Cambridge Lower School English Literature is designed to excite, inform and skill pupils in the expression of ideas and emotions. It is also designed to build confidence and enjoyment of the English Literature at Key Stage 3.
Teacher assessments are continuous during LIVE TAUGHT lessons, marking of coursework and assignments and summative tests.
Homework will be given at the end of each week, usually in the form of researching key concepts, quizzes for recapitulation and subject related fun, completion of coursework.
Parents have 24 /7 access to all of their children’s coursework, grades and teacher feedback. Additionally parents can arrange consultations with teachers at mutually convenient times.
English Literature is the study of the English culture in words, what it looks like and how it works. Lower school English Literature is informed by the English National Curriculum Key Stage 3 Programmes of study. This ensures pupils have the expected knowledge, skills and understanding to progress to Upper school at any English school.
5. Pupils are taught to: develop an appreciation and love of reading, and read increasingly challenging material independently through:
reading a wide range of fiction and non-fiction, including in particular whole books, short stories, poems and plays with a wide coverage of genres, historical periods, forms and authors. The range will include high-quality works from:
English literature, both pre-1914 and contemporary, including prose, poetry and drama
Shakespeare (two plays)
– seminal world literature choosing and reading books independently for challenge, interest and enjoyment.
– re-reading books encountered earlier to increase familiarity with them and provide a basis for making comparisons.
learning new vocabulary, relating it explicitly to known vocabulary and understanding it with the help of context and dictionaries making inferences and referring to evidence in the text knowing the purpose, audience for and context of the writing and drawing on this knowledge to support comprehension checking their understanding to make sure that what they have read makes sense.
7. Read critically through:
knowing how language, including figurative language, vocabulary choice, grammar, text structure and organisational features, presents meaning
recognising a range of poetic conventions and understanding how these have been used
studying setting, plot, and characterisation, and the effects of these understanding how the work of dramatists is communicated effectively through performance and how alternative staging allows for different interpretations of a play
making critical comparisons across texts studying a range of authors, including at least two authors in depth each year.
Below is a list of recommended summer reading for students entering Levels 1 and 2 in September. You will receive 5 merits for every book read, plus an additional 15 merits for whoever reads the most books. (Plus certificates!) There will also be 10 merits for a book report on your favourite book, which doesn’t have to be from the list.
Please ask parents to email Mrs Howard directly to prove that a book has been read. Happy reading!
The Island at the End of Everything by Kiran Millwood Hargrave
The Wolves of Willoughby Chase by Joan Aiken
Robin Hood: Jet Skis, Swamps & Smugglers by Robert Muchamore
Peter Pan by JM Barrie
The Dark is Rising by Susan Cooper
Wolf by Gillian Cross
Some Places More Than Others by Renée Watson
The Seeing Stone by Kevin Crossley-Holland
Boy and Going Solo by Roald Dahl
The Diary of a Young Girl by Anne Frank
The Weirdstone of Brisingamen by Alan Garner
A Wrinkle in Time by Madeleine L’Engle
Across the Barricades by Joan Lingard
War Horse by Michael Morpurgo
Stone Cold by Robert Swindells
His Dark Materials series by Philip Pullman
The Eagle of the Ninth by Rosemary Sutcliff
The Cay by Theodore Taylor
The Secret Diary of Adrian Mole Aged 13 3/4 by Sue Townsend
Cue for Treason by Geoffrey Trease
The Adventures of Huckleberry Finn by Mark Twain
The Sword in the Stone by T.H. White
The Hunger Games by Suzanne Collins
Pig Heart Boy by Malorie Blackman
Framed by Frank Cottrell Boyce
The Graveyard Book by Neil Gaiman
The Garbage King by Elizabeth Laird
Wonder by R.J Palacio
The Book Thief by Marcus Zusak
Percy Jackson and the Lightning Thief by Rick Riordan
The Box of Delights by John Masefield
The Call of the Wild by Jack London
Private Peaceful by Michael Morpurgo
Holes by Louis Sachar
Twelve Minutes to Midnight by Christopher Edge
A Rag, a Bone and a Hank of Hair by Nicholas Fisk
From Mrs Howard
I have taught English for thirty years, in a variety of schools, and intend to pursue an MA in Creative Writing soon. I am a graduate of Durham University, and passionate about Literature, History and Linguistics. These all feed really well into my teaching!
My other great passion is animals – my husband and I rescue rabbits and guinea pigs; we also have an old cat, who is our baby. Besides my animals, I love baking, and make celebration cakes for people’s birthdays and weddings. I love teaching at CHS – the students are keen and engaged, and they inspire me with their thirst for knowledge.
How to apply
Our school is nearly always full, with very few school places!