English
English
The English curriculum is central to our school’s purpose of developing articulate, thoughtful and empowered young people. Rooted in the values of ambition, respect, and courage, we aim to develop students who read, write, and speak with confidence and precision, and who are able to engage critically with the world around them.
- Ambition is embedded through high expectations for every learner, challenging texts, and rigorous academic writing that develops intellectual independence.
- Respect is built through our emphasis on dialogue, listening, and the careful consideration of diverse voices, texts, and perspectives.
- Courage is developed through speaking, debating, and writing critically, enabling students to express original ideas and take intellectual risks.
English equips students with the fundamental skills required for success across all subjects and future pathways. It develops clear communication, critical thinking, empathy, and cultural awareness. Through reading, discussion, and writing, students learn to interpret complex ideas, construct arguments, and engage thoughtfully with the world. These skills support success in further education, employment, and life beyond school, while also fostering confidence, self-expression, and resilience.
We intend all students to gain:
- A secure understanding of key literary texts across time periods, genres, and cultures
- Knowledge of how writers use language, structure, and form to shape meaning
- The ability to write fluently, accurately, and with increasing sophistication, including extended academic writing with a clear, nuanced argument
- A rich and explicitly taught tier 2 vocabulary to support comprehension and expression
- Cultural capital through exposure to canonical and contemporary literature, and ideas that broaden students’ understanding of human experience
- Oracy skills, supported by Voice 21, that enable confident, respectful, and articulate communication
Our curriculum is designed to be both highly ambitious and fully inclusive. All students access the same challenging texts and ideas, with scaffolding that enables success without reducing intellectual demand. We use consistent, research-informed strategies to support learning for all, including modelling (I do, we do and you do), chunking of information, explicit vocabulary instruction, and structured writing frameworks, such as ‘What, How and Why’ and IMPACTS, which is specifically advantageous for SEND and disadvantaged students. These pedagogical approaches, alongside our Quality First Teaching, ensure equity in the education for all our students who will repeatedly be exposed to a knowledge-rich and carefully sequenced learning journey that builds confidence and mastery over time. Therefore, high expectations remain consistent for all learners, with support targeted to ensure equity of access rather than reduced ambition.
Ultimately, our KS3 ARK curriculum and KS4 in-house scheme of work curriculum are carefully sequenced to ensure full and progressive coverage of the National Curriculum for English. This includes:
- Reading a range of literature (Shakespeare, 19th-century fiction, modern drama and prose, and poetry across time and culture)
- Developing comprehension, inference, analysis, and evaluation skills
- Teaching writing for a range of purposes and audiences, including creative, transactional, and analytical forms
- Embedding grammar, vocabulary, and SPaG development throughout
- Ensuring progression in knowledge and skills from KS3 through KS4, preparing students fully for GCSE success through deliberate curriculum mapping and regular review of coverage and sequencing
What are the key features of the programmes of study?
The KS3 English programme of study provides a knowledge-rich curriculum that develops students’ reading, writing, and analytical skills through the study of literary heritage texts. It builds contextual understanding, expands academic vocabulary, and develops students’ ability to analyse language, structure, themes, and ideas. Writing skills are taught progressively, with opportunities for both creative and analytical writing, supported by a structured Writing Mastery programme that develops grammar, composition, and communication skills. The curriculum is carefully sequenced to increase challenge over time and prepare students for the demands of GCSE English.
What will my child study in year 7?
In year 7, students start their journey towards understanding writers’ use of character, place and language. They begin with the classic Dickens novel, ‘Oliver Twist’, following the development of the character of Bill Sikes across the novel, and then move on to Shakespeare’s comic play ‘A Midsummer Night’s Dream’, finishing with a poetry unit with a focus on writers’ use of metaphor. Two hours a fortnight are devoted to creative writing and writing mastery which involves the explicit teaching and practice of spelling, punctuation and grammar rules.
What will my child study in year 8?
In Year 8, students continue to develop their reading, writing and speaking skills through the study of a range of engaging literary and non-fiction texts. Students begin by exploring Sherlock Holmes, analysing how Arthur Conan Doyle creates mystery, suspense and memorable characters while developing their skills in inference, language and structural analysis. They then study Animal Farm by George Orwell, examining its characters, themes and allegorical meaning, while considering how writers use literature to comment on society and politics. Alongside their literary studies, students explore the art of rhetoric, learning how persuasive language and speech techniques can influence an audience. They apply these techniques to create their own compelling speeches and arguments.
What will my child study in year 9?
In Year 9, students build on their knowledge and skills through the study of a rich and diverse range of literary texts, preparing them for the transition to GCSE English. Students begin by studying Jane Eyre by Charlotte Brontë, exploring themes such as identity, social class, morality and childhood, while developing their understanding of character, setting and the conventions of the Victorian novel. They then study Romeo and Juliet, examining Shakespeare's presentation of love, conflict, fate and family. Students develop their confidence in analysing Shakespeare's language, dramatic methods and the historical context of the play. Students also explore Small Island (the stage adaptation by Helen Edmundson, based on Andrea Levy's novel), considering themes of migration, identity, prejudice and belonging. Through this modern text, students examine how drama can present multiple perspectives and reflect important moments in British history. By the end of Year 9, students will be confident readers, thoughtful critics and effective writers, equipped with the analytical and communication skills needed for success as they begin their GCSE English courses.
How are the groups organised?
Students are taught in attainment-based teaching groups. Information from Key Stage 2, teacher assessment and school-based assessments is used to ensure students are placed in the most appropriate group. Teaching groups are reviewed regularly to ensure that students are appropriately challenged and supported throughout their mathematical journey.
What equipment is needed?
Students are required, as specified in The Angmering School Equipment List, 2-4 black pens, 1 ruler and 1-4 highlighters
What assessment is used? (formative and summative)
At Key Stage 3, assessment is used to monitor progress and support learning throughout the curriculum. We use a range of assessment approaches, including formative assessment, summative end-of-unit assessments and whole-class feedback. Formative assessment takes place regularly in lessons to identify strengths and areas for development, while summative assessments evaluate students’ understanding and application of key knowledge and skills. Whole-class feedback provides guidance, helping students reflect on and improve their work. This balanced approach ensures assessment is meaningful, supportive and focused on progress.
How do you give feedback to students?
Regular feedback is an integral part of the learning in English. Students receive verbal feedback every lesson through ‘purple penning’ (improving their own answers using purple pen), verbal feedback, mini-whiteboards, review of classwork and questioning. After extended writing practice or assessments, students are given the opportunity in class to address misconceptions and improve their understanding of the concept.
What course(s) is/are offered?
AQA GCSE English Language 8700
AQA GCSE English Literature 8702
Every student studies both English Language and English Literature GCSE, providing 2 GCSEs at the end of the course.
Link to specifications
What will my child study in year 10?
English Language:
The specification offers a skills-based approach to the study of English Language in an untiered context. Questions are designed to take students on an assessment journey through lower tariff tasks to more extended responses. In Year 10, students will learn and practice the skills required for Paper 1 (fiction reading and writing), as well as prepare a speech and deliver it to an external assessor and three of their peers for their spoken language endorsement. Students will sit a full Paper 1 mock exam in the Summer term.
English Literature:
The specification takes a skills based approach to the study of English Literature that is consistent across the genres. In Year 10, students will study the 19th Century text A Christmas Carol by Charles Dickens and Shakespeare’s Macbeth in the Spring Term. In the Summer Term, students study Power and Conflict poetry as well as exploring Unseen Poetry. Students will sit a full paper 1 mock exam in the Summer term - Macbeth, A Christmas Carol.
What will my child study in year 11?
English Language:
In Year 11, students will learn and practice the skills required for Paper 2, (non-fiction reading and writing), which involves reading texts on specific topics, one of which will be a 19th century text. As well as this, they will learn to write a range of forms such as letter, article or speech for a range of audiences and purposes. Students will sit a full Paper 2 mock exam in the Autumn term.
English Literature:
In Year 11, students will study their final Paper 2 texts - An Inspector Calls. Students will sit a full Paper 2 mock exam in the Summer term - An Inspector Calls, Power and Conflict poetry, Unseen poetry.
How is the course assessed?
The assessments have been designed to inspire and motivate students, providing appropriate stretch and challenge whilst ensuring, as far as possible, that the assessment and texts are accessible to the full range of students.
Language:
The English Language specification has two equally balanced papers, relating reading sources to the topic and theme of writing tasks. The reading sources act as stimulus for writing tasks, providing students with a clear route through each paper.
Paper 1, Explorations in Creative Reading and Writing, looks at how writers use narrative voice and descriptive techniques to engage the interest of readers. This paper is worth 80 marks in total and is 1 hour 45 minutes long.
Paper 2, Writers’ Viewpoints and Perspectives, looks at how different writers present a similar topic over time. This paper is worth 80 marks in total and is 1 hour 45 minutes long.
Literature:
The English Literature specification has two compulsory papers weighted as 40% and 60% of the overall GCSE. All assessments are closed book: the exam board provides extracts as stimulus as part of the assessment.
Paper 1, Shakespeare plays (Macbeth) and the 19th Century novel (A Christmas Carol), is worth 64 marks, 40% of the GCSE and is 1 hour 45 minutes.
Paper 2, Modern Texts (An Inspector Calls) and Poetry (Power and Conflict Anthology and Unseen), is worth 96 marks, 60% of the GCSE and is 2 hours 15 minutes.
What course(s) is/are offered?
A Level in English Language and Literature OCR (EMC) (H474)
Link to specifications:
A-level English Language & Literature
What will my child study in year 12?
Students will begin by understanding and developing knowledge of the language levels framework: phonetics, phonology and prosodics; lexis and semantics; grammar including morphology; pragmatics and discourse - and how to apply this to a wide range of non-fiction and fiction texts. Students will learn a bank of linguistic terminology and vocabulary to add to their analytical repertoire.
In Language lessons, students will study a wide range of spoken and written texts from different times including six substantial texts, which include prose, poetry, drama and non-literary texts.
In Literature lessons, students will explore poetry from Carol Ann Duffy as well as explore literature from Chinua Achebe and F. Scott Fitzgerald to consider the concept of reading as a writer and then inform their own practice of writing as a reader.
Students will also begin planning their Non-Examination Assessments for independent study.
What will my child study in year 13?
Students will develop upon their skills from Year 12 both from a reading and writing perspective.
Students will complete their independent study for submission.
Students will also study the chosen play A Streetcar Named Desire for Component 02.
How is the course assessed?
Learners study a wide range of spoken and written texts from different times including six substantial texts, which include prose, poetry, drama and nonliterary texts.
The OCR A Level in English Language and Literature (EMC) requires learners to show knowledge and understanding of:
● how language choices shape meanings in texts
● ways in which texts are interpreted by different readers or listeners
● ways in which texts relate to each other and to the contexts in which they are produced and received
● how linguistic and literary approaches can inform interpretations of texts
● the significance of contextual factors in the production and reception of texts
● how to apply linguistic and literary methodologies and concepts to inform responses to and interpretations of texts.
Learners are required to show awareness of the different language levels, drawn from:
● phonetics, phonology and prosodics
● lexis and semantics
● grammar including morphology
● pragmatics
● discourse.
Learners must complete all components of (01, 02, 03 and 04) to be awarded the A Level.
Component 01 focuses on an OCR (EMC) anthology of 20 non-fiction spoken and written texts across different time periods and contexts.
Comparative and contextual study based on the anthology and unseen texts.
Exploring non-fiction and spoken texts (01) Closed text 32 marks Written paper: 1 hour. 16% of total A level.
Component 02 focuses on one poetry collection from a choice of six and one drama text from a choice of six. Exploration of the texts through stylistic and dramatic analysis. The language of poetry and plays (02) Closed text 64 marks Written paper: 2 hours. 32% of total A level.
Component 03 focuses on exploring the nature of narrative in one prose fiction text from a choice of six. Writing as a reader develops the understanding of narrative technique through a creative writing task (500 words) and a commentary (250 words). Reading as a writer, writing as a reader (03) Open text 64 marks Written paper: 2 hours. 32% of total A level.
Component 04 is an independent study allowing learners to pursue particular interests and develop their expertise through an analytical comparative essay on a set text from a list of 12 non-fiction texts and a second free choice text. One text must be post-2000. Learners also produce a piece of original non-fiction writing. Non-exam assessment: 40 marks. 20% of total A level.
What will the course allow me to progress to in the future?
Subject-specific university pathways include:
- English Language
- English Literature
- English Language and Literature / Linguistics
- Creative Writing
- Journalism and Media
- Communications
Transferable skills developed by the course that open broader doors include critical analysis, independent research, original writing, and the ability to interpret and produce a wide range of texts — all of which are valued across humanities, law, education, marketing, and many other degree subjects.
The English department is made up of values-led, outward facing, experienced practitioners who hold high expectations for all students every lesson, every day. Students are accountable for their learning with high levels of engagement through questioning, use of mini whiteboards and reading together. Every lesson begins with a retrieval task, encouraging students to dig deep and remember information from last lesson, last week, last term or last year in order to encourage knowledge being transferred to long-term memory from short term. Key concepts such as writers’ use of contrast are introduced in year 7 and revisited every year until GCSE years so that students are adept at recognising it and writing about it. Students study the rules of grammar, punctuation and sentence structure explicitly through Writing Mastery - each lesson ends with students completing an extended piece of writing.
Sparx reader is set every week by your child’s English teacher. Although this is set through the English department, the homework set, which is one hour of careful reading, is beneficial for all subjects. After an initial reading test, students choose a book from a choice of 4. They read a section and are then asked to answer four questions on what they have just read.. For every question they answer correctly, they will be awarded Sparx Reader Points (SRPs) - the aim is to gain 300 SRPs per week. Homework is only complete when students have 300 SRPs. Motivated readers who demonstrate consistent, careful reading can unlock ‘Gold Reader’. This means they can read any book of their choice and log their reading by scanning the book’s barcode within Sparx Reader.
Your child’s homework will be set every week. You can find out more about Sparx Reader on the dedicated parent page - www.sparxreader.com/parents
Within the English department, enrichment is embedded throughout our offer to extend students’ love of reading, writing and discussion beyond the classroom. Students can take part in a range of clubs and activities, including weekly book club sessions (Tuesday), KS4/KS5 focus workshops for creative writing (Friday), and opportunities to share and celebrate their work through Big Writes, term-time competitions, and the Poet Laureate competition. Creative writing is further showcased through events such as the Lit Oscars, where students perform and celebrate their work in a formal, public setting. Additionally, a Reading Committee was established in January to promote a love of reading and re-engage students by creating events and campaigns designed to encourage reading for pleasure. Through weekly Parliament-style meetings, students develop oracy, debate and teamwork skills while helping to design these enrichment activities.
A key aim of the department is to expand opportunities for students to experience live theatre, bringing literature to life beyond the page. In 2026, students visited the Old Vic Theatre to see A Christmas Carol, deepening their understanding of Dickens’ themes and context. These experiences, alongside the library’s own offer of author visits, visiting speakers, and opportunities for selected students to attend local literary events, help to connect classroom learning to the wider literary world.
Together, these opportunities complement and extend the curriculum, strengthening cultural capital, raising aspirations, and encouraging students to see themselves as confident, engaged readers and writers. Students frequently reflect on the confidence gained from sharing their work and the value of being part of a vibrant literary community.
