are graded on the ability to analyse, juxtapose, organise, compose, and to use language for a range of audiences and purposes.
Reading ability is a significant factor in student achievement within and beyond English. In order to raise literacy levels, students undertake thirty minutes of private reading each day, in addition to the reading and analysis that occurs within English lessons.
Throughout Key Stage 3, students are asked to reflect on the work that they produce, be it analytical or creative in nature; to this end, students draft and redraft work in order to improve their English skills and to meet the targets that they are set.
The MYP Criteria for Language and Literature are:
Autumn 1 – Autobiographies
Students write about their own personal experiences and share them with other students within the year group. They are asked to write detailed summaries of their passed lives and reflect on how their current reactions and responses are moulded by previous events.
Autumn 2 – English – A Living Language
Students are introduced to the language of journalism. They study a range of texts illustrating the differing types of newspaper/ magazine articles in the context of modern mass media. There is close analysis of real articles taken from a variety of sources and specific journalistic techniques are discussed.
Spring 1 – An Introduction to Poetry
Students will examine how poems utilise literary devices to create certain effects. They will also create their own poems, packed full of literary devices.
Spring 2 – Fishy Business (Writing to Persuade)
Students look at how language can be used to persuade, creating a speech to persuade the U.N. that something should be done about the state of the oceans. Students will also write creatively to provoke an emotive response.
Summer 1 – How Does the Writer Intrigue the Reader?
Students will read the novel ‘Holes’ in order to analyse how the writer hooks the reader in. The unit will see students writing an essay piece on the unit question, as well as creating their own interesting opening to a novel.
Summer 2 – Origins
Students look at creation myths, finding and presenting links between texts of the genre. Students will also look at how to bring such a story to life using the ancient art form of shadow puppetry.
Autumn 1 – Horror in its Many Forms
Building on their ability to examine conventions and create links between texts, students will look at how various mediums communicate horror. The unit asks students to create an essay which explains how filmic texts convey genre. Additionally, students are asked to write a response to an adaptation of ‘Dracula’.
Autumn 2 – ‘The Boy in the Striped Pyjamas’
Students examine how the author signals danger and hints at history; they will craft and deliver an oral essay on this topic.
Spring 1 – Poems Everywhere
Students build on the poetry unit from Year 7 by looking at how poetry permeates many aspects of our daily lives. Students analyse song lyrics and look at the differences between traditional poems and songs. They will examine the ballad, the sonnet and look in detail at ‘The Lady of Shalott’. Students will deliver a presentation about the literary devices at work in a chosen song and write a ballad.
Spring 2 – Incredible Voices
Students will examine autobiographies and other forms of personal writing. They will consider how the studied writers convey incredible experiences to the reader, examining works by Brown, Benjamin, Frank and Equiano.
Summer 1 – Advertising
Building on the knowledge about persuasive techniques from Year 7, students will look at how adverts manipulate audiences. Students will create a radio advert for a specific audience.
Summer 2 – The Sci-fi
In this unit, students analyse sci-fi texts in order to isolate the conventions of the genre, before writing an essay about what makes a sci-fi, and pitching a sci-fi idea.
Autumn 1 – Paint with Words
Having developed a good understanding of literary devices and their uses, students are asked to pull them together and apply them. In this, they are now asked to create a world and bring it to life through language. Students are also asked to present their worlds using multimedia techniques.
Autumn 2 – War
Students analyse, compare and contrast a number of texts about the experiences of those affected by World War 1. Students compare poems by Owen, Sassoon, and Letts (amongst others), and look at Morpurgo’s representation of war in ‘Private Peaceful’.
Spring 1 – It’s Not What You Say…
This unit asks students to think about the way language varies from region to region and how it is adapted for different contexts. Students will examine their own idiolects and analyse a debate, writing a commentary which considers why the way something is said, is just as important as what is said.
Spring 2 – Stories From Around the World
Students will look at the themes presented in the film, ‘Beasts of the Southern Wild’ and compare them with themes from a number of short stories from around the world. Students will deliver an oral essay demonstrating the thematic links between the unit texts. Additionally, students will be asked to write a story that would fit, thematically, into an anthology.
Summer 1 – In the News
Students study newspapers, looking at news values, representation, and audience profiling. Students will present the differences between a tabloid and a broadsheet story. They will also manipulate information to turn it into a news story with a specific slant.
Summer 2 – The Victorian Fear of Everything
Students will examine ‘The Raven’ and ‘The Monkey’s Paw’, considering the cultural and historical context. They will create an essay which explains how each text would have created fear for a Victorian audience.
English Language and Literature - Key Stage 4
Cambridge IGCSE First Language English is designed for learners whose first language is English. Cambridge IGCSE First Language English learners develop the ability to communicate clearly, accurately and effectively in both speech and writing. They learn how to employ a wide-ranging vocabulary, use correct grammar, spelling and punctuation, and develop a personal style and an awareness of the audience being addressed.
Learners are also encouraged to read widely, both for their own enjoyment and to further their awareness of the ways in which English can be used. Cambridge IGCSE First Language English also develops more general analysis and communication skills such as synthesis, inference, and the ability to order facts and present opinions effectively.
For more information for Year 11 courses please follow these links:
For more information for Year 11 courses please follow these links: