English
Learning to both use and understand language and all its subtleties is an invaluable life skill. We want our students to be able to find their own voice so that they can express themselves confidently, clearly and appropriately. We aim to stimulate students’ creativity and curiosity as they develop ideas. We encourage our students to read widely, experiencing a wealth of literary texts and forms from different eras. Our students develop secure comprehension skills, acquire a diverse vocabulary, and experience different cultures and worlds other than those which they inhabit. This enhances their ability to interpret and empathise. Through our curriculum, students will develop the skills and knowledge to improve technical accuracy in vocabulary, grammar, syntax and spelling.
We aim to develop assured, engaging speakers in both formal and informal settings and enhance students’ listening skills. We believe that by listening to others, students can have their own ideas challenged and their knowledge and understanding will increase. Students are also encouraged to take part in a range of experiences outside the classroom so that they can continue to enjoy the subject through different stages of their lives.
Key Stage 3 Curriculum Overview
The Key Stage 3 curriculum offers our students a rich, diverse, engaging and challenging experience that develops reading, writing and speaking and listening skills. In each year group, students read a full novel and study a Shakespeare play. At least one scheme in each year group also focuses predominantly on a more modern fiction text. Each of our schemes of work aims to enhance students’ abilities with regards to: older, pre-1914 fiction, poetry (including pre-1914 poetry), creative writing, pre-1914 non-fiction texts, modern non-fiction texts and writing for a range of non-fiction purposes.
Groupings
Year 7 and Year 8
In Years 7 and 8, pupils are taught in form groups. They have six English lessons per fortnight. Homework tasks are set on a weekly basis.
At Key Stage 3, it can be necessary to ‘split’ a class between two teachers. Where this occurs, the two teachers will be in regular contact to ensure that all areas of the curriculum are covered. Educational and administrative tasks including the setting of Homework task, report writing and attendance at Parents’ Evenings will be shared between staff.
Year 9
In Year 9, the form groups are reorganised for English lessons. Three form groups are combined and re-divided. The content of the groups will be determined by the Year 8 teachers and will as far as possible, be equal in terms of ability and gender. Homework is set on a weekly basis.
Key Stage 4 & 5 Curriculum Overview
At GCSE, we follow the AQA specifications for both Language and Literature. All students do both subjects.
Students continue to develop skills they have learned at Key Stage 3. Reading is central to both subjects. A variety of texts and extracts are covered. These include fiction and non-fiction from the nineteenth, twentieth and twenty first centuries. Reading, writing and speaking and listening tasks are included throughout, as are the genres of poetry, novels and plays.
At Key Stage 5, we offer two A Levels, namely English Language and English Literature. We also offer AS in both subjects. For English Language AS and A Level we study the Edexcel specification, the AS and A Level being completely co-teachable, so that the material covered in Year 12 covers both the AS and half of the A Level content, which is then built on in the delivery of content in Year 13 for the A Level. For English Language there are 4 components for assessment over the 2 years, the first 3 being examination papers, the fourth being coursework (NEA). For English Literature A Level, we study AQA Specification B and there are 2 components, or examination papers; these are Comedy and Crime. There is also a coursework (NEA) component. For AS English Literature, an additional text; currently Jane Austen's 'Emma' is studied.
Our Key Stage 5 courses are delivered by subject specialists and include comprehensive and challenging schemes of work for each unit. Each A Level is delivered by two teachers, providing complementary as well as overlapping teaching styles and expertise content. Students are afforded opportunities to develop formal speaking and listening presentation skills throughout the course. Additionally, students are afforded a range of opportunities to develop skills and links to enhance their personal development beyond Year 13, whether educational or otherwise.
When available, theatre trips and lectures are organised to support the delivery of the set texts.
Extra Curricular
- Book Club
- Creative Writing Club
- Poetry Club
- Theatre productions, including online RSC streaming
- Visiting authors when possible / relevant
- Links with Elizabeth Gaskell House, John Rylands Library and the National Football Museum
Recommended Reading
Please click here to view the Year 7 recommended reading.
Please click here to view the Year 8 recommended reading.
Please click here to view the Year 9 recommended reading.
Key Stage 3 Learning Objectives
Key Stage 3 Schemes of Work
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Year 7 |
Year 8 |
Year 9 |
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Dracula and the Gothic |
World of Espionage |
Pole to Pole |
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Our World |
The Unknown |
The Woman in Black |
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Eleven Eleven |
The Tempest |
Lit’s Most Wanted |
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Mystery and Suspense |
Manchester and Beyond |
Romeo and Juliet |
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A Midsummer Night’s Dream |
Myths and Legends |
Voices |
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School Drama |
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Year 7 Learning Objectives
| Skill Focus | Texts | Learning Objectives |
|---|---|---|
| Introducing older texts | Introduction to Gothic with extracts from older texts eg. ‘Dracula’ novel, although students also examine an extract from modern gothic novel ‘My Swordhand is Singing’ as well as using a playscript adaptation of ‘Dracula’ to explore the full plot | -to introduce the conventions of the Gothic genre
- to understand presentation of character in the opening of Dracula -To understand how to effectively support ideas with textual references - To explore how tension is created - To understand how language choices can be used to create a sense of character -To develop skills of inference To develop skills in retrieving information, with a focus on female characters -To introduce the SQI model -To develop ambitious vocabulary linked to atmosphere - to start to consider the influence of context on the reading of a text - To further develop skills of inference and use of SQI |
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Introducing 19th-century poetry |
The Laboratory |
- To develop confidence in exploring C19th Poetry - To explore the presentation of character in poetry -To explore imagery, mood and structure in a poem |
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Introducing creative writing |
Diary & letter |
To understand how to write from a character’s perspective -To understand how to write for the purpose, audience and form (of a diary and letter) |
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Introducing 19th-century non-fiction |
Introducing older texts – Robert Scott’s Diary Darwin’s Diary |
-To develop skills of summarising ideas of older texts -To develop understanding of applying the SQI model -To explore how language is used to present thoughts and feelings of the character |
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Introducing linked 21st-century non-fiction: exploring connections and themes |
‘Renfield the Hidden Hero’ essay Book review of ‘Dracula’ Book review of ‘My Swordhand is Singing’ |
-To develop comprehension skills to understand key ideas in an information text - To examine how a review is structured and the effect the author’s choice of topic order has on the reader |
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Introducing non-fiction writing |
Newspaper Report writing – The Shipwreck |
- To understand the features of discursive writing - To learn how to structure discursive writing - To revise and develop knowledge of discourse markers for discussion
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Year 8 Learning Objectives
| Skill Focus | Texts | Learning Objectives |
|---|---|---|
| Reading between the lines in 19th-century fiction | Hound of Baskervilles (Students to read the whole novel) | -To develop confidence with comprehension of a whole 19th C fiction text
- To develop retrieval skills in extracting less obvious information from a 19th C text -To use inference and deduction to explore characters and meanings - To develop speculation skills - To practise applying your inference and speculation skills - To revise the SQI method - To consider how language choices are used to create setting and atmosphere - To revise the IEC method - To consider how the writer uses structure to engage the reader - To secure use of quotations to support points - To explore the context of the Victorian era - To explore the context of the detective novel |
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Introducing more skills with poetry: exploring inference |
About his Person – Simon Armitage |
-To further develop skills of inference when analysing a modern poem |
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Introducing more skills with creative writing |
Descriptive tasks based upon creating setting in the style of ‘The Hound of Baskervilles’ Assessment to be based on writing a section of their own murder mystery creating setting, atmosphere and tension They produce their own opening of a spy novel |
-To plan and write a first person / third person narrative -To develop skills in creative writing by considering atmosphere, imagery, thoughts and feelings appropriate to genre -To develop confidence in selecting ambitious vocabulary -To revise dashes and colons and explore how they can be used for impact in mystery writing -To consolidate your understanding of how to create an effective narrative hook |
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Introducing more skills with understanding 19th-century non-fiction: considering point of view (&develop links between texts) |
Jack the Ripper articles from Victorian newspapers |
- To select, retrieve, and make inferences from a 19th century fiction text - To further secure the SQI method in interpreting non-fiction texts - To learn about the context of crime in Victorian London - To explore and compare point of view between two 19th C non fiction sources |
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Introducing more skills with linked 21st-century non-fiction: considering point of view |
-article about a house fit for a spy -estate agent’s brochure for a spy house |
- To secure comprehension skills about 21st non-fiction - Develop an understanding of more sophisticated persuasive language techniques |
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Introducing more skills with discursive writing |
Writing estate agent’s brochure for a house fit for a spy |
- To develop more sophisticated persuasive writing through subtle manipulation of language |
Year 9 Learning Objectives
| Skill Focus | Text | Learning Objectives |
|---|---|---|
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Developing skills with 19th-century fiction: planning an essay task |
Heart of Darkness |
- To read and understand 19th-century fiction - To explore and draw inferences about how a writer uses language to create atmosphere - To develop analysis of language using the IEC model |
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Developing skills with 19th-century poetry: looking at the structure and imagery of two contrasting poems |
Composed upon Westminster Bridge |
-To explore the viewpoint of a poet in presenting London compared to other forms (prose and painting) - To develop skills in reading and exploring the language and structure of a 19th-century poem - To secure use of IEC model, and further develop it - To understand how context can inform different readings of texts |
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Developing skills in creative writing: structural special effects |
Write their own travelogue |
- To plan and write a creative piece using ambitious imagery, language and structural techniques - To further secure how to craft sentences, and vary sentence openers - To secure an understanding of how contrasting images can be used in descriptive writing |
| Developing understanding 19th- century non-fiction | ‘The Passage Out’, Charles Dickens |
- To consider ways of working out meaning in older texts - To synthesise key ideas in a non-fiction text - To further develop skills of inference - To further develop understanding of the SQI model - To explore writer’s viewpoint - To develop skills of critical evaluation, using the SQI model - To explore the effects of language and structural choices, using the IEC model |
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Developing skills with linked 21st-century non-fiction: exploring a writer’s point of view |
-Storm at Sea, Clare Francis
Exmouth Market – Lonely Planet Travel Guide and Travelogue
Majestic Morocco – Travel Brochure |
-To understand a writer’s viewpoint and methods in a modern piece of non-fiction -To develop skills of synthesis -To present and support responses analysing viewpoint and method - To develop skills of comparison between modern and older non-fiction texts - To develop a longer written response comparing viewpoints and integrating writer’s methods, using SQI and IEC - To develop understanding of audience and purpose in non-fiction writing - To analyse how purpose can influence language and structural features in non-fiction writing - To apply understanding of writing for different purposes in own writing - To understand the features of writing to persuade and inform - --To secure language analysis skills using IEC method - To develop understanding of MADFOREST |
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Developing discursive writing |
Dark Tourism article Wildlife. Not Entertainers Campaign Leaflet |
-To further develop understanding of brochures -To develop skills of planning and also editing own writing -To apply persuasive writing techniques to own writing for a specific audience. -To understand more key techniques of writing with a strong viewpoint -To plan and present an effective speech presenting a point of view |
Key Stage 4 Learning Objectives
English Language Overview
| Paper 1: Shakespeare and the 19th - Century Novel | paper 2: Modern texts and Poetry |
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What's Assessed:
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What's Assessed:
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How it's Assessed
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How It's Assessed
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Questions: Section A Shakespeare: Students will answer one question on their play of choice. They will be require to write in detail about an extract from the play and then to write about the play as a whole. Section B The 19th-Century Novel: Students will answer one question on their novel of choice. They will be required to write in detail about an extract from the novel and then to write about the novel as a whole. |
Questions: Section A Modern Texts: Students will answer one essay question from a choice of two on their studied modern prose of drama text. Section B Poetry: Students will answer one comparative question on one named poem printed on the paper and one other poem from their chosen anthology cluster. Section C Unseen Poetry: Students will answer one question on one unseen poem and one question comparing this poem with a second unseen poem. |
Set Text Choices for Literature
- Shakespeare: Macbeth
- 19th century novel: Dr Jekyll and Mr Hyde
- Modern text: An Inspector Calls
- Poetry: Power and Conflict (from the AQA anthology)
Students are provided with the set texts. However, should they wish to annotate a text, they will need to purchase their own additional copy.
Our Two Year Plan
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Year 10 |
Exam component and text |
Course content and learning outcomes |
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Autumn 1 |
Introduction to course
English Literature Paper 1: Macbeth Half Termly assessment
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Students are given a short introduction to the course content and requirements.
English Literature Paper 1: Macbeth Students develop an overview of the 2 GCSEs They secure knowledge of relevant Shakespearean contextual information and the plot, characters, themes and genre of Macbeth. Students develop their analytical skills and their essay writing skills. Including under timed conditions. |
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Autumn 2 |
Finish Macbeth English Language Paper 1: Creative Reading and Writing
Half Termly assessment
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English Language Paper 1: Reading Students develop a secure understanding of the different requirements for each question type in Section A: specifically, information retrieval, language and structural analysis and skills of critical evaluation. Students will be learning to read fictional texts, consider how established writers use narrative and descriptive techniques to capture the interest of readers.
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Spring 1 |
English Language Paper 1 Half Termly Assessment
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English Language Paper 1 Writing Students develop skills of crafting their own creative writing, both descriptive and narrative in response to a written prompt, scenario or visual image. They will practise writing under timed conditions. They must ensure that they spell and punctuate effectively.
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Spring 2 |
English Literature Paper 1: Jekyll and Hyde Half Termly assessment
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English Literature Paper 1: Jekyll and Hyde Students will secure knowledge of relevant Victorian contextual information and the plot, characters, themes and genre of Dr Jekyll and Mr Hyde. Students develop their analytical skills and their essay writing skills. Including under timed conditions.
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Summer 1 |
Finish Jekyll and Hyde English Literature Paper 2: An Inspector Calls
Half Termly assessment
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English Literature Paper 2: An Inspector Calls Students will prepare to answer one essay question from a choice of two on their studied modern drama text.
Students will secure knowledge of relevant Edwardian contextual information and the plot, characters, themes and genre of ‘An Inspector Calls’. Students develop their analytical skills and their essay writing skills, including under timed conditions.
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Summer 2 |
Finish ‘An Inspector Calls’ Summer Mocks: English English Literature Paper 2: Start Power and Conflict Poetry NEA Speaking and Listening Task
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Language Paper 1 and English Literature Paper 1
Power and Conflict Poetry Students will start to explore the nuances of the theme of power and conflict and will recap the features of poetry. They will study one cluster of poems taken from the AQA poetry anthology, ‘Poems Past and Present’ and will learn to compare two poems in one essay.
Speaking and Listening Task Students will develop skills of planning and delivering an effective presentation to the group using structural, linguistic, and non -verbal features. Students can choose their own topic with guidance from the class teacher.
The NEA is marked by teacher and is a separate endorsement (0% weighting of GCSE)
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Year 11 |
Exam component and text |
Course content and learning outcomes |
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Autumn 1 |
English Literature Paper 2: Power and Conflict Poetry
Half Termly Assessment Revision of Literature Paper 1 texts Macbeth and Jekyll and Hyde Start Unseen Poetry
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In preparing for the unseen poetry section of the examination, students will experience a range of poetry. They should be able to analyse and compare key features. |
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Autumn 2 |
English Language Paper 2: Writers' Viewpoints and Perspectives Section A (Reading) and B (Writing)
Section B: Writing, will be developed further and re-visited in the Spring term.
Half termly assessment Revision of Literature Paper 2 texts An Inspector Calls, Power and Conflict poetry.
Unseen Poetry (information as in autumn 1 when unseen poetry was introduced).
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Students will need to adjust to reading and analysing one non-fiction text and one literary non-fiction text which is a task of greater complexity than Paper 1. Students will develop familiarity with different genres eg high quality journalism, articles, letters and diaries. In Section B, students will produce a written text to a specified audience, purpose and form in which they give their own perspective on the theme that has been introduced to them in section A
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Spring 1 |
Assessment Week/Mocks: English Literature Paper 2 and English Language Paper 2
English Language Paper 2 Section B Further development of work started in Autumn 2.
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Students will complete ‘mock’ examinations.
After the ‘mocks’ students will revisit English Language Paper 2, section B: writing. |
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Spring 2 |
Revision: Paper 1 Literature Revision: Paper 1 Language
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Students will develop skills of retrieval to help develop knowledge and will practise and further develop essay writing skills in order to prepare for the final examinations. |
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Summer 1 |
Revision: Paper 2 Literature Revision: Paper 2 Language |
As above complete final revision and examination practice. |
Additional Support
Students will receive targeted support through the intervention programme. The English Faculty runs revision sessions before ‘mock exams’ and in the second term of Year 11. The sessions take place both at lunchtimes and after school.
Information on revision guides and websites is available in the KS4 Handbook.
Key Stage 5 Learning Objectives
English Language Key Stage 5
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YEAR 12 |
Teacher A (5 lessons) |
Teacher B (4 lessons) |
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Autumn Term Half Term 1 Component 1 AS (Language: Context and Identity) and A Level: (Language: Language Variation). |
Introduction to course and study of English Language
Language Levels Grammar/Morphology/Syntax, Discourse, Pragmatics
Language and Context Mode |
Introduction to course and study of English Language
Language Levels Graphology, Phonetics/ Phonology/ Prosody, Lexis/ Semantics
Language and Context Audience, Field, Function |
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Autumn Term Half Term 2 AS and A Level Component 1. AS and A Level Component 2: Child Language. |
Language and Context continued
Language and Identity/ Language Variation Accent and Dialect, Social Class, Language and Power, Gender and Sexuality, Occupation, Ethnicity, Age |
Child Language: Spoken Language The Acquisition of Spoken Language in children aged 0-8
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Spring Term Half Term 1 AS and A Level Component 1. AS and A Level Component 2: Child Language. |
Language and Identity/ Language Variation continued
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Child Language: Spoken Language continued
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Spring Term Half Term 2 AS and A Level Component 1.AS and A Level Component 2: Child Language. |
Language and Identity / Language Variation continued
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Child Language: Written Language (The Acquisition of Written Language in children 0-8)
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Summer Term Half Term 1 AS and A Level Component 1. AS and A Level Component 2: Child Language A Level Component 4: Non-Examination Assessment |
Revision of Paper 1
Introduce NEA Crafting Language |
Revision of Paper 2
Introduce NEA Crafting Language |
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Summer Term Half Term 2 AS and A Level Component 1. AS and A Level Component 2: Child Language. A Level Component 3: Investigating Language. A Level Component 4: Non-Examination Assessment |
AS public examination/ Mocks
Introduction to A Level Paper 3 Investigating |
AS public examination/ Mocks
NEA Crafting Language –produce drafts of original writing pieces |
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YEAR 13 |
Teacher A (4 lessons) |
Teacher B (5 lessons |
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Autumn Term Half Term 1 A Level Component 3: Investigating Language. A Level Component 4: Non-Examination Assessment A Level Component 1: Language Variation |
Paper 3: Investigating Language |
Component 4: NEA Crafting Language (submit by the end of this half term)
Paper 1 Section B: Variation over time (Development of the English Language from 1550 to the present day) |
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Autumn Term Half Term 2 A Level Component 1: Language Variation A Level Component 3: Investigating Language. |
Revision of Paper 1: Individual Variation for Section A
Paper 3: Investigating Language (Pre-release sub-topic is available from December) |
Paper 1 Section B: Variation over time continued |
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Spring Term Half Term 1 A Level Component 1: Language Variation A Level Component 2: Child Language A Level Component 3: Investigating Language. |
Paper 3: Investigating Language continued
Revision of Paper2: Child Language
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Paper 1 Section B Variation over time continued
Paper 3: Investigating Language continued and as needed by teacher A |
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Spring Term Half Term 2 A Level Component 1: Language Variation A Level Component 2: Child Language |
Revision of Paper 2: Child Language |
Revision of Paper 1 Section A: Individual Variation |
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Summer Term Half Term 1 A Level Component 1: Language Variation A Level Component 2: Child Language A Level Component 3: Investigating Language. |
Revision of Paper 3: Investigating Language
Revision of Paper 2: Child Language |
Revision of Paper 1: Language Variation
Revise Paper 3: Investigating Language |
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Summer Term Half term 2 A Level Component 1: Language Variation A Level Component 2: Child Language A Level Component 3: Investigating Language. |
Revise Paper 3: Investigating Language
Revise Paper 2: Child Language
Public Examinations |
Revise Paper 1: Language Variation
Revise Paper 3: Investigating Language
Public Examinations |
Enrichment Opportunities for A-Level Students
- Visiting speakers and links to industry
- Trips to museums and libraries
- University workshops and taster days,
- Interschool Sixth Form Book Club
- Creative Writing Club
- Newsletter production
- Competitions
- Theatre productions, including online streaming
English Literature Key Stage 5
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YEAR 12 |
Teacher A (5 lessons) |
Teacher B (4 lessons) |
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Autumn Term Half Term 1
Paper 1 –Aspects of Comedy AS and A Level |
Introduction to the course
Independent research on context for ‘Twelfth Night’ and a mini-presentation.
The history and origins of the genre of comedy within literary tradition
Close study of Twelfth Night |
Introduction to the course
Independent research on context for ‘The Importance of Being Earnest’ and a mini-presentation.
The history and origins of the genre of comedy within literary tradition
Close study of The Importance of Being Earnest
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Autumn Term Half Term 2
Paper 1 –Aspects of Comedy
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Twelfth Night continued
Comedy Poetry Anthology |
Importance of Being Earnest continued
Comedy Poetry Anthology
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Spring Term Half Term 1
Paper 1 –Aspects of Comedy
NEA |
Finish Twelfth Night
Comedy Poetry Anthology continued
Critical Anthology
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Comedy Poetry Anthology continued
Critical Anthology
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Spring Term Half Term 2
NEA Paper 2 – Elements of Crime
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Critical Anthology continued
Introduction to the genre of crime
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Critical Anthology continued
Introduction to the genre of crime
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Summer Term Half Term 1
NEA Paper 1 –Aspects of Comedy
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NEA Coursework
Revision of Twelfth Night |
NEA Coursework
Revision of The Importance of Being Earnest |
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Summer Term Half Term 2
NEA Paper 2 – Elements of Crime
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NEA Coursework
Start Crime Novel |
NEA Coursework
Start Crime Poetry |
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YEAR 13 |
Teacher A (4 lessons) |
Teacher B (5 lessons) |
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Autumn Term Half Term 1 A Level only |
Finish Crime Poetry
Unseen Crime extratcs Revision of Twelfth Night
Finalise NEA |
Finish Atonement
Unseen Crmie extracts
Revision of The Importance of Being Earnest
Finalise NEA |
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Autumn Term Half Term 2 |
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Spring Term Half Term 1 |
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Spring Term Half Term 2 |
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Summer Term Half Term 1 |
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Summer Term Half Term 2 |
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YEAR 2
Teacher 1 (5 lessons) AUTUMN HALF-TERM 1
Paper 2A- Elements of Crime Writing |
Teacher 2 (4 lessons)
AUTUMN HALF-TERM 1
Paper 2A- Elements of Crime Writing |
No 22.
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Half-termly assessment on Paper 2- Aspects of Crime Section B on Atonement |
Half-termly assessment on Paper– Aspects of Crime Section C on Mariner and Browning/Crabbe/Wilde poems . Also a Section A – split marking of latter |
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AUTUMN HALF-TERM 2
Paper 2A- Elements of Crime Writing |
AUTUMN HALF-TERM 2
Paper 2A- Elements of Crime Writing |
No 26.
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No 25.
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Whole Paper 1 in timed conditions across lessons and into lunch/after school. |
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SPRING HALF-TERM 1
Paper 2
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SPRING HALF-TERM 1
Paper 2 |
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29. Mocks (whole Paper 2)
30.Develop examination skills
31.Revision of texts: Poetry Paper 2 and also Paper 1 Twelfth Night
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Paper 2 Section C Atonement & Poetry |
Paper 1 Twelfth Night Section A or B |
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SPRING HALF-TERM 2
Paper 2A- Elements of Crime Writing Revise Paper 1B |
SPRING HALF-TERM 2
Paper 2A- Elements of Crime Writing |
No 34.
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Paper 1 Section C & make question cover Tam, MRH eg. Gender question |
Half-termly assessment Paper 2 Section A Unseen Extract Drama (eg. The Crucible) |
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SUMMER HALF-TERM 1
Paper 2A- Elements of Crime Writing Paper 1b –Aspects of Comedy |
SUMMER HALF-TERM 1
Paper 2A- Elements of Crime Writing Paper 1b –Aspects of Comedy |
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35.Mock –Paper 2 full mock. -Go through mock
36.Develop examination skills
37.Revise Paper 1 – Aspects of Comedy
38.Revise Paper 2 – Elements of Crime Writing
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Enrichment Opportunities for English Literature Students
We offer a wide range of enrichment opportunities for students of English Litearature. These include: visiting speakers and links to industry (such as journalists, actors and lawyers),, trips to museums and libraries (such as The John Rylands Library, Elizabeth Gaskell House, and The Bronte House), university workshops and taster days, lunchtime and afterschool clubs and competitions (These include accredited Oxbridge competitions such as The Christopher Tower Poetry Competition). Obviously during the Covid pandemic, some of these opportunities have varied in their availability and delivery.
Cross-Curricular Links with English Literature
English Literature connects directly to a range of different subjects, including History, RE, Politics. The coursework component equips students with analytical essay writing skills required for all other subjects.