GCSE English
GCSE ENGLISH AT UTC READING
We study GCSE English Language and Literature, but we do not only develop academic ability and skill sets in isolation but nurture the whole person and reflect the interconnectivity of the curriculum as a whole. Study units are intertwined so that each has elements of the others that students can follow as threads through the year. Projects overlap in topic or content, genre or skills acquisition, reflecting real world application of knowledge and understanding.
Topics covered
The curriculum is built around the process of interleaving topics and studied in an ongoing cycle with a focus placed on exposure and re-exposure to aid the development of long-term memory and mastery of both the acquisition of skills.
The language curriculum is built around a thematic approach that allows for purposeful and supportive links to be made between this and the content and context studied through literature.
We currently study the following set texts:
- Macbeth
- An Inspector Calls
- Power and Conflict Poetry Anthology
- A Christmas Carol
EXTERNAL EXAMINING BOARD LINKS
We use AQA as our examining body for this qualification.
Students study both Language and Literature as an integrated course. This means it is taught together but students sit separate examinations.
CAREERS AND FUTURES IN THIS SUBJECT
We recognise that there is a whole world of exploration for future careers in English.
For further information click the links below
APPLY FOR
Year 10
APPLY FOR
Year 12
Georgina Craven
Executive Director of SEND (SENCo)
Georgina is an experienced SEND leader with over thirteen years specializing in supporting neurodiverse learners and leading SEND provision. Beginning her career as an LSA, she progressed through roles including Senior LSA, Teacher of Biology, Director of SEND, and now Executive Director of SEND. A qualified teacher with a Marine Zoology degree from Newcastle University, Georgina also holds a Master’s in SEND, specialising in SEMH and Autism, alongside the National Award for SEN Coordination and accreditation as an Access Arrangements Assessor. She has contributed to SEND practice at both school and local authority level, including sitting on EHCP panels and leading school‑wide implementation of SEND technology systems. As a Therapeutic Thinking trainer, she champions inclusive, neuroaffirming practice rooted in the social model of disability and strongly believes in celebrating the strengths that neurodiversity brings to education and the wider world.
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