Lincoln Christ's Hospital School

Lincoln Christ's Hospital School
Educating in Lincoln since 1090

 

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Welcome to the English Department.

Staff in the English Department:

Ms D Andrew

Head of Department,Key Stage 4 Coordinator

Mrs E Peel

Second in Department,Key Stage 5 Coordinator, Gifted and Talented Coordinator

Miss G Holding

Key Stage 3 Coordinator, Literacy Coordinator

Mrs C Owens

Teacher of English and Assistant Headteacher

Miss B Sherriff               

Teacher of English

MrsSMansfield-O’Donnell

Teacher of Transition Group English

Mrs R Tamisari

Teacher of English

Mr M Lyon

Teacher of English and Head of Media Studies

Mrs M Laurence

Teacher of English

Mr J Winmill

Teacher of English and Media Studies

Miss S Lockley

Teacher of English

Mrs N White

Teacher of English and Head of Year 10

Miss E Clegg

 Teacher of English

Ms L Jones

Teacher of English and Assistant Head of Year 13

Mr S Cameron

Teacher of English

Miss N Kane

Teacher of English

 

 


 

Key Stage 3 English National Curriculum
http://curriculum.qca.org.uk/key-stages-3-and-4/subjects/english/index.aspx

For Revision at key stage 3
http://www.bbc.co.uk/schools/ks3bitesize/english/

Practise Spelling
http://www.spellanywhere.co.uk/spellings.php?view=1&id=94

Comprehension Skills
http://eslus.com/LESSONS/READING/READ.HTM

Exam Board for KS4 and 5

http://www.aqa.org.uk

 

Year 10 Student Guide to GCSE

 Click Here

Year 11 Student Guide to GCSE

Click Here

 


 

What we teach Year 7
We are currently revising our schemes of work to fit in with the new National Curriculum. This is now complete in Year 7 where we have embedded creativity, reflection, team work, drama, independent learning and thinking skills. We have also adopted a reading and spelling program. One lesson a week is devoted to target setting and review, reading challenges and spelling practice.

Autobiography Unit
When year 7 arrive at LCHS they complete an autobiography unit which allows them to make new friends through paired and team work and tell us about themselves. They reflect on prior learning and their new achievements as well as writing their own autobiography.

Language Change
Students in year 7 will also study how the English language has changed over the centuries as well as playing creatively with the English language. ICT is also embedded into this unit of work as pupils have to create their own powerpoint presentation on a Chaucer character of their choice.

Narrative Study
Pupils will study a novel, (for example: Clockwork by Phillip Pullman; a Michael Morpurgo novel; Skellig.) looking at characterisation, narrative devices, language, inference and deduction. Within this unit pupils will be expected to begin to understand how to write analytically about a story, looking at the author’s intentions and the effect on the reader.

Drama Texts

This is a 6 week unit which involves reading a whole drama text in whole class and small group settings. Pupils will analyse character and theme within a play, consider staging and design a set for a selected scene, give directorial advice about how to stage a scene and write imaginatively about an issue or event from the play.

Media (Mini Scheme)

Pupils will study Tim Burton’s Corpse Bride identifying Gothic and filming features. They will identify how characters, plot and setting are created through film and produce an analytical essay for assessment.


 

Year 8

In year 8 we are currently revising schemes of work to include a Poetry Slam Unit which will be geared towards entering the National Poetry Slam Competition. This unit will analyse poetry, looking at performance poetry conventions and then moving on to create our own performance poetry.

Current Schemes of Work include:

Journalism Challenge
Pupils, in groups, analyse and create their own magazine. ICT is embedded into this scheme as pupils write, design, publish and sell their own magazine. After several weeks, researching, writing and editing their publication, they have to sell it in a Dragon’s Den scenario.

Dickens
Pupils read about Dickens’ life and produce a potted biography. They read extracts from a variety of novels looking at character creation and narrative style. They produce a piece of descriptive writing and role play utilising a theme from one of the readings.

Rime of the Ancient Mariner
Students will study ‘The Rime of the Ancient Mariner’, reading for meaning and analysing the literary devices, as well as language change. They will study persuasive writing before writing a persuasive letter of their own. Students will watch ‘Pirates of the Caribbean’ and compare the ways in which the transformation scenes are created in the poem and the film. The students will write a substantial comparative essay about the poem in film and in timed conditions. There will be a final End of Unit Test, which tests their reading and writing.

The Cult of Celebrity – Non Fiction Unit
Pupils will explore a variety of media texts and techniques, looking at format, language and style. Once they have studied and analysed a range of media texts, they will produce their own magazine article, newspaper report, webpage template, TV interview, advertising campaign and group presentation.

Titanic
Pupils will read “The Unsinkable Titanic” and extract information utilising comprehension skills, inference and deduction. They will study Broadsheet and Tabloid articles establishing the conventions of news reporting. They create their own leaflets and front pages. They read a survivor’s story as well as undertaking media study using extracts from the film. Drama and script work is incorporated into the scheme and pupils perform their own work.

Media and Film Study (mini-scheme)
After analysing filmic techniques, pupils undertake personal writing in role (diary, letter or monologue), produce a film review (Out) and pupils perform a group presentation which provides an opportunity for speaking and listening assessment.

A Novel
Pupils will study a novel with a view to understanding how authors use narrative devices to engage the reader. As they become more sophisticated in their reading they will learn how to deconstruct a character, plot and setting through a variety of activities. These may include: hot-seating, role play, text annotation and undertaking writing of their own, such as writing diary entries, letters and newspaper articles.

A Play
Dracula can be studied in year 8 and pupils will look at the literary heritage of the play, studying a variety of interpretations of the Dracula story before moving onto the play itself. Pupils will then undertake a variety of activities including character study, role play, adapting the play to perform mini productions of particular scenes. They will understand how staging also influences drama. They will understand the conventions of the gothic genre and transform the play into different written genres.

 


 

Summer Reading Challenges

Once you have read at least one book try some of the following challenges. Remember that you don’t have to do them all so pick ones that you think you can get your teeth stuck into.

1) Summarise the book that you have read in no more than one hundred words.

This might seem like a lot at first but it is actually very difficult to write a detailed plot summary in one hundred words. It might take a bit of editing and rewriting to get it to fit.

 2) Pick one character that is described in some detail within your book. Draw a picture of what he/she/it looks like and add in some labels.

It doesn’t matter if you aren’t a brilliant artist because we only want to see if you can pick out details from a book. Your labels can be taken directly from the book and if they are then put them in quotation marks like this... “He had black, coarse hair and a wicked smile.”

 3) Imagine that you are writing one of those bookshop review cards that you see stuck to the shelves. Write down in no more than fifty words why someone else should read this book.

4) On one A4 sheet of paper create a time line or flow chart to show the main events in the story. You can use a computer to do this if you think it will be clearer.

5) Design your own front cover for the book that you have read. Remember that the colours used, the picture and font of the title are the first thing that a reader normally sees. Make carefully choices about what you will put on the cover to tell the reader something about the book.

6) Try and write a blurb (the description which goes on the back of a book or on the inside front cover) which gives some of the basic information about the story and persuades people to read it.

You can use the blurb which is already on the book to help you with this or read some blurbs from other books to give you some more ideas.

If you want to look at some more activities and tasks then visit the Summer Reading Challenge Website.

www.readingagency.org.uk/children/summer-reading-challenge

 








Jekyll and Hyde

Try these questions for Dr Jekyll and Mr Hyde either as a ten minute planning exercise or 30 minutes timed essay. Refer to context and use quotes.

Discuss the role of Mr Utterson throughout the novella and his effect upon you.

Discuss the ways Stevenson uses opposites throughout the novella to explore the theme of duality.

Explain the ways in which Stevenson creates mystery and tension in the novella.

The Murder of Sir Danvers Carew is a turning point in the story-explore why this is so.

Time is an important feature of the novella, explore how Stevenson uses it to progress the narrative and themes.

Dr Jekyll is not presented as a completely innocent or good character-explore the ways in which Stevenson presents the character.

Explain the ways in which religion is used throughout the novel.

How does Stevenson introduce and develop the character of Mr Hyde to maintain the reader’s perception of him as a villain?

Why might the Victorian reader be more terrified of the story than a modern reader?

Explain the role of Lanyon, Enfield or Poole in the story of Jekyll and Hyde.

 

 



Poetry Anthology

Try these questions for the poetry anthology either as a ten minute planning exercise or 30 minutes timed essay. Refer to context and use quotes.

How is the theme of war presented in Dulce et Decorum Est and Mametz Wood?

How is the theme of love presented in Valentine and Cozy Apologia?

How are places presented in London and Living Space?

How is the theme of childhood and growing up explored in Afternoons and Death of a Naturalist?

How is power presented in Ozymandias and Hawk Roosting?

How is the effect of war shown Wife in London and The Manhunt?

How are seasons presented in As Imperceptibly as Grief and The Prelude?

How is romantic imagery explored in Sonnet 43 and The Soldier.  

 

 



Romeo and Juliet

Try these questions for Romeo and Juliet either as a ten minute planning exercise or 30 minutes timed essay. No context needed but you must use quotes.

Explore the ways in which love and hate are presented in Romeo and Juliet.

Discuss the role of Mercutio, Tybalt or Lord Capulet in the play.

How does Juliet present as the typical wayward daughter of a Shakespearian play?

Explore and explain why Romeo and Juliet has an enduring appeal for modern audiences.

In what ways are The Friar and The Nurse responsible for the tragedy of The Lovers?

Discuss the role of religion within the play.

How does Shakespeare structure the play to create drama and tension?

Discuss your thoughts about Romeo as a lover within the play.

Explain how the theme of authority is explored within Romeo and Juliet.

Explain the role and function of The Nurse within the play.

 

 


 

The English Department at Lincoln Christ’s Hospital School offers A Levels in either English Literature or English Language and Literature. We also offer GCSE English (Eduqas) as a one year course for students who still need to achieve this qualification.

Lessons mix tutor led sessions, with student led work. English is a discursive subject so discussion forms an integral part of our learning. Students work in small groups and individually. They are fully supported in the jump from KS4 to KS5 with regular practice of essay writing and skills.

A Level ENGLISH LITERATURE

A Love of reading is a must for success in this subject.

EXAMINATION BOARD

AQA Specification A

SPECIFIC COURSE REQUIREMENTS

Five GCSE grades A*-C including Mathematics with B grades in English Language and English Literature

OVERVIEW

This course’s historicist approach to the study of literature rests upon reading texts within a shared context. Working from the belief that no text exists in isolation but is the product of the time in which it was produced, you are encouraged to explore the relationships that exist between texts and the contexts within which they are written, received and understood. Studying texts within a shared context enables you to investigate and connect them, drawing out patterns of similarity and difference using a variety of reading strategies and perspectives. The course privileges the process of making autonomous meaning, encouraging you to debate and challenge the interpretations of other readers as you develop their own informed personal responses.

The historicist method of studying texts diachronically (across a very broad time period) is at the centre of the specification. In Love through the ages, the theme of love, one of the most central themes in literature, is explored across time.

A LEVEL COURSE CONTENT

Love Through the Ages aims to encourage you to explore aspects of a central literary theme as seen over time, using unseen material and set texts. You should be prepared for Love Through the Ages by reading widely in the topic area, reading texts from a range of authors and times.

Texts in Shared Contexts encourages you to explore aspects of literature connected through a period of time. It explores literature arising out of WW1, but extends this period to allow reflection on the full impact of the war that reverberates up to the present day. It considers the impact on combatants, non-combatants and subsequent generations as well as its social, political, personal and literary legacies.

Independent Critical Study: Texts Across Timeprovides a challenging and wide-ranging opportunity for independent study. You are free to develop your own interests from your own wider and independent reading.

ASSESSMENT

Love Through the Ages                  Written paper   3 hours                                 40% of A Level

Textsin Shared Contexts                               Written paper   2 hours 30 minutes                     40% of A Level

Independent critical Study           Non exam assessment                                  20% of A Level                           

PROGRESSION

Students who study English Literature A Level go on to a variety of careers including teaching, journalism, law, marketing, management and the media. Employers appreciate the high level communication skills which the course encourages.

A Level ENGLISH LANGUAGE AND LITERATURE

A Love of reading is a must for success in this subject.

EXAMINATION BOARD

AQA

SPECIFIC COURSE REQUIREMENTS

Five GCSE grades A*-C including Mathematics with B grades in English Language and English Literature

OVERVIEW

This course allows you to keep open a route to further study in both English Language and Literature. It gives you grounding in both frameworks for linguistic analysis and criticism of literature.

You are given opportunities to develop your subject expertise by engaging creatively, critically and independently with a wide range of texts. Using literary and linguistic concepts and methods, you will analyse literary and non-literary texts in a range of modes and genres, in the process gaining insights into the nature of different discourses and ideas about creativity. You will develop skills as producers and interpreters of language by creating texts yourself and critically reflecting on your own processes of production.

A LEVEL COURSE CONTENT

Telling Stories aims to allow you to learn about how and why stories of different kinds are told. The term ‘telling’ in the title is deliberately chosen to reflect the twin aspects of how stories are told, and why stories are ‘telling’, or valuable, within societies.

Exploring Conflict focuses on how language choices help to construct ideas of conflict between people, and between people and their societies.

Making Connections focuses on language use in different types of text. It is called 'Making Connections' because it requires you to make active connections between a literary text and some non-literary material. The connections must be based either on a chosen theme or on the idea that particular linguistic strategies and features may occur in the different types of material. This area of the course provides an individualised experience for students, enabling them to demonstrate their ability to initiate and sustain independent enquiry.

ASSESSMENT

Telling stories                     Written paper   3 hours                                                 40% of A Level

Exploring Conflict             Written paper   2 hours 30 minutes                         40% of A Level

Making Connections      Non exam assessment                                                  20% of A Level                           

PROGRESSION

Students from this school have used English Language/Literature to gain places on Higher Education courses from English to Sports Journalism and Law. Students have also used it to help gain employment such as legal secretary, banker and social worker.