English

Head of Faculty - Mrs T Bryant
KS4 Coordinator - Mr J Pedley

In KS3 students look at a series of issues such as Dementia (Memory Cage), LEDC’s (Trash) WW1 (poetry), the role of culture and feminism through Fairy Tales.   We have a unit looking at articles and stories and poetry from different cultures and explain how and why they reflect the culture.    Much of the learning is based around understanding different geographical, historical and cultural issues and being able to understand and debate these using skills in English.

In year KS4 we are looking currently at the Hunger Games and how it reflects different elements of society.  Coursework for Language includes a persuasive letter about honour killings to teach them this cultural issue and views of different religious groups.   This has been included to try and educate the year 10 and 11 about issues which they and their friends may face.   Students complete an article on Euthanasia which covers the ethical, religious and moral considerations of this issue. The poetry unit (character and voice) is based around understanding the voice of the author and has poetry from different cultures and religions.

SMSC in English

Spiritual development in English involves students acquiring insights into their own personal existence through literacy appreciation and analysis. Through reflection on literary works students consider the attribution of meaning to experience. Through careful selection of novels and plays students consider the belief that one’s inner resources provide the ability to rise above everyday experiences. Through empathy with characters students develop a growing understanding of how ideology contributes to personal identity. Students will be provided with opportunities to extract meaning beyond the literal, consider alternative interpretation and hidden meanings while engaging with ideas in fiction, non fiction, poetry and drama. Students explore how choice of language and style affects implied and explicit meaning. Students are provided with opportunities to reflect on their own life and lives of others using diaries, journals, letters, biographies and autobiographies. Students experience a rich variety of quality language use, and learn how to use language in imaginative and original ways, drawing on their reading, and considering how words, usage and meaning change over time.

Moral development in English involves students exploring and analysing appropriate texts which furnishes them with the knowledge and ability to question and reason, which will enable them to develop their own value system and to make reasonable decisions on matters of personal integrity. Students develop an awareness that life throws up situations where what is right or wrong is not universally agreed. Novels and plays are selected that extend students’ ideas and their moral and emotional understanding. Through reflection on a writer’s presentation of ideas and the motivation and behaviour of characters, students express informed personal opinions. Students learn to articulate their own attitudes and values through being provided with opportunities to discuss matters of personal concern, related to books and plays read in class. They should be given opportunities to talk for a range of purposes including exploration and hypothesis, consideration of ideas, argument, debate and persuasion. In discussion they should be encouraged to take different views into account and construct persuasive arguments.

Social development in English involves students reading novels and short stories that offer perspectives on society and the community and their impact on the lives of individuals. Students are provided with opportunities to read texts that portray issues and events relating to contemporary life or past experience in ways that are interesting and challenging. In taking different roles in group discussions students are introduced to ways of negotiating consensus or agreeing to differ. Students are provided with opportunities to consider the coinage of new words and the origins of existing words, explore current influences on spoken and written language, examine attitudes to language use, and consider the vocabulary and grammar of Standard English and dialect variations.

Cultural development in English involves short stories and plays being selected which encourage students to empathise with the feelings and experiences of others in order to develop their understanding of other people’s attitudes, ideas and behaviour. Students develop sensitive awareness of, and the ability to respond constructively to, the backgrounds, experiences, concerns, feelings and commitments of others through poetry, imagery, drama, role play, myth and historical narrative.

Examples of Spiritual, Moral, Social and Cultural Education in English include:

  • Students being given the opportunity to compare their own culture and community with that which is different
  • Students becoming aware of how different societies function and different social structures
  • Students addressing issues of discrimination (race/gender/age) within texts
  • Students being given the opportunity to develop empathy for characters and understand the feelings and emotions of characters in the text
  • Students being encouraged to make reasoned judgements on moral dilemmas that occur in texts
  • Students covering intangible concepts such as love, beauty and nature in poetry
  • Students thinking through the consequences of actions – e.g. advertising, charitable campaigns or sensationalism in the media.

The English faculty is passionate about making the subject relevant and interesting for all students.  We have a strong shared vision which enables our students to make good progress this is now above national averages in year 11 2014.   We strive to ensure the curriculum is original, distinct and relates to the lives of our students outside of the classroom. We are working hard to make sure we listen to the needs of our students developing effective approaches to differentiation and consistently high quality of teaching in every lesson.   Students receive regular feedback and are given time and opportunity to learn from their mistakes with a real focus on proof reading and understanding how errors need to be corrected.   We are determined for the success of all our students, especially boys to develop reading for pleasure.

Our drive and high standards will ensure all our students leave the Academy with a level of reading, writing and speaking and listening which will afford them the maximum amount of options when they leave the Academy.


Key Stage 3

Our KS3 scheme of work has been devised to ensure the skills learnt at primary schools are built on and developed so they can be used independently through to GCSE.   Each half term covers a new unit e.g. reading and writing non-fiction and specific skills will be covered through the topic.  Students are expected to read independently as part of their homework.  This is assessed fortnightly through accelerated reader which assess not only the quantity read by the student but their level of comprehension.   The faculty uses group and guided reading to develop decoding and comprehension skills.  The curriculum at KS3 has been designed to ensure students of all abilities are able make excellent progress with the Grammar stream stretching the most able whilst the majority in year 7 and 8 are taught in mixed ability.  

Key Stage 4

In Key Stage 4 students move onto their English GCSE, the exam board we use is Cambridge IGCSE for their language exam and AQA for their literature. This will be assessed externally with the literature exam being sat at the end of year 10 and the language exam sat at the end of year 11.   However, throughout the course, students will be regularly assessed with internal tests and exams. 

During year 10, whilst the students are studying for their literature exam they will still be expected to develop their language skills and be assessed on both every 3 weeks.  Half termly assessments will give their grade for each unit taught.  

There is one piece of controlled assessment in year 10 which the students will prepare and write under exam conditions.  This assessment is undertaken in Autumn 2 and is worth 20% of their final mark.

The language exam allows the students to achieve 60% of their final grade before they sit their exam and this is made up of 3 written tasks of 800 words each and a speaking and listening assessment.  This is expected to be completed by the end of Autumn 1 in year 11.

More Able (Gifted and Talented)

More Able (Gifted and Talented) students in English are taught in their own groups and although the topic in the curriculum will be similar they will use very different resources and read different novels to expose them to as wide a variety of writing styles as possible.   There are several additional opportunities provided by the Academy More Able co-ordinator for English and students are able to enter extension programmes after the school day including reading groups and poetry competitions.

Help and support

Every teacher in the English faculty is responsible for the progress of students in their classes.  Support is offered through peer support in the classes, small group work with adults and after school support with their teacher.   If students are not making good progress then teachers will contact home to explain when catch up sessions will be taking place.

Outline

Please refer to the download section on the left of this page for detailed schemes of work.