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English

Our Intent

In line with the school’s Aim Aspire Achieve ethos, we strive to provide all students with a broad and rich English curriculum rooted in academic rigour that offers the opportunity for all, regardless of starting points and circumstances, to access and excel at both Language and Literature. As the fount of all study, it is essential that students are proficient in English and literacy in order for them to be proficient in life. Throughout their secondary school journey, students are given the chance to study a range of fiction and non-fiction texts in order to fulfil the requirements of the National Curriculum whilst developing and building upon the skills required for success in terminal GCSE examinations. In order to close gaps in the acquisition of the cultural capital required for successful scholarship and citizenship, whole-school strategies for encouraging students to speak, listen, read and write like experts are established in English and shared and embedded across the school. Through our broad and varied curriculum, we aim to engage inspire and challenge students to produce high quality outcomes, having been encouraged to explore “the best that has been thought and said” thus “helping them engender an appreciation of human creativity and achievement.” (National Curriculum)

Implementation

Across the Key Stages, our current curriculum matches our intention. Progression is secured through the sequential development of the full range of reading, writing and speaking skills required for success at GCSE and beyond. Breadth of study is encouraged as cross curricular links are established. Collaborative projects between English and history have included using “Talk for Writing” techniques to significantly improve extended writing. We will also be working on marrying historical source materials with non-fiction texts from the nineteenth century. This will facilitate students with the cultural capital necessary to understand texts in context and to appreciate the power of rhetoric and the pitfalls of propaganda as they appear in literature and in life. Between English and modern foreign languages, standardisation of key grammatical terms ensures understanding of terminology across subject areas, allowing teachers to focus on content driven learning. Literacy and numeracy strategies are embedded in schemes of work and are shared across the curriculum. Progress is measured against the Pearson steps which are directly linked to final GCSE assessment objectives and success criteria.

KS3 English

Skills and competencies are built sequentially over time and revisited, recalled, reviewed and revised at timely intervals. Students explore a wide range of texts and acquire the reading writing and metacognitive competence necessary to achieve in English and to secure mastery of literacy across the curriculum. Capitalising on the capacity for co-teachability of the Eduqas Language and Literature specifications, skills for both disciplines are taught through systematic study of a wide variety of texts;

  • novels and short stories by Victorian and modern writers
  • plays and poetry by Shakespeare and by post-1914 writers
  • poems and stories from different cultures and traditions
  • narrative and lyric poems by Romantic writers
  •  articles and blogs by travel writers, journalists and social commentators across the ages

These are amongst the rich store of resources that enable our students, increasingly, to read, speak and write like professionals.

KS4 English Language and Literature

Students officially commence KS4 in Y9 to allow opportunities for engagement, enrichment and acquisition of in-depth knowledge along with the cultural capital necessary to understand their own place and the place of great literature in the world. In studying a wide range of rigorous texts from different genres, students will acquire a rich and varied appreciation of the historical contexts of such works. In addition, they will be afforded the opportunity to experience live performances and productions, be they at the theatre or hosted in-house. From the start of Y10, long-term planning is in place to ensure that students develop their understanding by following a concentrated two-year programme of study geared towards GCSE assessment objectives and success criteria.

Impact

As a department within a secondary modern setting, we achieve some very pleasing measurable outcomes as demonstrated in recent results which are improving year-on-year.

2019 GCSE Results:     67% English Language

                                    66% English Literature

Equally importantly, students increasingly leave us as well-rounded individuals with the confidence, resilience and resourcefulness to succeed and thrive on their chosen pathways, balancing academic achievements with the qualities required for social and economic success in life.

Useful Websites 

EDUQAS English Language GCSE

http://www.eduqas.co.uk/qualifications/english-language/gcse/

EDUQAS English Literature GCSE

http://www.eduqas.co.uk/qualifications/english-literature/gcse/

Sparknotes Revision Guides

http://www.sparknotes.com

BBC Skillswise

http://www.bbc.co.uk/skillswise/english

Improve your Writing (Bristol University)

http://www.bristol.ac.uk/arts/exercises/grammar/grammar_tutorial/index.htm

BBC Bitesize

http://www.bbc.co.uk/education/subjects/zr9d7ty

http://www.bbc.co.uk/education/subjects/zckw2hv

The British Library – for a wealth of resources from the 19th, 20th and 21st Centuries

http://www.bl.uk/

Shmoop revision website

http://www.shmoop.com/