Lincoln Christ's Hospital School

Lincoln Christ's Hospital School
Educating in Lincoln since 1090


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Article Index


Ms D Andrew Head of Department
Mrs E Peel Second in Department and KS5 Co-ordinator
Miss G Holding KS3 Co-ordinator and Literacy Co-ordinator
Mrs C Owen                    Assistant Head and Teacher of English
Mr G Gilbey                         Director of Student Experience and Teacher of English                                        
Mrs L Jones Assistant Head of Sixth Form and Teacher of English
Miss S Lockley English Teacher and Student Direct Mentor
Mr M Lyon Head of Media Studies
Mrs E Williams Teacher of English
Mrs J Perkins Teacher of English
Mrs T Watling Teacher of English
Mrs J Robinson Teacher of English
Mrs J Foster Teacher of English




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.




We aim to develop our students’ literacy and comprehension skills through a wide variety of activities and we track individual progress through termly assessments of reading, writing, speaking and listening. We focus on a range of text types: non-fiction and media, prose, poetry and drama and encourage both fiction and non-fiction writing skills across our Schemes. Competency and creativity are at the heart of our Year 7 English lessons and we strive to provide real audiences for assessed and project work. We make use of ICT resources to teach close reading, drafting and re-drafting skills. Students should be encouraged to read work back at the end of every piece to develop self-editing skills.

Reading for pleasure is a focus we wish to establish quickly in Year 7; students who read for pleasure improve all aspects of communication and are more likely to lead a happy and successful life. Students should aim to spend at least thirty minutes a week reading for pleasure which can be recorded in their planner. Students have access to a well-stocked library with dedicated librarian, where they are encouraged to read for pleasure. Parents can support this by reading together and interacting with students and their reading.

Schemes of work include:




Poetry (including a ‘Slam Jam’ performance)

Fiction Writing


 Welcome to the English Department

Click here for Student Guide to GCSE Year 10

Try making notes/planning a response for these tasks to help support your revision. Expert learners should select an extract from the play which they think could be used in the exam for that character/topic:

How does Priestley present Eric in An Inspector Calls?

Write about:

 what Eric says and does

 how other characters respond to him

 the methods Priestley uses to present Eric.

Write about the differences between Sheila and Sybil Birling in the play An Inspector


You should write about:

 what they say and do

 their different attitudes

 the methods Priestley uses to present Sheila and Sybil Birling.

How is Eva Smith presented in An Inspector Calls?

Write about:

•             What happens to her and how other characters respond to her

•             The methods Priestley uses to present Eva Smith


How does Priestley present ideas about how we should treat other people in An Inspector Calls?

Write about:

•             The ideas in the play

•             The methods Priestley uses to present these ideas to the audience

How does Priestley show that tension is at the heart of the Birling family?

Priestley criticises the selfishness of people like the Birlings. What methods does he use

to present this selfishness?

‘Inspector Goole merely functions as a mouthpiece for Priestley’s ideas.’

What do you think is the Inspector’s function in the play and how does Priestley present him?

How does Priestley show the differences in attitudes between the generations in An Inspector Calls?



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


AQA Specification A


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


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.


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.


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                           


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




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


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.


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.


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                           


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.