At KSA, our English department fosters an enthusiasm, confidence and fluency in reading which will: awaken intellectual curiosity in our learners; build their KNOWLEDGDE OF a wide range of classical and modern literature; and give them the confidence & AMBITION to find, finesse and articulate their opinions on the texts they have studied with technical accuracy.
Our students should understand that all writers have an intent behind their writing and that there are a range of themes and contexts that influence writers. Students investigate individual authors further looking at how their work fits within genres and their historical contexts. Students build STRENGTH in their KNOWLEDGE in order to make connections between the genres and texts they study.
Many of the key themes that influence writers go beyond their historical context: these include morality, identity, relationships, power and conflict. We need our students to understand how these themes, rather than being restricted to the pages of dusty books, are relevant to them, the world they inhabit today and the knowledge-rich adults they will become.
Morality: The theme of morality in our literature texts looks at the distinction between right and wrong and the impact that people’s actions have on others. In Dystopian fiction we look at how power can be exploitative & used immorally, in year 8 we look at the concept of a villain and we develop that further in year 9 by investigating the role of a tragic hero and evaluating how immoral decision-making leads ultimately to their own downfall.
Relationships: As well as looking at romantic relationships, we investigate family dynamics, the notion of friendship and the relationship between those with power and those without. We see this in the short stories studying in y7, the tragedy of Romeo and Juliet in year 8 and in the play studied in y9. In addition, by looking at The Romantics, students are asked to look at the relationships between people and their environments.
Identity: The study of literature allows us to investigate who we are and what it is in our relationships, upbringing, times we live in and culture that makes us who we are. Students study poetry from a range of cultures in year 7, investigate monologues that reveal a disturbing voice in year 8 and learn to express the ideas that are important to them in their personal speech delivered in year 9.
Power & Conflict: “drama is conflict” and this theme is key in a number of the texts we study. The sense of powerlessness is key in many of the dystopian extracts studied in y7, conflict is central to the tragedy in Romeo and Juliet, and can be applied to all the texts studied in year 9.
Key Stage 3
|Year 7||Short Stories|
|Shakespeare and the Tempest|
|Year 8||Modern Play|
|Villains and Dickens|
|Disturbed Voices Poetry|
|Romeo and Juliet|
|The Gothic, with Frankenstein|
Key Stage 4
|Power & Conflict Poetry Anthology|
|An Inspector Calls|
|A Christmas Carol|
|Year 11||Language papers 1 and 2|
|Review and development of Literature texts studied in year 10|
In Media we intend to help students to become discerning consumers of a range of media products, with the ability to recognise the ways in which the media manipulates the consumer. Our students develop their analytical skills whilst investigating how and why media texts are constructed in order to create “profit and power”. The impact on audiences is also explored across a range of different media platforms. They will also develop their practical skills to create realistic media products responding to an industry style brief.
Key Stage 4
|Year 10||Exploring media language and representation through:|
|Exploring industry and audiences through:|
|Year 11||Understanding media firms and products|
|Coursework project, responding to a set brief|