We are a passionate team that is focused on delivering a curriculum that will instil a love of learning for our subject.
Our Key Stage 3 curriculum in English is taught in Year 7 and Year 8. Throughout these two years, students are able to build on their existing knowledge and skills of analysing a range of non-fiction and fiction texts. They are able to develop their understanding of writer’s crafts and are able to transfer this understanding to their written work where they can demonstrate their creativity, appropriateness to context, and rigour in technical accuracy in writing. Key Stage 3 is seen as the beginning of a continuous learning journey through to GCSE with the increased demands of the new GCSE (for first examination in 2017) in mind.
In Year 7, students study units on persuasion and rhetoric, non-fiction writing, reading non-fiction, poetry analysis, descriptive and narrative writing, and transactional writing, as well as reading a novel. All Year 7 students have one hour a week improving literacy skills, with a focus on developing strong writing skills which will stand them in good stead for their study in all subjects and for life.
In Year 8, students study units on analysing and writing narratives, writing engaging articles, non-literary reading, analysing poetry (contemporary and nineteenth-century), writing reviews, constructing and developing an argument and studying a Shakespeare play. Literacy lessons continue for students who require more extended support from Year 7.
The Accelerated Reader programme runs in Year 7 and Year 8, and students are encouraged to read widely and take quizzes regularly, some of which are done in class, but there is also an expectation that students will do this in their own time. Certificates and prizes are awarded to students who demonstrate particular commitment to reading.
GCSE English Language and GCSE English Literature – WJEC
The study of GCSE English Language and English Literature begins in Year 9 and is completed at the end of Year 11.
Students who are currently in Year 11 are following specifications in GCSE English Language and GCSE English Literature. They are required to sit controlled assessments which are worth 40% of the final grade in English Language and 25% of the final grade in English Literature. These assessments include narrative and descriptive writing, the analysis of speech and the reading and analysis of ‘Of Mice and Men’ by John Steinbeck, Shakespeare’s ‘Macbeth’ and a range of poetry.
For English Language, students sit two examined units. Unit 1, the reading paper, requires them to answer questions on two unseen texts. In Unit 2, students create two pieces of transactional writing.
In English Literature, students sit two examined units based on the texts they have studied: ‘Of Mice and Men’, ‘Heroes’ by Robert Cormier and J B Priestley’s ‘An Inspector Calls’. There is also an unseen poetry question.
Students in the current Year 9 and Year 10 have embarked on the new GCSE specifications for English Language and English Literature and these are 100% examined qualifications. In English Language, their learning focuses on developing the skills for two exam components. The reading elements require them to read and answer questions on twentieth-century fiction and nineteenth and twenty-first century non-fiction writing. The writing tasks include narrative and transactional writing. For the English Literature specification, students will read and analyse ‘Romeo and Juliet’, ‘A Christmas Carol’ by Charles Dickens and ‘An Inspector Calls’ by J B Priestley. They will also be tested in their understanding of prepared and unseen poetry.
Eduqas GCSE English Language:
Eduqas GCSE English Literature:
Wednesday – Year 11 English Support
Wednesday – Year 11 Sound Training
Wednesday – Year 10 English Support
Wednesday – KS3 Exciting English Club
The English curriculum explores texts from other cultures and traditions and evaluates how social context can influence people’s behaviour and lives. Moreover, students are encouraged to develop their empathy skills so they are able to understand other people’s emotions. Students are given the opportunities to study a wide variety of texts that cover different religious beliefs and attitudes and are taught to respect different values.