English

Confidence

KS3

The English curriculum at KS3 is designed to ensure that all students:

• Read, easily, fluently and with good understanding
• Develop the habit of reading widely and often, both for pleasure and information
• Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions 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
• Are competent in the arts of speaking and listening, making formal presentations, demonstrating to other and participating in debate

All books should include the following:

• Presentation rules
• Learning swirls for each unit
• A range of assessment strategies (including peer, self, and teacher assessment)

The main schemes introduce students to knowledge of the literary world with challenging concepts and ambitious vocabulary. Social and historical context is interwoven to develop their ability to critique and interpret. Literacy is practised through all schemes and as part of developing knowledge of writer’s choices.

Students study a range of the following text types: fiction prose (novels and short stories); modern plays; Shakespearean plays; poetry (a wider thematic range plus a focused poet study); non-fiction prose (both modern and 19th century). Additionally, they learn the skills to communicate effectively in creative writing (fiction and non-fiction), and how to be orators.

In KS4

The English curriculum at KS4 is designed to ensure that all students:

• 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 conventions for reading, writing and spoken language
• Appreciate our rich and varied literary heritage
• Write clearly, accurately and coherently, adapting their language and style 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
• Are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

We follow the AQA GCSE specifications for Language and for Literature.
Teaching staff use summative and formative assessments to track students’ progress.
Teaching staff use data to inform planning and teaching to ensure that all students are challenged and able to access learning.
Students sit mock exams in Year 10/11 to further inform predictions and to prepare them for this process.
A wide range of revision strategies are taught including the following: Seneca learning, mind mapping, flash cards, Cornell notetaking, knowledge organisers, quizzes, live modelling.

In KS5

We follow the AQA A Level specifications for Language and for Literature.

Students have both an exercise book and a folder, and are guided and encouraged in staying organised with independent study and revision.

Ambition

• Ambitious tier 2 and tier 3 vocabulary is taught throughout all years to ensure that students can transition well into the following key stage.
• Context and topics across fiction and non-fiction are engaging and provides powerful knowledge of relevant information about our society and values as well as provoking more conceptual thought.
• FOYF is explicitly references on learning swirls.
• Texts have been chosen on the basis of being both engaging and ambitious.
• Mixed ability teaching in KS3 ensures that all students are expected to make excellent progress and have access to challenging lessons.

Communication

• Presentation rules are included in student books. These are explained at the beginning of the year and reminded about after this.
• Students in Year 7 have one library lesson per fortnight to introduce them to the library and encourage reading and research skills.
• Data for KS3 is reported for Reading, Writing and Speaking separately. Reading is based on skills of analysis, inference, using terminology and explanation. Writing is based on use of appropriate, varied and effective content, tone, vocabulary, structure, genre and SPaG. Speaking is based on a mixture of more formal presentation assessments and other forms of class discussions.
• Reading and writing for pleasure is further promoted through competitions and World Book Day, as well as in half-termly awards, which are displayed on the English corridor.