English
We believe that students deserve a broad, diverse and ambitious English curriculum, rich in skills and knowledge, which ignites curiosity and inspires a love of reading. We seek to expose our students to literature that is both traditional and bold.
Our curriculum provides students with powerful knowledge that helps to make the implicit, explicit. Students understand that behind every text ever written there is writer intent. They understand that there are a set of fundamental, universal and timeless themes and ideas that influence the intentions of writers and that this spans the chronology of literary canon, including what will become the canon of the future as these ideas and themes transcend the boundaries of time. Students know that they too are connected to these universal and timeless themes and ideas and this informs their own personal responses to a text. We make clear how language and literature have been and can be instrumental in changing the in which we world we live.
As a knowledge-engaged curriculum, we believe that knowledge underpins and enables the application of skills; both are entwined. As a department we define the powerful knowledge our students need and help them recall it by having a carefully planned progression through our curriculum, with content and skills clearly defined in schemes of work which have a regular focus on learned content.
Key Stage 3
The KS3 curriculum is deliberately interleaved to bring together the different facets of English Language and English Literature. It is also designed to reflect two whole school foci: nurturing a love of reading and expanding vocabulary. Students are exposed to a breadth of texts, poems and non-fiction material in order to build upon their KS2 skills and develop those needed for KS4
In Years 7-9, students study diverse and exciting topics that explore the curriculum narrative of "Morality in Society". The curriculum offers cross-curricular links with subjects such as History, PSHE and RE and has been designed to enrich both the students' understanding of Literature over time and, more holistically, their understanding of society.
Reading Lessons
Each KS3 class has a reading lesson once a fortnight in our beautiful new Library. Students develop their fluency skills through echo reading, choral response and paired reading of a novel meaning over the course of KS3 in Reading lessons, they will have read eight carefully selected novels.A copy of our Reading Lesson Expectations document can be found here.
Key Stage 4
Over the course of the summer term in Y9 and Years 10 and 11 students prepare for two separate GCSEs in English Language and English Literature with the AQA exam board. In Years 9 and10 students study the English Literature texts: An Inspector Calls, Power and Conflict poetry, A Christmas Carol and Macbeth
In Year 11, students study for their English Language exams but their homework for the first term is based on the Literature texts and each week, the students do a Literature focused deliberate practice task (see Y11 Curriculum). For the Language papers students study a range of extracts, both fiction and non-fiction, as well as developing their creative and transactional writing skills. Students also complete a speaking assessment. This does not contribute to their English Language overall grade, but students are awarded a pass, merit or distinction.
Homework
KS3 students complete Sparx Reader
KS4 students complete tasks on Seneca
Curriculum Documents
Topic Overviews
When planning our schemes of work, we ensure that texts are chosen to promote challenge whilst also having accessible and engaging themes. They also increase all students’ cultural capital, ensuring SEND pupils experience a broad, balanced and ambitious curriculum in English. There are links to context which build on existing knowledge.
When planning we consider and incorporate the following:
When planning lessons, we use pupil passports, IEP/EHCP documents and reading age data to ensure our students’ individual needs are known and correct strategies/resources are used. Each class has a folder that contains all the above information and an annotated seating plan.
During department meetings we share good practice and use work scrutinies to prioritise students with SEND and assess how effectively progress is being made. If not, we make reasonable adjustments to their experience based on the information we hold and liaise with the SENDCo where appropriate.
Each power-point is created using a dyslexic-friendly font and colour.
We regularly update our pupil information folders to check for changes to individual needs, refresh our memories of required strategies and adjust seating plans.
Within the classroom we have a set seating plan to enable us to easily pinpoint SEND students and to ensure positive outcomes and timely support.
Documents are shortly to be added to this section.
Documents are shortly to be added to this section.
To be added.
