Skip to content ↓

Thomas Becket Catholic School

In this section...

English

“Opening Books, Broadening Minds”

Walt Whitman once said, “viewed freely, the English language is the accretion and growth of every dialect, race, and range of time, and is both the free and compacted composition of all.” It is this very notion, paired with the historical hallmark of literature that leads to the huge social, political and moral implications and enables our students to become both critical thinkers and empathetic human beings.

The mission of the English Department at Thomas Becket Catholic School is to:

· Cultivate understanding, knowledge, and appreciation of the English language, its speakers and writers and its literature and cultures.

· Aspire our students to use the language creatively, critically and effectively at an ‘Oxbridge standard’ to participate ethically in civic and professional life.

· Provide our students with access to a range of Literature in order to foster creative and critical abilities, promote multiculturalism and tolerance in a globalised world.

· Instil an appreciation of a cultural, historical, ethical, aesthetic linguistic force that shapes our lives, whilst also nurturing an inquisition for the English language, its history, conventions, structures and uses.

· Provide opportunities to merge the art of creative and transactional writing with literary insight which will provide a hands-on experience that will empower our students to respond to human experience in a changing world.

Year 7

Year 7—The Chronology of English Literature

English Through the Age: (Foundations of Literature) Non-Fiction Analysis

An introduction to the Literary timeline. Where do texts fit within the chronology of English Literature and how do historical events impact the writing of these texts? How are writers influenced by what has come before them?

Romanticism: (Romantic Poetry)

An introduction to Romanticism through Romantic poetry.  Who were the Romantics and in what ways were they considered rebellious and revolutionary?

A Christmas Carol: (19th Century) Creative Writing

An introduction to 19th Century Literature. What were the traits of Victorian literature and how was this impacted by key events in History? How would a Marxist reading of this text differ?

Trash: (Modern Texts) Transactional Writing

An analysis of contemporary literature with a focus on how themes and concepts are still relevant today. How are modern writers influenced by what has come before them

Year 8

The Body Snatcher: (19th Century) Non-Fiction Analysis

An introduction to Gothic Literature. What are the origins of this genre and how is it impacted by the beliefs of people living at this time?

How do science and religion play a part in the themes presented in gothic literature and how far are these texts a replica of Victorian society?

The Tempest - Shakespeare (Shakespeare)

An analysis of a Shakespearean text with a focus on the themes of power, justice, knowledge and the treatment of others. How does Shakespeare present Elizabethan beliefs in his text and how do these texts differ to modern day, post-colonial views?

Noughts and Crosses (Play) (Modern) Transactional Writing

How relevant are themes of segregation and prejudice in modern day society? How do dramatic features impact the presentation of these ideas?

Conflict Poetry (Conflict and Culture)

An analysis of a collection of poems from different time periods and cultural backgrounds. Each poem discusses the idea of conflict—what different conflicts exist? How is this conflict a reflection of personal or societal beliefs?

Year 9

Gothic and Frankenstein (19th Century) Creative Writing and Non-Fiction Analysis

An analysis of a variety of gothic texts resulting in the full study of the playscript version of Frankenstein. What are the key traits and motifs of gothic literature and how do different writers employ these? How significant are societal beliefs in the construction of these texts and how far do writers draw on other texts for ideas?

Of Mice and Men (Modern) Transactional Writing

How relevant are themes of segregation and prejudice in modern day society?  How can writers use characters within a text to represent a greater population? To what extent has society changed since the 1930s?

Tragedies (From Greek Tragedies to Modern) Paper 1 Reading

A detailed analysis of the Tragic genre. How has this genre changed over time? How far can Aristotle and Freytag’s models be applied to a range of tragic texts?

Eduqas Poetry

A study of poetry from 1789 to the present day. How do poets present key themes and ideas with a text and how do these ideas differ to other poets writing on the same ideas? How far do the social, historical and personal backgrounds to these poems affect their content?

Year 10 GCSE EDUQAS C700QS / C720 QS

Eduqas Poetry and Paper 1 Language

Poetry—A study of poetry from 1789 to the present day. How do poets present key themes and ideas with a text and how do these ideas differ to other poets writing on the same ideas? How far do the social, historical and personal backgrounds to these poems affect their content?

Language— A study of a range of 20th century literary prose texts looking at how writers create particular effects and the ability to form personal opinions on an ’unseen’ piece of prose. Students will then look at how they can use their knowledge of the English language to create their own narratives.

Macbeth and Paper 2 Language

Macbeth—A study of Shakespeare’s use of language, structure and form and show an understanding of key themes, characters and ideas within the text.

Language—A study of a range of 19th and 21st century non-fiction texts looking at how writers create particular effects and the ability

to form personal opinions on an ’unseen’ piece of prose. Students will then look at how they can use their knowledge of the English language to create their own transactional texts.

Speaking and Listening

How do we construct convincing arguments? Students will use their understanding of non-fiction texts, to present their own speech or presentation on a topic of their choice. Students will also need to be able to respond to questions and feedback on their chosen topic.

Year 11 GCSE EDUQAS C700QS/C720QS

Jekyll and Hyde

A developed analysis of a 19th Century text. How does Stevenson use language and structure to present key themes and ideas? How is Stevenson impacted by the culture and society of 19th Century Britain?

An Inspector Calls

A developed analysis of a modern text. How relevant are themes of segregation and prejudice in modern day society? How can writers use characters within a text to represent a greater population? To what extent has society changed since the Edwardian era?

Revision of all

Students are given the opportunity to revise all covered topics in preparation for their final exam.

Links to other Subjects

  • History—Renaissance, Medieval Views, Communism, Industrial Revolution,
  • RS—Evil and Suffering, Church History
  • Cultural Dance
  • Geography—Unequal World
  • History—Exploring Empire, War and Conflict, Industrial Revolution
  • RS—Evil and Suffering,
  • Drama—Shakespeare
  • Dance—’The Manhunt’
  • Science—Adaptation and Inheritance
  • Electricity and electro magnets
  • RS—Creation and Science. War and Suffering, Ethics and Philosophy
  • Geography—The Urban World
  • RS—Evil and Suffering,  War and Conflict
  • Science—Adaptation and Inheritance, Evolution, Genetics, Chemical Changes, Rates of Reaction
  • History—British Empire
  • RS—Redemption
  • History— Industrial Revolution

Thomas Becket Catholic School, Becket Way, Northampton, Northamptonshire, NN3 6HT

Telephone: 01604 493211Fax: 01604 497300

office@thomasbecket.org.uk

Our Lady Immaculate Catholic Academies Trust, C/o St Thomas More Secondary School, Tyne Crescent, Bedford, Mk41 7UL