English

“What we have loved, others will love, and we will teach them how.”

English Curriculum Intent

We believe every young person has the right to a high-quality English education and that the skills they develop through English prepare them to be successful lifelong learners.

National Curriculum

The national curriculum for English aims to ensure that all pupils
can:

•   Read easily, fluently and with good understanding
•   develop the habit of reading widely and often, for both pleasure and information
•   acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic connections for reading, writing and spoken language
•   appreciate our rich and varied literary heritage
•   write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
•   use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
•   demonstrate they are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

Exceeding Ambition

• A Critical Literacy pedagogy supports pupils to read texts in deeper, more meaningful ways, by encouraging readers of all ages to become more actively engaged and use their power to construct understanding and not be used by the text to fulfil the intentions of the author.

Here's our Curriculum Road Map for English:

Intent

To ensure that every pupil achieves competency in the use of the English language, because being successful in English has implications for the Post-16 learning pathways open to pupils and their future life chances in the world of work and as a citizen. English develops the core skills of reading, writing, speaking, and listening and English GCSEs are used as a minimum requirement for many further education, higher education and job role specifications and provides one of the strongest foundations for success in these scenarios. English language also plays an essential role in daily life in terms of communication, the broadening of minds and development of social and emotional skills. Through the study of carefully chosen texts and stimuli, pupils are able to:
- Develop knowledge and understanding of prose, poetry and drama texts.
- Learn about difference, developing the skills of empathy, enquiry and understanding.
- Learn how to express themselves in English and to critically question what they read so that they have the skills to navigate a competitive and complex world in their written and verbal communication.
The English curriculum is challenging, engaging, and inclusive and it equips pupils with essential knowledge, skills and understanding as well as the linguistic and cultural capital needed to succeed. The subject aims to truly enrich the lives of pupils and foster a love of reading and of learning, for learning’s sake.

Implementation: - What does learning look like?

We consider progression in English to be a spiral - students come to us in Year 7 already equipped with knowledge and skills in reading, writing, speaking & listening. During their time with us, they will return repeatedly to this set of knowledge and skills - each time developing the sophistication, fluency and independence with which they use them. We also introduce them to a wider range of English Literature, to increase their knowledge and aesthetic appreciation of the subject; all the while improving their reading, writing, speaking & listening knowledge and skills.

In Years 7, 8 and 9 (Key Stage 3)

We introduce pupils to a wide range of English Literature, to increase their knowledge and aesthetic appreciation of the subject, all the while improving their analytic, creative and transactional knowledge and skills. By the end of the Key Stage, we hope that all students will be able to master these skills across a wide range of texts - including novels, plays, poems and non-fiction texts – in preparation for their GCSE course.

In Term 3 of year 9, the students embark upon their transition unit in which they study GCSE language and Literature style materials which are assessed in line with the GCSE mark scheme, culminating in an end of year assessment which will provide baseline data for both Language and Literature for the start of year 10.

In Years 10 and 11 (Key Stage 4)

Pupils follow the AQA Language and Literature syllabi building upon the 3 core skills developed across their KS3 studies.

Impact

Assessments take into consideration a holistic view of Reading, Writing and Spoken Language.

At Key Stage 3

English Quality Marked Formative assessments are tracked through Key Performance Indicators at KS3 based upon the Mastery skills and knowledge being assessed, in addition to the Quality Marked Formative assessments and Quality Marked Summative assessments every half term.
Quality Marked Formative assessments: At least once a half term, QMF is Based on 2-3 Key Performance Indicators: success criteria for Extended Writing outlined
Quality Marked Summative assessments: 1 opportunity every half term- either Extended Writing or Spiral Style Exam
Teachers mark for Literacy and offer What Went Well (WWW) and Even Better If (EBI)- it is recommended that T
Teachers complete ‘Misconceptions’ to be retaught over future sequence of lessons and individual class ‘Next Steps’
Following Lesson ‘Next Steps’/ Directed Improvement and Reflection Time (DIRT)- pupils improve work with purple pen
Teachers use this as an opportunity to identify Misconceptions and Informs Teaching for next cycle
It is recommended that Teachers record a Raw Score at this point which is not shared to inform own planning and Intervention
All summative (QMS) performances are recorded to support Evidence Based Grades (EBG); students will receive a mark, feedback and reflect on their learning.

At Key Stage 4

At KS4, students will receive written feedback (Whole Class Feedback sheet) when completing Topic work in line with whole school policy and students will respond in purple pen to EBIs when applicable.
Quality Marked Formative assessments: At least once a half term.
Quality Marked Summative assessments: 1 opportunity every half term- Exam Style Question from Previous Exam Paper / Mock Exam Paper
Embedded into Curriculum: all Teachers complete same QMF/QMS task
Teachers mark for Literacy and offer What Went Well (WWW) and Even Better If (EBI)- it is recommended that Teachers use Standardised Whole Class Feedback Sheet which outlines success criteria for Task (as outlined on SoW)
Teachers complete ‘Misconceptions’ to be retaught over future sequence of lessons and individual class ‘Next Steps’
Following Lesson ‘Next Steps’/ Directed Improvement and Reflection Time (DIRT)- pupils improve work with purple pen
Teachers use this as an opportunity to identify Misconceptions and Informs Teaching for next cycle
It is recommended that Teachers record a Raw Score at this point which is not shared to inform own planning and Intervention
All summative (QMS) performances are recorded to support Evidence Based Grades (EBG); students will receive a mark, a Grade, feedback and reflect on their learning.

Interventions will be put in place for any students below their Expected Outcome after detailed analysis of the ALL Achieve Data collections (X3).
In addition, in year 10, students sit one Pre Public Examination in both Language and Literature at the end of the year. In year 11, they have one PPE examination in November and one in March in accordance with the whole school assessment timetable. For PPE examination marking, we follow a robust standardisation and moderation schedule to ensure consistency and accuracy. PPI drops are used to inform intervention strategies, although class teachers are expected to be responsive to the specific needs of individual pupils on an on-going basis.

Cultural Capital Opportunities linked to Personal and Character development

Through the curriculum pupils explore intellectually demanding topics that develop their empathy and global understanding. Students are exposed to a variety of cultures and viewpoints different to their own and engage in discussion and collaboration taking these into consideration.
Pupils have opportunities across the curriculum to develop social skills that allow them to collaborate effectively, engage in constructive dialogue and challenge their own preconceptions.
The department offers KS3 a variety of extra-curricular options: School Newspaper, Creative Writing Club
At KS4, pupils are offered a variety of extra-curricular options: theatre trips and streamed theatre.

Revision

www.sparknotes.com – revision for literary texts

www.cliffnotes.com – revision for literary texts

Secondary Homework Help | Online subjects – BBC Bitesize

Mr Bruff – YouTube– English expert on Youtube