English

To enhance the English Curriculum, L4 visit Stratford-upon-Avon for the ‘In the footsteps of Shakespeare’ experience. Theatre trips are arranged as appropriate for all year groups.

Each year, we aim to offer a wide variety of engaging activities that stretch, challenge and promote a lifelong love of literature. Recent activities have included: a sonnet writing competition on Shakespeare Day, author workshops, attendance at lectures and poetry readings and a 500 word short story competition on World Book Day.

Opportunities to take part in creative writing competitions are offered throughout the year.
The English Department regularly take trips to theatres in London and Oxford to see productions of set drama texts. Furthermore, students benefit from opportunities to hear poetry readings and attend student conferences. We were recently joined by Poet Laureate Simon Armitage, who read some of his poetry live in the Queen Anne’s School hall.
 

Aims

We aim to establish a common understanding of linguistic and literacy skills and their implementation.

The overall aims are principally to engender in students a love for the subject as a whole but specifically:

• To instil and develop an awareness of, and a pleasure in, a wide range of appropriate literature across different genres
• To enable students to produce an increasing range of different kinds of writing, beginning with sound narrative and descriptive writing, in a variety of forms and with increasing competency, in neat, legible handwriting
• To ensure that the technical skills of paragraphing, punctuation and spelling are developed
• To encourage students to develop confidence, not only in writing but also in their speech
• To encourage the development of their own choice of reading
• To encourage students to use technology to inform their thinking and write creatively.

Curriculum

In the lower years we follow, in spirit, the National Curriculum. This ensures a comprehensive coverage of all the genres. Work is not marked in National Curriculum levels, however, but in line with Queen Anne’s marking guidelines.

A programme of study for the academic year is prepared for each class, in each year group, at the beginning of the Michaelmas term. Schemes of work for each unit of work are comprehensive and set out recommended tasks in detail.

We recognise that our students come from a wide variety of different backgrounds and experiences; considerable basic and preliminary work may therefore be needed.

L4, 4s and U4 (Year 7, 8 & 9)

• Work on a novel might encompass retrieval of information; illustrating and annotating; analysing how writers create tension and atmosphere; spin-off creative writing; book reviews
• Work on Shakespeare might involve discussion of historical context; Shakespeare’s language; familiarisation with characters; the language of performance
• Work on poetry might consider narrative poems, sonnets, ballads and other forms; figurative language; rhyme and rhythm
• Non-fiction writing might focus on an analysis of newspapers and magazines; advertising (e.g. designing and marketing a product); persuasive writing
• Creative writing is encouraged in a range of styles e.g. horror, ghost, adventure; analysis of setting and atmosphere; creation of character
• Speaking and listening forms an important part of work in English; students are invited to speak persuasively on a range of subjects, as individuals or in group discussion
• U4 students begin the IGCSE English course in the Summer term.

English Language

All students take IGCSE English Language, which is assessed through external examination. The demands of this course are varied and many useful, transferable skills are acquired. Planning, organising, drafting and revision of written work are practised in the form of essays, letters, reports, reviews, scripts, newspaper articles and promotional materials.

In addition to English Language, most students at Queen Anne’s will take IGCSE English Literature, which is also assessed through examination. IGCSE English Language serves as an excellent basis and preparation for A Level English Literature, as the range of texts studied is wide and varied. Students will be awarded a grade from a top grade of 9 to a bottom grade of 1, anything below will be ungraded or U. A new Grade 4 will be roughly equivalent to a current Grade C, and a 7 will be roughly equivalent to a current Grade A.

Component 1: Non-fiction Texts and Transactional Writing (examined)

Component 1 assesses 60% of the total English Language (Specification A) qualification and assesses Reading (30%) and Writing (30%). There will be two sections in the paper. In Section A students answer a series of short and long answer questions related to a non-fiction text from Part 1 of the Pearson Edexcel International GCSE English Anthology and one previously unseen extract, clearly in good Standard English.

Component 2: Poetry and Prose Texts and Imaginative Writing (examined)

Component 2 assesses 40% of the total English Language (Specification A) qualification and assesses  Reading (20%) and Writing (20%). There will be two sections in the paper. There will be one essay question on a poetry or prose text from Part 2 of the Pearson Edexcel International GCSE English Anthology, which will be made available in the examination. In Section B there will be one 30-mark imaginative writing task, based on one of three given prompts.

Examination

There are two examination papers:
• Paper 1: Two hours 15 minutes
• Paper 2: One hour 15 minutes

English Literature

The works of poets, playwrights and novelists, both classic and contemporary, are studied; all of these must be substantial texts and are studied in depth. New skills are acquired and developed; much satisfaction and pleasure is gained from the study of literary techniques, ideas and themes, as well as from critically appreciative or imaginative responses, especially by enthusiastic students. All students will study one heritage text, one modern novel, a modern play and a selection of poetry. 

Component 1: Poetry and Modern Prose (examined)

Component 1 assesses 60% of the total English Literature qualification. There will be three sections on the paper. In Section A students will apply their knowledge of poetic form, content and meaning to an unseen poem and write an essay response. In Section B students will compare poems from Part 3 of the Pearson Edexcel International GCSE English Anthology in an essay response. In Section C students will demonstrate their knowledge and understanding of their chosen prose text in an essay response. Students should also demonstrate an understanding of the relationship between their prose text and the context in which it was written.

Component 2: Modern Drama and Literary Heritage Texts (coursework)

Component 2 assesses 40% of the total English Literature qualification. There will be two sections on the paper. In Section A students will demonstrate their knowledge and understanding of their modern drama text writing an essay response. In Section B students will demonstrate their knowledge and understanding of their literary heritage text, including the ways in which writers use language, form and structure to create effects. Students should also demonstrate an understanding of the relationship between their text and the context in which it was written.

Examination

There are two examination papers:

• Paper 1: Two hours
• Paper 2: One hour and 30 minutes
   

A Level English Literature

English Literature is a subject to be studied for itself, for the immense pleasure to be gained from reading and reflecting on good literature, for the opportunities it offers to exchange and debate philosophical ideas and for the insight it provides into human nature. The demands made upon students may be many but the lasting benefits are significant.

Aims

To encourage students to read widely and independently, to explore literary texts for their own intrinsic interest and significance and to set them within their appropriate literary, cultural and historical contexts.

Syllabus - AQA 7712

The AQA specification that we follow is wholly literature based.

Paper one: Students are required to show knowledge and understanding of at least two texts published before 1900. They will also study a poetry anthology – poems may be published before or after 1900. 

Paper two: Students will be required to show knowledge and understanding of three texts: novel, play, poetry. One text must have been written post 2000.

Examinations

Paper one: Love through the ages: questions on Shakespeare (closed book), prose and poetry (open book). There will also be a question on unseen poetry. - 3 hours, 40% of final grade

Paper two: Texts in shared contexts (open book). Modern times - literature from 1945 to the present day. - 2 hours  30 minutes, 40% of final grade

In addition there will be a non-examination assessment (coursework). This is an independent, critical study of two texts, at least one of which must have been written pre-1900. Students will write one extended essay (2500 words) and a bibliography. 20% of final grade.
 

English is an excellent asset for those who choose degree courses in Drama, Law, Business Studies or the Media. The study of English may also lead to a career in journalism, communications, advertising and the media – or even to teaching! Essentially it prepares students for any career in which clarity of thought, imagination, sensitive perceptiveness, sound organisation and effective communication are valued.

Additional extension classes are offered every year, aimed at students hoping to read English at university and particularly for those aspiring to Oxbridge colleges. Students benefit from textual discussion with our MA and PHD qualified teachers and preparation sessions for university interviews are provided.
 

To  s..t..r..e..t..c..h:  synonyms are: to be elastic, to be tensile, to be flexible, to be supple.
All these words seem to be more suitable for PE rather than English but, after all, words are everything to us.
 
What, then, do they mean for our subject and what qualities do we wish to instil in our students? For example, an enthusiasm and determination to avoid a closed mind-set, to reach out beyond the traditional comfort zone (pardon the cliché), to avoid sticking rigidly to one narrow point of view.

To challenge:
synonyms are: to summon to a contest of skill, strength, to dispute, to question, to confront, to grapple, to make demands on, to inspire, to excite, to spur on.

The qualities outlined in the ‘stretch’ section above apply equally to the concept of ‘challenge’. In what further ways can you challenge yourself in English? Many teachers in our department recall their own days in primary and secondary school where, for example, sloppiness in the presentation of work, arriving late for lessons improperly clad, coming without the appropriate books, were very much frowned upon.

So, don’t be sloppy; take pride in your work, your appearance, your punctuality, your readiness for lessons; ask yourself ‘is this the very best I can do in the time allowed?’ If not, then don’t assume your teacher will appreciate it and don’t let yourself down by submitting it.

What else can you do to stretch and challenge yourself in English?

At Queen Anne’s we have an excellent and wonderfully stocked library. It’s a splendid place to work when you need a quiet space. In addition to thousands of fiction and non-fiction books, of particular help for English are the following periodicals:

• The English Review
• E Magazine
• Times Literary Supplement
• The Times and other newspapers

In addition, on the issue desk in the library you will find reading lists for all ages carefully chosen by the Librarian and the English Department.

What follows are lists of other things you can do to stretch and challenge yourself:

Key Stage 3:

• compete in two annual lower school writing competitions for National Poetry Day and World Book Day
• participate in the annual Interpretative Reading competition
• undertake and complete an independent research project on Shakespeare’s Life and Times in the summer term
• U4 students undertake a series of timed cross-year tasks throughout the year in order to prepare them for the GCSE transition
• complete extension tasks which are regularly made available to KS3 students
• take part in the various English trips that are organised throughout the year
• write reports and reviews of the plays, productions and events accordingly

Key Stage 4:

• read a wide range of different text types
• proofread your written work - coursework tasks and examinations questions require a high level of accuracy
• plan your assignments carefully
• extend and develop your analysis
• complete past paper questions (available from your teacher)
• refer to model responses discussed in class
• interrogate the mark scheme so that you know exactly what you need to show
• record and learn new terminology
• make notes, read another chapter or complete another past paper - independent learning is vital
• contribute to whole-class discussions - being able to articulate and justify a point of view is an important skill
• look for cross-curricular and subject links - this is a good skill to have.
• participate in the extra-curricular opportunities on offer
• speak to your English teacher about studying English at A-Level 

Key Stage 5:

Your A Levels prepare you for the world of work or further education. With this in mind, the way that you approach the course should be different. Think about the following:

• take ownership of your learning - it is expected that you read all of the books listed on the course reading lists.
• keep a reading log - record extra books, articles or journals
• record and learn new terminology
• research the context of production/ context of reception
• participate in class discussions - it is important that you share what you know with others
• think about becoming a Sixth Form Mentor at a local primary school
• see the benefit of joining and using a public library
• think about talking to your teacher 

And, for fun, log on to the following: