English

The English curriculum at LABex is designed to foster empathy, critical thinking, and cultural awareness through the study of a diverse and ambitious range of literature. Rooted in the principles of the IB Middle Years Programme, it encourages students to explore human experiences and societal issues through texts that reflect both the literary canon and contemporary voices.

The curriculum empowers students to see themselves represented in what they read, while also developing an understanding of others’ perspectives. We aim to nurture internationally minded learners who are principled, reflective, and effective communicators, capable of engaging thoughtfully in literary and real-world conversations.

Back to KS3 Subjects
CRITERION A

Analysing

Criterion b

Organizing

criterion C

Producing Text

criterion d

Using Language

Statement of INQUIRY

“Reality” is a social construct that is communicated by a creator to their audience

Approaches to Learning
  • Communication skills – Write for different purposes.
  • Information literacy – Use critical-literacy skills to analyse and interpret media communications.
Statement of INQUIRY

Intertextual study of myths from different cultures is the best way to understand our literary heritage.

Approaches to Learning
  • Communication skills – Read critically and for comprehension
  • Creative-thinking skills – • Gather and organize relevant information to formulate an argument
Statement of INQUIRY

The points of view of different fictional  characters can reveal the way relationships can affect our health and well-being.

Approaches to Learning
  • Communication skills – Use appropriate forms of writing for different purposes and audiences
  • Critical-thinking skills – Draw reasonable conclusions and generalizations
Statement of INQUIRY

The creation of poetry is the most artistic and beautiful method of self-expression.

Approaches to Learning
  • Critical Thinking skills – Consider ideas from multiple perspectives
  • Creative Thinking skills – Generate metaphors and analogies
Statement of INQUIRY

The fundamental purpose of art is to explore different perspectives on the physical, psychological and social development of humanity.

Approaches to Learning
  • Communication skills – Make inferences and draw conclusions
  • Creative-thinking skills – Create original works and ideas.
Statement of INQUIRY

The fundamental purpose of art is to explore different perspectives on the physical, psychological and social development of humanity.

Approaches to Learning
  • Communication skills – Use a variety of speaking techniques to communicate with a variety of audiences
  • Creative-thinking skills – Create original works and ideas.
Statement of Inquiry

Context can change an audience’s perspective of inequality

Approaches to learning
  • C:CA:4: Communication – Use appropriate forms of writing for different purposes and audiences.
  • C:CB:3: Communication – Make inferences and draw conclusions
Statement of Inquiry

Creative use of style and purpose is the best way to explore difference

Approaches to learning
  • Use logical reasoning and pattern recognition
  • Communicate mathematical ideas clearly
  • Apply knowledge in different contexts through real-life examples
Statement of Inquiry

Power and privilege can change our understanding of a character’s point of view

Approaches to learning
  • C:CB:5 – Communication skills – Write for different purposes
  • T:CR:2 – Creative thinking – Consider multiple alternatives, including those that might be unlikely or impossible
Statement of Inquiry

True expression of identity formation comes through creatively linking structure and self-expression

Approaches to learning
  • R:I:2 Information literacy – Access information to be informed and inform others
  • T:CR:11 Creative thinking – Practise visible thinking strategies and techniques
Statement of Inquiry

Understanding a character’s point of view can create new perspectives on security and freedom

Approaches to learning
  • S:C:2: Social Collaboration – Practise empathy
  • T:T:3: Transfer – Inquire in different contexts to gain a different perspective
Statement of Inquiry

Understanding a character’s point of view can create new perspectives on security and freedom

Approaches to learning
  • S:C:2: Social Collaboration – Practise empathy
  • T:T:3: Transfer – Inquire in different contexts to gain a different perspective
Statement of inquiry

An exploration of the gothic genre helps us understand that the purpose of creativity is to celebrate difference and promote inclusion

Statement of inquiry

Intertextual study of different forms of communication can help us imagine a more hopeful future.

Statement of inquiry

Creative uses of point of view and context can help us understand civilisations and social histories.

Statement of inquiry

The self-expression of different perspectives for different audience imperatives can help us understand a range of philosophies and ways of life

Statement of inquiry

Innovative use of purpose and form can help us understand how turning points and ‘big history’ are relevant to modern day global interactions.

Statement of inquiry

Innovative use of purpose and form can help us understand how turning points and ‘big history’ are relevant to modern day global interactions.

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ks4 english literature

At KS4, students transition into GCSE study with a strong foundation in literary analysis, genre conventions, and thematic exploration. Literature and Language are taught as interconnected disciplines, with deliberate cross-referencing of assessment objectives and text types. The curriculum maintains breadth while meeting the rigour of exam specifications.

ks4 english LANGUAGE

At KS4, students are well-prepared for the demands of GCSE, demonstrating proficiency in interpreting writer’s intent, engaging with complex themes, and constructing analytical responses under timed conditions. They also speak with increasing clarity and confidence, both in structured assessments and informal debate.

key concepts

Themes, contextual factors, stage directions, language, form, structure, dramatic devices, poetic devices, audience, PEZEL paragraphs, AO1, AO2, AO3, AO4.

Key concepts

Themes, contextual factors, language, form, structure, poetic devices, audience, PEZEL paragraphs, AO1, AO2, AO3

key concepts

Themes, contextual factors, stage directions, language, form, structure, dramatic devices, poetic devices, audience, PEZEL paragraphs, AO1, AO2, AO3, AO4.

key concepts

Themes, contextual factors, stage directions, language, form, structure, dramatic devices, poetic devices, audience, PEZEL paragraphs, AO1, AO2, AO3, AO4.

key concepts

Themes, contextual factors, language, form, structure, dramatic devices, poetic devices, audience, PEZEL paragraphs, AO1, AO2, AO3, AO4.

key concepts

Themes, contextual factors, language, form, structure, dramatic devices, poetic devices, audience, PEZEL paragraphs, AO1, AO2, AO3, AO4.

Statement of Inquiry

Socialism, class, poverty, writer’s methods, language, structure, symbolism, thesis statements, PEZEL paragraphs, essay writing.

Statement of Inquiry

Socialism, class, poverty, writer’s methods, language, structure, symbolism, thesis statements, PEZEL paragraphs, essay writing

Statement of Inquiry

Themes, contextual factors, stage directions, language, form, structure, dramatic devices, poetic devices, audience, PEZEL paragraphs, AO1, AO2, AO3, AO4.

Statement of Inquiry

Themes, contextual factors, stage directions, language, form, structure, dramatic devices, poetic devices, audience, PEZEL paragraphs, AO1, AO2, AO3, AO4.

Statement of Inquiry

Themes, contextual factors, stage directions, language, form, structure, dramatic devices, poetic devices, audience, PEZEL paragraphs, AO1, AO2, AO3, AO4.

Key Concepts

Evaluation, analysis, structure, use of language, description, narrative.

Key Concepts

Evaluation, analysis, structure, use of language, description, narrative.

Key Concepts

Evaluation, analysis, structure, use of language, description, narrative.

Key Concepts

Evaluation, analysis, structure, use of language, description, narrative.

Key Concepts

Spoken Language, writers viewpoint, writing to argue, transactional writing, comparison, summarise, analyse, identify.

Key Concepts

Spoken Language, writers viewpoint, writing to argue, transactional writing, comparison, summarise, analyse, identify.

Statement of Inquiry

 Lessons in preparation for mock exams and tailored to specific needs of students.

Statement of Inquiry

 Lessons in preparation for mock exams and tailored to specific needs of students.

Statement of Inquiry

 Lessons in preparation for mock exams and tailored to specific needs of students.

Statement of Inquiry

 Lessons in preparation for mock exams and tailored to specific needs of students.

KS5 English Literature

Please click on each subject below for more information

Teacher A

A Streetcar Named Desire

Teacher B

Poems of the Decade

Teacher A

A Handmaids Tale

Teacher B

Poems of the Decade

Teacher A

A Handmaids Tale

Teacher B

Frankenstein

Teacher A

Othello

Teacher B

Frankenstein

Teacher A

Othello

Teacher B

Revision

Teacher A

Rossetti

Teacher B

NEA

Statement of Inquiry

Christina Rossetti’s poetry in Edexcel A Level English Literature explores themes of love, faith, mortality, and female agency. Her work often examines the tension between earthly desires and spiritual devotion, reflecting her strong religious beliefs. Love is presented in various forms, from romantic longing to self-sacrificial devotion, frequently intertwined with loss and unfulfilled desire. Mortality and the afterlife are central concerns, with Rossetti contemplating death’s inevitability and the hope of redemption. She also challenges societal expectations of women, questioning gender roles and highlighting female resilience

Statement of Inquiry
  1. Independent Critical Study: The NEA is an independent critical comparison of two literary texts.Students must write a comparative critical essay of 2,500–3,000 words.
  2. Text Choices: One text must be from the Edexcel prescribed list. The second text can be chosen freely, but it must be a literary text (prose, drama, or poetry). The texts must be sufficiently different, ideally from different periods or genres.
  3. Comparative Focus: Students must explore a specific theme, issue, or literary concept across both texts (e.g., identity, memory, gender, power, etc.).The comparison should be analytical, evaluative, and interpretative, not just descriptive.
  4. Critical and Theoretical Ideas: Incorporating literary theory (e.g., feminist, Marxist, psychoanalytic, postcolonial) is highly encouraged. Students should engage with secondary critical material, such as academic essays, articles, or theoretical frameworks.
Statement of Inquiry
  1. Independent Critical Study: The NEA is an independent critical comparison of two literary texts.Students must write a comparative critical essay of 2,500–3,000 words.
  2. Text Choices: One text must be from the Edexcel prescribed list. The second text can be chosen freely, but it must be a literary text (prose, drama, or poetry). The texts must be sufficiently different, ideally from different periods or genres.
  3. Comparative Focus: Students must explore a specific theme, issue, or literary concept across both texts (e.g., identity, memory, gender, power, etc.).The comparison should be analytical, evaluative, and interpretative, not just descriptive.
  4. Critical and Theoretical Ideas: Incorporating literary theory (e.g., feminist, Marxist, psychoanalytic, postcolonial) is highly encouraged. Students should engage with secondary critical material, such as academic essays, articles, or theoretical frameworks.
Statement of Inquiry

Year 13 will now have specific targeted lessons on the skills and components they need to focus on. This will vary class to class and will be informed by their Mocks 1 & 2

Statement of Inquiry

Year 13 will now have specific targeted lessons on the skills and components they need to focus on. This will vary class to class and will be informed by their Mocks 1 & 2