English

The English curriculum is designed to empower each student with the knowledge of how to use their voice with confidence. Students will understand that words are powerful: they influence people and can instigate change. Our students learn how to use words well and with an authority that enables them to hold their own in a competitive world and express conviction in their own beliefs.

Our curriculum is structured around the following four domains of knowledge.

1. Literary Studies: This underpins all that we do: literature is at the heart of our curriculum. Students are exposed to a range of genres, form structure, and critical practises, all of which are primarily delivered through reading and exploring the range of texts required in the National Curriculum (whole books, literature from pre and post 1914, two Shakespeare plays, seminal world literature).
2. Complex Composition: This domain includes knowledge of different stylistic features and their effect. Students are taught to plan, proof-read, edit, refine and shape writing and also how to express their ideas.
3. Rhetoric: This domain includes knowledge of the art of effective or persuasive speaking and writing. This is embedded through speaking and listening: students are taught to understand use conventions of Spoken Language for discussion and debate, and are encouraged to discuss reading, writing and speech across the curriculum with their peers.
4. Linguistics: This domain includes grammar terminology, etymology and the history of the English language. This is embedded through the explicit teaching of vocabulary throughout units of work, as well as the use of The Writing Revolution to hold conversations about grammatic conventions.

Principles at Key Stage 3

The Key Stage 3 curriculum has a firm foundation in the reading and study of Literature texts, with students across the three years becoming increasingly aware of how humanity has expressed ideas over time and how these have shaped the present. Students will study two complete novels, three plays (20th century and Shakespeare), classical Greek and Anglo-Saxon epic narratives, 19th century short stories and a selection of poetry. Through this reading students will develop a knowledge of the way language works, being exposed to a wide range of vocabulary and rich depth of expression that will provide a secure grounding for their own writing skills. Fiction and non-fiction writing is linked closely to each Literature text and, progressively, students will develop their use of grammatical structures and rhetoric.

Students will be assessed formally each term on skills covered in their text study, and also formatively mid-way through the unit. Skills are all focused on GCSE assessment objectives and each of these, for reading and writing, is revisited within each year to monitor students’ progression. In addition, students have regular knowledge recall tests and creative writing tasks that are marked in class, as well as deep-marked pieces to support their development of key skills.

Aspects of narrative, drama and poetry are the focus of termly topics in each Year group, introducing students to genres or styles of writing that they will study at GCSE and therefore, as well as providing a broad knowledge foundation, gives them confidence in approaching further study, progressively developing familiarity and analytical skills with a range of literary forms. For example, students in Year 7 study a novel that although written in 21st century is set in 19th. This establishes understanding of the relevant context without contending with the more difficult language faced in Year 8’s 19th century short story unit in which a focus on narrative structure underpins a Year 9 unit on 20th century narrative. Throughout Key Stage 3 students study non-fiction texts that are thematically linked to each Literature topic, deepening their wider, cultural knowledge as well as their analytical vocabulary.

Connection with Key Stage 4

English Language and Literature study for GCSE is firmly rooted in exam board assessment objectives that require students to interpret, analyse, compare and evaluate texts and then use these skills to communicate clearly with purpose and accuracy in their own writing. Each one of these assessment objectives underpins our Key Stage 3 curriculum with each being taught and assessed at an appropriate level both formatively and summatively in years 7, 8 and 9. There is much cross over of skills, and those embedded, but not taught discreetly as Language or Literature, in Years 7 -9 become key to success in both GCSEs:

• Victorian context that has been learnt in Years 7 and 8 supports success when exploring Dickens’ intentions in writing ‘A Christmas Carol’, as does an understanding of societal structures in Year 9 texts when considering Priestley’s ‘An Inspector Calls’. So too a knowledge of dramatic devices from studying a modern play and Shakespearean tragedy and comedy at Key Stage 3 gives confidence to the study of two plays at GCSE. A knowledgeable approach to poetry can often prove daunting, but three units that guide students through Epic, Political Protest and Conflict poetry are designed to enable all students to bring confidence to their GCSE poetry that forms 40% of their final grade

• The detailed practice of language analysis that is developed throughout Key Stage 3 when studying every text is an essential element in both Language and Literature GCSE: one that familiarity with will prove invaluable when faced with new texts both studied and unseen. It is hoped that the breadth of study at Key Stage 3 will offer to many the opportunity to make confident intertextual connections that will elevate their understanding and success

• An ongoing focus on accuracy in writing through Key Stage 3 and into 4 is of course essential and expected of all our students. Studying non-fiction and fiction texts will have given students a familiarity with a diverse range of styles that will lessen the intimidation that could be felt facing unseen exam texts and also give students the grounding necessary to write in a conceptualised and evaluative manner

A Five Year Impact

Whilst we are determined that Key Stage 3 offers its own breadth and depth that encourages a love of reading and language, we ensure that it lays down secure knowledge foundations at the start of a progressive journey through our five-year curriculum. English lessons are not about passing on information but are about fostering critical thinking skills and responding knowledgeably to the world around us. They are about having the opportunity to develop clarity of expression and the confidence to present personal beliefs with authority. These same skills are transferable to many areas both within the wider school curriculum and beyond, producing highly employable adults.

It is vital, in particular for many students whose own life experience may be limited, that the English curriculum opens up an understanding of the whole gamut of human experience, exploring what it means to be human within many diverse contexts and thereby developing an understanding of and tolerance for others. We study texts in Language and Literature to challenge students’ experience and encourage an enriched engagement with a world of possibilities.

Our curriculum certainly supports this intention through recognising that only by reading and exploring a diverse range of high-quality literature can students develop language skills that will give them a voice to be listened to and an enquiring mind.

Teaching and Learning

The whole school focus is apparent throughout all of our teaching within English. Naturally enough, Literacy is at the core of teaching, with clarity and accuracy of expression our driving focus. To this end we use the strategies from The Writing Revolution to build the writing competency of our students, while also explicitly teaching key vocabulary throughout the curriculum, therefore extending the richness of language our students are exposed to. Key to our teaching is a focus on writers’ word selection and subsequent analysis of language selection. This key skill is developed from Years 7 to 11.

Oracy has never been more essential a skill to develop than it is now, when so many students have had months with little or no opportunity to develop this. Deep and progressive questioning is a focus for our department’s teaching, and opportunities to embed oracy practice into schemes of work before committing ideas to writing are being developed.

We also recognise the importance of developing writing. Encouraging students to write and express themselves has never been more important given the challenges of disrupted education and home learning, resulting sometimes in a loss of skills and, in many cases, a loss of energy and confidence. In this context, engaging students with lively yet purposeful activities is key to recovery. Therefore, KS3 students have a weekly ‘writing’ lesson. The sessions form a resilience training programme – a ‘Writing Workout’ – inspired by the structure of the ‘Couch to 5k’ running programme. By attempting small steps and shorter tasks rather than tackling a ‘marathon’ right away, we hope to take the fear out of writing, and support students to build strength and confidence.

All our schemes of work and teaching practice incorporate aspects of the effective learning strategies, using a common language with other subject areas in order that students see the inter-connectedness of the whole curriculum

Retrieval practice: thoroughly embedded within all schemes of work. Our Key stage 3 curriculum builds upon a prior learning of skills that progressively equip students for GCSE and further study. All lessons begin with a ‘Do Now’ that draws upon prior knowledge while using our writing strategy to develop writing skills.

Interleaving: our progressive curriculum demands that skills are revisited and built upon. Our KS4 programme means that skills are not solely taught in a discreet block, but developed throughout the course. For example, Language skills are taught through each Literature text, and key concepts returned to frequently, such as skills of language analysis.

Elaboration: central to our teaching and for success, this is built into our schemes throughout Years 7 – 11. In depth analysis of language both orally and in written response is a key Assessment Objective and models for teaching this are an essential departmental practice.

Concrete examples: these are built into our schemes of work and a developing bank of these is being developed and stored for all staff to access on the T drive. These are integral to our teaching and a required practice from all staff.

Independent Learning and Homework

Independent learning is essential to success within English.  Students are expected to read widely and often and reading lists are available to provide extra ideas and challenge. In addition, English staff set homework on a regular basis: KS3 are set fortnightly homework tasks requiring them to reflect on their learning and create knowledge organisers; KS4 are set an independent study booklet to support their learning of key texts such as Macbeth, A Christmas Carol and An Inspector Calls.

curriculum overview

Curriculum overview KS3

Curriculum overview KS4