A love of books is a good place to start! English Literature explores writers from different periods, including the very modern. Relationships, emotions and how these are communicated form the basis of the Literature course, along with the need to understand the contextual circumstances under which they were written. The texts promote insights into the complexities of the human world and people’s feelings, promoting wide-ranging discussion and debate. English Literature promotes the development of understanding and analysis through close reading of texts from a wide range of periods and generic types. The ability to give a reasoned argument supported by textual evidence is a vital skill in the modern world. Many employers see English as a core subject and the skills of writing and expression that are developed are highly valued. The widespread demand for good communication skills means English literature offers lots of potential career paths; this includes any forms of journalism, broadcast media, advertising, marketing, PR, law, public sector work and business. English is broken down into four units, which are all examined at the end of the course. Year 12 Autumn 1 Contemporary Poetry: The Poems of the Decade Unseen analysis (Poetry) Autumn 2 Prose: Hard Times Contemporary Poetry: The Poems of the Decade Spring 1 Drama: The Importance of Being Earnest Spring 2 Prose: Atonement Summer 1 Shakespeare: A Midsummer Night’s Dream Shakespeare: A Critical Anthology Summer 2 Coursework: preparatory work Mock Exam Year 13 Autumn 1 Coursework: planning and writing Autumn 2 Poetry: Movement poet: Philip Larkin Exam practice Spring 1 Drama revision Spring 2 Poetry and Prose revision Mock exam Summer Exams 1 Poetry: a) Set text: Poems of the Decade/ Unseen poems: There is a focus on comparison as students work through the set poems, exploring and analysing, building on analytical work from GCSE and developing skills of comparison. Students are introduced to strategies for scaffolding comparisons between the set poems and unseen poems. b) Text: The Movement Poet: Philip Larkin (Text: The Less Deceived) The focus is on context. Students work through the poems, exploring and analysing them in the contexts in which they were produced and received. Pre-reading activities focus on student research into the contexts in which the poems were produced and students will have an understanding of intellectual, social and political contexts of mid-20th century England, the idea of social rebellion, and contemporary and subsequent reception by critics. There will be an Introduction/revision of appropriate poetic terminology: e.g. conceit, irony, paradox, and lyric. General themes might be love, mutability, knowledge and learning, spirituality and religious belief, death, and travel. 2 Drama: a) Shakespeare set text: A Midsummer Night’s Dream: Work builds on students’ Shakespeare studies at GCSE, students revise or are introduced to features of dramatic comedy. There is a focus on genre (comedy) and social and critical contexts. Students complete essays on key aspects of the play – e.g. characterisation, contrasts and conflicts, dramatist’s handling of themes such as the corruption of power, good leadership, private v public personas, etc. – always linking to the contexts in which the play was produced and is received. Shakespeare: A Critical Anthology: Students explore a range of critical approaches using the Anthology and any other appropriate sources. They will be encouraged to engage in critical debate around the text. b) 19th century set text: The Importance of Being Earnest: There is a focus on context: pre-reading activities focus on student research into the contexts in which the play was produced. Shared reading of the play. Students discuss comments on characterisation, themes, setting, dramatic techniques and audience response. Students complete essays on key aspects of the play – e.g. characterisation, effects of theatrical techniques, dramatist’s handling of themes such as class conflict, the nature of art, etc. – always linking to the contexts in which the play was produced and is received. 3 Prose: a) Text: Hard Times – Charles Dickens Pre-reading activities focus on student research into the contexts in which the novel was produced: Dickens’ biography and his childhood experiences in London and Kent, the Industrial Revolution and its effects, Victorian Britain and problems of hardship. While reading the novel, students discuss comments on characterisation, themes, setting, narrative techniques and reader response. The focus on themes: power corrupts, man’s inhumanity to man, social inequality, gender issues, man vs. nature b) Text: Atonement – Ian McEwan There is a focus on contexts and comparison. Pre-reading activities focus on student research into the contexts in which the novel was produced: growing up in the early 20th century, WW2 and its impact, particularly in France, and London in the 1990s. There is a focus on language and form: changing narrative perspective, use of imagery, different periods, and reportage. For both texts, students complete essays on key aspects of the novel – e.g. characterisation, effects of narrative techniques, writer’s exploration of themes – always linking to the contexts in which the novel was produced and is received. 4 Coursework: Two complete texts linked by theme, movement, author or period (free choice coursework) This is written coursework, covering two complete texts from poetry, drama, prose, literary non-fiction or the film of a literary text studied alongside the published text. The texts may be linked by theme, movement, author or period. The literary study of both texts should be enhanced by the study of the links and connections between them, different interpretations and the contexts in which they were written and received. The focus is on research and presentation skills. Students produce one assignment: one extended comparative essay referring to two texts – the advisory total word count is 2500–3000 words