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.
Schemes of Learning for every unit are available in the shared area for all staff to follow. These schemes provide a structure to what teaching should include but, at the same time, allow staff to use their own Teaching and Learning strategies.
All books should include the following:
- Presentation rules
- Learning swirls for each unit
- Peer and self-assessment (Reflect & refocus)
- Targeted feedback, including examples of PINS
- Tracking sheet for the year in the front of books
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.
Planning and resources are shared between staff and reviewed in department meetings to ensure high quality, as well as monitored through QA processes.
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.
Teaching staff will follow the AQA GCSE specifications for Language and for Literature, and the curriculum map.
Teaching staff will use summative and formative assessments to track students’ progress. These are recorded on SIMs as well as in a tracker in the front of students’ exercise books.
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
PINs sheets designed for each exam (or NEA element) are used by teachers to give feedback or by students to give self and peer assessment.
Students have both an exercise book and a folder, and are guided and encouraged in staying organised with independent study and revision.
