Curriculum – English

Curriculum – English

English

The Curriculum

Curriculum Intent

The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. With this in mind, at SHSG students of English will learn to speak and write confidently, fluently, and effectively, at length, for both pleasure and information, so that they can communicate their ideas and emotions to others and, through their reading and listening, others can communicate with them. They will consolidate and build on their knowledge of grammar and vocabulary, acquiring and developing the skills and knowledge they need to achieve outstanding grades in public examinations, including reasoning and argument, clarity of written and spoken expression, creativity, and critical reading. Through their study of English, students will encounter a wide range of increasingly challenging literary and non-literary texts that will stimulate and engage them, nurturing their curiosity and broadening their moral and cultural horizons. Our hope is that, when our students have completed their study of English, they will be confident and self-motivated readers who understand that reading literature is not just about encountering good stories; it is about understanding what it means to be human. We also hope that the study of English will encourage our students to form positive relationships by helping them to appreciate the range of human experience and emotion, as it exists now and here, as well as in the past and elsewhere. We want them to better understand the interests, needs and desires of others so that they can treat them with sympathy, tolerance and kindness, whoever they are and however differently they choose to live their lives. Ultimately, students of English at SHSG will be encouraged to think deeply about big ideas that will enrich their lives, develop their character and help them to flourish as human beings.

What does it feel like to be a student in the English Department?

As a student of English at SHSG, you will learn to use language to communicate effectively with others. Above all, this is what English is about. It is the study of language – it just happens that our language is English, so that’s what we call the subject. And language matters. There can be no doubt about that. More than anything else, it is language that makes us human.

At SHSG, you will learn to use language well. You will learn to share with others all the complex thoughts and feelings that every human-being has, swirling around in their head, tangled and muddled, longing for expression, longing for the right words. You will learn to make arguments. You will learn use evidence and reasoning to make a persuasive case for the things that matter to you. You will employ your imagination and creativity too. You will use language to transfer stories, ideas and pictures out of your head and into somebody else’s. This is the wonder of words – their unique magic. Using just twenty-six letters and a handful of punctuation marks, you will create worlds in somebody else’s mind.

You will encounter the words and worlds of others too. You will read great books by great writers, from different times, from different genres and forms, and from different parts of the world. And you will see links between these books and your own life. You will encounter complex, challenging ideas, which will help you to make sense of the world, and which you will learn to discuss and debate productively and respectfully. You will learn to understand other people too, be they the people you know and love, or people from other times and other places who you’ll never meet. You will learn to interpret the ideas and emotions of others, and to understand the motives and subtexts that lie behind their words. You will develop your powers of empathy and understanding, and you will see that stories, even fictional ones, have a great deal to say about real people’s lives and about what it means to be human.

And throughout all of this, you will be supported by teachers who are passionate about English, teachers who genuinely love books and language, deep down in their souls. You will be given clear aims and expectations about what it means to succeed, and you will have access to a lot of support, including written resources, one-to-one help from teachers, and coaching from older students who, no matter how deep the hole you find yourself in, have stood where you stand and know the way out. Your contributions in lessons will be encouraged and appreciated, and you will feel like what you have to say is important. Because it is. When you study English at SHSG, you will know that, like language, you matter.

 

A Level English Language

Studying A-level English Language at Southend High School for Girls will give you an opportunity to experience the multiple disciplines of the subject. The subject will immerse you in the study of writers’ use of language, as well as the study of language use in society.

You will be expected to keep well-informed about how language is evolving. You will look back at the development of the English language over time and will reflect on your own language use, which can provide an excellent insight into language use in society.  You will also be invited to engage in a range of debates around the diversity of the language, using established theories of sociolinguistic topics such as gender, occupation and ethnicity.

The content of the subject is broad and there is both theory and linguistic terminology to learn. We advise students to keep detailed notes to support their learning and retention of linguistic terms. You will apply these terms to a range of texts, from an early 20th century newspaper article to a modern online blog entry.

We have prepared students for Linguistic courses in higher education at institutions such as University of Cambridge, University of Warwick, King’s College London and University of Sheffield. Many of these students have taken advantage of attending courses run by the English & Media Centre to supplement their learning and affirm their future pathway. Students also have the opportunity to enter prestigious competitions such as the NCH essay competition in year 12.

When you leave the subject at the end of year 13, you will be able to analyse language at a sophisticated level. You will have a strong appreciation of the construction of language and the choices writers make when writing. In turn, you will have the tools to produce structured and purposeful writing of your own. You will also have a broad insight into the way language is used in society. You will be able to identify patterns, usages and variables that characterise one’s use of language.

 

A Level English Literature

As an A-level English Literature student, you will already be an enthusiastic reader who voraciously explores different genres and styles. You will be happy to engage in critical debate and to appreciate ideas in texts which may not fit with your personal tastes in reading. You will be interested in humanity and how humans behave and will be willing to explore the consequences of human actions beyond the physical realm.

As a student, you will be willing to engage in historical and social research: you will understand that the personal, social and political context of a writer is fundamental to the text and the narrative they wish to communicate. You will also be willing to analyse a text to consider why a writer has chosen the form, style, narrative voice, word-choice and rhythm to best convey an idea, emotion or situation.

Please click on the button below to download the assessment policy for English.

Journey

English Curriculum

At Southend High School for Girls we teach a curriculum that is ambitious and takes students on a learning journey beyond the National Curriculum for English. The SHSG English curriculum is what we believe will expose and challenge students to a cultural capital in English that is the best that has been thought and said in this subject.

The English curriculum is planned and delivered using the intellectual framework of the classical education model, the Trivium:

  • Grammar (Knowledge and skills) knowledge, learning by heart, subject terminology, cultural capital
  • Dialectic (Enquiry and exploration) debate, question, challenge, analyse, evaluate
  • Rhetoric (Communication) essays, speeches, performances, presentations

Year 7 – 9

The topics below have been chosen as they reflect the ambitions of the National Curriculum, and as a Grammar school, also challenge students beyond the National Curriculum. They have been carefully sequenced in this order to build a student’s learning journey to achieve the aims of our English intent. Along the way students are assessed and topics will be revisited in assessments to keep each stage of this learning journey alive.

Year 7

Term 1

Topic 1

  • A Monster Calls by Patrick Ness

Assessments

  • Regular key skill assessments on creative writing
  • Regular knowledge check quizzes on technical terminology
  • A Monster Calls essay

Term 2

Topic 2

  • Dystopian Fiction: an introduction to genre – an anthology of prose fiction extracts from the Dystopian Fiction genre

Assessments

  • Regular key skill assessments on essay writing
  • Regular knowledge check quizzes on technical terminology
  • Dystopian fiction story opening assessment
  • Dystopian fiction essay

Term 3

Topic 3

  • One World Many Stories – an anthology of fiction, non-fiction and poetry from around the world

Assessments

  • Regular key skill assessments on essay writing
  • Regular knowledge check quizzes on technical terminology
  • End-of-year examination: creative writing

Year 8

Term 1

Topic 1

  • Lord of the Flies by William Golding
  • Poetry Interlude 1 – a comparative look at two poems

Assessments

  • Regular key skill assessments on essay writing
  • Regular knowledge check quizzes on technical terminology
  • Lord of the Flies essay

Term 2

Topic 2

  • Storytelling – an anthology of short stories from the 20th and 21st centuries
  • Poetry Interlude 2 – a comparative look at two poems

Assessment

  • Regular key skill assessments on creative writing
  • Regular knowledge check quizzes on technical terminology
  • Storytelling creative writing assessment 1
  • Storytelling creative writing assessment 2

Term 3

Topic 3

  • The Merchant of Venice by William Shakespeare
  • Poetry Interlude 3 – a comparative look at two poems

Assessment

  • Regular key skill assessments on essay writing
  • Regular knowledge check quizzes on technical terminology
  • End of year examination: poetry comparison essay

Year 9

Term 1

Topic 1

  • Purple Hibiscus by Chimamanda Ngozi Adichie
  • Poetry Interlude 1 – a comparative look at two poems

Assessments

  • Regular key skill assessments on essay writing
  • Regular knowledge check quizzes on technical terminology
  • Purple Hibiscus essay

Term 2

Topic 2

  • Scary Stories – an anthology of prose fiction and non-fiction
  • Poetry Interlude 2 – a comparative look at two poems

Assessments

  • Regular key skill assessments on creative writing
  • Regular knowledge check quizzes on technical terminology
  • The Yellow Wallpaper essay
  • Non-fiction writing assessment

Term 3

Topic 3

  • The Crucible by Arthur Miller
  • Poetry Interlude 3 – a comparative look at two poems

Assessment

  • Regular key skill assessments on essay writing
  • Regular knowledge check quizzes on technical terminology
  • End-of-year examination: non-fiction writing

Achieving outstanding outcomes in English knowing and remembering even more than what is expected in a grammar school KS3 curriculum

In KS3 we assess student progress and attainment against the degree to which students have secured the key knowledge, skills and understanding that have been defined as being essential within each subject for a given year. (see above)

When reporting student progress this will be determined by the quality of work being produced at that point within each subject given the context of this selective grammar school. Progress will be reported according to the following standards:

  • Working beyond expected year standard
  • Working at expected year standard
  • Working towards expected year standard

To go beyond what is expected of an English student in KS3 students should read widely, engage with the Knowledge Organisers in their Progress Books, learning the terms with which they are unfamiliar, and revise their key skills using the guides on our department website.

Recommended reading in English for Lower School (Years 7 – 9)

Useful websites, TED Talks and research for Lower School (Years 7 – 9)

  • We have a range of support materials available in our Self-help library
  • ‘Exploring’ padlets provide links to additional reading related to the different texts on the curriculum
  • LitCharts is a good source of free online study guides, though like all study guides, they are more aimed at KS4 or KS5
  • We have a range of support materials available on our website: http://www.shsgenglish.org
  • There are a variety of tasks available in the ‘Beyond The Curriculum’ booklet that students will receive at the start of the school year
  • Massolit – https://massolit.io. There are loads of fantastic videos about English Literature texts on this website, which the school subscribes to. They’re all delivered by university professors, so the information is very reliable. To login, simply sign-up with your school email address. If you can’t remember your password, use the password reminder system. There’s also a really handy app that you can download for your phone.
  • LitCharts – https://www.litcharts.com. There are lots of websites with study guides for Literature texts, but this is a really good one, not least because it allows you to download the information in PDF form.
  • ChompChomp – https://chompchomp.com/menu.htm. This is a useful site for brushing up on your grammar and technical accuracy.
  • Grammar Monster – https://www.grammar-monster.com.  This is another useful site for learning grammar.

English-specific language to master in Lower School (Years 7 – 9)

At Southend High School for Girls we teach a curriculum that is ambitious and takes students on a learning journey beyond the National Curriculum for English. The SHSG English curriculum is what we believe will expose and challenge students to a cultural capital in English that is the best that has been thought and said in this subject.

The English curriculum is planned and delivered using the intellectual framework of the classical education model, the Trivium:

  • Grammar (Knowledge and skills) knowledge, learning by heart, subject terminology, cultural capital
  • Dialectic (Enquiry and exploration) debate, question, challenge, analyse, evaluate
  • Rhetoric (Communication) essays, speeches, performances, presentations

Pre-requisite or helpful knowledge from Year 7-9 English ready to study in Year 10 if applicable
N/A

The topics below have been chosen as they reflect the ambitions of the National Curriculum, and as a Grammar school, also challenge students beyond the National Curriculum. They have been carefully sequenced in this order to build a student’s learning journey to achieve the aims of our English intent. Along the way students are assessed and topics will be revisited in assessments to keep each stage of this learning journey alive.

Year 10

Term 1

Literature topic 1

  • 19th Century Fiction: A Christmas Carol

Assessment

  • Progress checks
  • Essay: A Christmas Carol

Term 2

Literature topic 2 

  • Revision Pre public mock examinations: 1 
  • Macbeth 

Assessment 

  • Pre public mock examinations: A Christmas Carol  
  • Progress checks 

Term 3

Literature topic 3 

  • Macbeth 
  • Poetry anthology 

Assessment 

  • Progress checks 
  • Macbeth essay

Language topic 1 

  • English language Paper 1: Explorations in creative writing: reading and writing 

Assessment 

  • English language Paper 1: Explorations in creative writing: writing

Language topic 2 

  • Paper 1: Explorations in creative writing: reading and writing 

Assessment 

  • English language Paper 1: Explorations in creative writing: reading
  • Pre public mock examinations: English Language Paper 1: Explorations in creative writing: reading and writing 

Language topic 3 

  • Non-exam assessment: Spoken English  
  • Paper 2: Writers’ viewpoints and perspectives: writing 
  • Paper 2: Writers’ viewpoints and perspectives: reading

 Assessment 

  • Non-exam assessment: Spoken English assessment 
  • Paper 2: Writers’ viewpoints and perspectives: writing 

Year 11

Term 1

Literature topic 1

  • Poetry anthology
  • An Inspector Calls

Assessment

  • Progress checks
  • Poetry comparison essay

Term 2

Literature topic 2 

  • An Inspector Calls 
  • Poetry Anthology 
  • Unseen poetry 

Assessment 

  • Pre public mock examinations: Poetry Anthology and An Inspector Calls 
  • Progress checks

Term 3

Literature topic 3 

  • Unseen Poetry 
  • Revision 

Assessment 

  • Unseen poetry essay 
  • Public examinations 

Language topic 1 

  • English Language Paper 2: Writers’ viewpoints and perspectives: reading and writing 

Assessment 

  • Paper 2: Writers’ viewpoints and perspectives: reading

Language topic 2 

  • Papers 1 and 2 revision 

Assessment 

  • Pre public mock examinations: Paper 2: Reading and Writing 

Language topic 3 

  • Revision 

Assessment 

  • Public examinations 

Achieving outstanding outcomes in English language and English literature knowing and remembering even more that what is expected of a grammar school KS4 curriculum.

In KS4 we assess student against the core content and assessment objectives as outlined by the relevant GCSE examination board specification.  For English language this is AQA GCSE English language. For English literature this is AQA English literature.  To go beyond what is expected of an English student at GCSE and achieve outstanding outcomes in English language and English literature, students should engage with guidance on the SHSG English website, read widely, watch relevant Ted Talks and undertake recommended research, and learn key language and subject specific terminology. 

Recommended reading in English for Middle School (Years 10 – 11)

  • SHSG English – the home of our support and revision materials

Useful websites, TED Talks and research for Middle School (Years 10 – 11)

English-specific language to master in Middle School (Years 10 – 11)

English Language

At Southend High School for Girls we teach a curriculum that is ambitious and takes students on a learning journey beyond the National Curriculum for English Language A level. The SHSG English Language A level curriculum is what we believe will expose and challenge students to a cultural capital in English Language A level that is the best that has been thought and said in this subject.

The English Language A level curriculum is planned and delivered using the intellectual framework of the classical education model, the Trivium:

  • Grammar (Knowledge and skills) knowledge, learning by heart, subject terminology, cultural capital
  • Dialectic (Enquiry and exploration) debate, question, challenge, analyse, evaluate
  • Rhetoric (Communication) essays, speeches, performances, presentations

Pre-requisite or helpful knowledge from Year 11 English Language

  • Grade 6 or above in GCSE English Language.

The units follow the AQA syllabus. They have been carefully sequenced in this order to enable students to experience both sides and set papers on the course from the beginning of the A level. Studying theoretical topics from the beginning will also open up topics for coursework investigations. Throughout the course, students are assessed and topics will be revisited in assessments to keep each stage of this learning journey alive.

Year 12

Term 1

Teacher 1

Paper 1: Language, The Individual and Society

  • Language levels: Lexis and semantics; graphology; phonology; pragmatics; discourse; grammar

Assessment

  • Paper 1, Question 1

Analyse how writers use language to create meanings and representations

Term 2

Teacher 1

Paper 1: Language, The Individual and Society

  • Analysing texts of different genres and time periods
  •  Revision
  • Pre-public mock examination

Assessment

  • Paper 1 – Qs 1 & 2
  • Pre-public mock examinations – Paper 1 – Qs 1 & 2 

Term 3

Teacher 1

Paper 1: Language, The Individual and Society

  •  Comparing texts of different genres and time periods
  • Non Exam Assessment (NEA): Language Investigation

Assessment

  • Paper 1, Question 3 – compare and contrast texts, showing ways in which they are similar and different 

Teacher 2

Paper 2: Language Diversity

  • Gender
  • Accent & Dialect

Assessment

  • Paper 2, Section A: Theory-based essay

Teacher 2

Paper 2: Language Diversity & Change

  • Occupation & Social groups
  • Revision
  • Pre-public examination

Assessment

  • Paper 2, Section A: Theory-based essay

Teacher 2

Paper 2: Language Diversity 

  • Ethnicity

Non – exam assessment (NEA)

  • Original writing

Assessments

  • Paper 2, Section A: Theory-based essay

Year 13

Term 1

Teacher 1

Paper 2: Language Diversity & Change

  • Language Change history and theory
  • Attitudes to Language Change
  • Political Correctness
  • English as a World Language

Assessment

  • Paper 2, Section A: Theory-based essay

Term 2

Teacher 1

Paper 2: Language Diversity & Change

  • Language Discourses: Writing an Opinionated piece

Assessment

  • Pre-public mock examinations:
  • Paper 1 – Qs1,2&3Children’s Language Development 

Term 3

Teacher 1

Revision

Assessment

  • Practice revision tasks

Teacher 2

Paper 1: Language, The Individual & Society

  • Children’s Language Development

Assessment

  • Paper 1, Section B: Theory-based essay

Teacher 2

Paper 2: Language Diversity & Change

  • Language Discourses: analysis of attitudes and perspectives

Assessment

  • Pre-public mock examinations: Paper 2 – Language Discourses analysis 

Teacher 2

Revision

 

Assessment

  • Practice revision tasks

Achieving outstanding outcomes in English – knowing and remembering even more than what is expected in a grammar school KS5 curriculum

Our assessment practice at SHSG reflects on how successful students have been in knowing, remembering and doing more through the above topics.  

In KS5 we assess student against the core content and assessment objectives as outlined by the relevant A Level examination board specification.  For English Language this is AQA English Language.  To go beyond what is expected of an English Language student at A level and achieve outstanding outcomes in English Language students should read widely, engage in watching Ted Talks and recommended research, and learn key language and subject specific terminology. 

Recommended reading in English for Upper School (Years 12 – 13)

  • A Level English Language for AQA Student Book
  • Any other text from the English Language reading list

The following books are ideal reading to support your studies in A-level English Language. Used in conjunction with the two-year course overview, these books will enable for a broader and deeper engagement with topics.

 

Textual Variations & Representations

  • Language and Technology, A. Goddard & B. Gresin (2011)
  • Language and the Internet, Crystal (2001)
  • A Glossary of Netspeak and Textspeak, Crystal (2004)
  • Critical Discourse Analysis, Fairclough (2010)
  • English Language, the Mother Tongue, Bryson (1991)
  • Rediscover Grammar, Crystal (1988)
  • The Cambridge Encyclopaedia of Language, Crystal (1987)
  • The English Language, Crystal (1990)

Language Change

  • Language Change: Progress or Decay? Aitchison (1991)
  • English as a Global Language (2nd edition), Crystal (2003)
  • The Language Wars, H. Hitchings (2011)
  • Texting: the great debate, D. Crystal (2009)
  • Language on the move, S. Dent (2007)
  • The Adventure of English, M. Bragg (2004)
  • The Stories of English, D. Crystal (2005)

Language Diversity

  • An Introduction to Language and Society, Montgomery (1986)
  • Sociolinguistics: an introduction to language and society, Trudgill (2000)
  • You Just Don’t Understand, Tannen (1992)
  • Women, Men and Language, Coates (1986)
  • The Feminist Critique of Language, Cameron (1998)
  • The Myth of Mars and Venus, Cameron (2008)
  • Language and Gender Mary, Talbot (2010)
  • The Life of Slang, Coleman (2012)

 

Children’s language development

  • Early Language,A. and J.G. de Villiers Fontana (1979)
  • Listen to your Child, Crystal (1986)
  • The Language Web, Aitchison (1996)
  • The Language of Children, J. Gillen (2003)
  • How Children Learn Language, O’Grady (2005)

Useful websites, TED Talks and research for Upper School (Years 12 – 13)

  • Lexis Podcast – Dan Clayton and guests
  • BBC 4 Word of Mouth – Michael Rosen
  • EngLangBlog – Dan Clayton

English-specific language to master in Upper School (Years 12 – 13)

  • All required technical terminology can be found in the AQA English Language A level glossary

English Literature

At Southend High School for Girls, we teach a curriculum that is ambitious and takes students on a learning journey beyond the National Curriculum for KS5 English Literature. The SHSG English Literature curriculum is what we believe will expose and challenge students to a cultural capital in English Literature that is the best that has been thought and said in this subject.

The English Literature KS5 curriculum is planned and delivered using the intellectual framework of the classical education model, the Trivium:

  • Grammar (Knowledge and skills) knowledge, learning by heart, subject terminology
  • Dialectic (Enquiry and exploration) debate, question, challenge, analyse, evaluate
  • Rhetoric (Communication) essays, presentations, speeches, performances

Pre-requisite or helpful knowledge from KS4 English ready to study in KS5 if applicable

  • Grade 6 in either English Language or English Literature

The topics below have been chosen as they reflect the ambitions of the exam board, and as a Grammar school, also challenge students beyond the specification of the exam board. They have been carefully sequenced in this order to build a student’s learning journey to achieve the aims of our English intent. Along the way students are assessed and topics will be revisited in assessments to keep each stage of this learning journey alive.

Year 12

Term 1

Teacher 1 

Curriculum

  • Poetry: Anthology: Love poetry through the ages
  • Prose: Rebecca by Daphne du Maurier
  • Poetry: Unseen poetry

Assessment

  • Unseen poetry comparison essay
  • Rebecca and Poetry anthology comparison essay

Term 2

Teacher 1 

Curriculum

  • Poetry: Anthology: Love poetry through the ages
  • Prose: Rebecca by Daphne du Maurier
  • Poetry: Unseen poetry

Assessment

  • Rebecca and Anthology comparison essay

Term 3

Teacher 1

Curriculum

  • Pre-public mock examinations revision
  • Independent study coursework: extended comparative essay on gothic texts

Assessment

  • Pre-public mock examinations: AQA Paper 1: Drama, Unseen poetry comparison, Prose and Poetry comparison
  • Prose: unseen prose essay

 

Teacher 2

Curriculum 

  • Drama: Othello
  • Poetry: Unseen Poetry

Assessment

  • Othello essay
  • Unseen Poetry comparison essay

Teacher 2 

Curriculum

  • Drama: Othello
  • Poetry: Unseen poetry

Assessment

  • Othello essay
  • Unseen poetry comparison essay

Teacher 2

Curriculum

  • Drama: Othello
  • Revision for pre-public mock examinations
  • Prose: Unseen prose focused on World War 1

Assessment

  • Pre-public mock examinations: AQA Paper 1: Drama, Unseen poetry comparison, Prose and Poetry comparison
  • Prose: Unseen prose essay

Year 13

Term 1

Teacher 1

Curriculum

  • Independent study coursework: extended comparative essay on gothic texts
  • Poetry: Wilfred Owen poetry
  • Prose: The First Casualty by Ben Elton
  • Pre-public examinations revision

Assessment

  • Independent study coursework due by end of term

Term 2

Teacher 1 

Curriculum

  • Poetry: Wilfred Owen poetry
  • Prose: The First Casualty by Ben Elton

Assessment

  • Pre-public mock examinations: AQA Paper 2: Drama, Unseen prose, Prose and Poetry comparison

Term 3

Teacher 1

Curriculum

  • Poetry: Wilfred Owen poetry
  • Prose: The First Casualty by Ben Elton
  • Revision: papers 1 and 2

Assessment

  • Public examinations

Teacher 2

Curriculum

  • Prose: Unseen prose – focused on World War 1
  • Drama: Journey’s End by R. C. Sherriff
  • Pre-public examinations revision

Assessment

  • Drama: Journey’s End essay

Teacher 2

Curriculum

  • Prose: Unseen prose – focussed on World War 1
  • Drama: Journey’s End by R. C. Sherriff

Assessment

  • Pre-public examinations: AQA Paper 2: Drama, Unseen prose, Prose and Poetry comparison

Teacher 2

Curriculum

  • Prose: Unseen prose
  • Revision: papers 1 and 2

Assessment

  • Public examinations

Achieving outstanding outcomes in English – knowing and remembering even more than what is expected in a grammar school KS5 curriculum

In KS5 we assess student against the core content and assessment objectives as outlined by the relevant A Level examination board specification.  For English Literature this is AQA English Literature A.  To go beyond what is expected of an English Literature student at A LEVEL and achieve outstanding outcomes in English literature students should read widely, engage in watching Ted Talks and recommended research, and learn key language and subject specific terminology. 

Recommended reading in English for Upper School (Years 12 – 13)

 

English-specific language to master in Upper School (Years 12 – 13)

  • SHSG English – the home of our support and revision material
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