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Welcome to the English Department: Curriculum 2019 - 2020

Mrs K Shawyer

English Curriculum Leader

The Team:

Mrs A Sims                                 Assistant English Curriculum Leader
Mrs A Russell-Webb               Lead Teacher for English
Mrs R Chads
Mrs S Coombs
Mrs N Evans
 Miss S Khan
Mrs R Lynch
Mrs R Woolston

@EggarsEnglish


Introduction to the Department:

In the English Department we aim to help all students build their confidence in speaking and listening, reading and writing, whilst developing their independent and creative thinking skills.  We firstly endeavour to help make the transition from primary to secondary school as smooth as possible and to generate enthusiasm and self-confidence in all students.  Throughout both Key Stages, students study a wide variety of novels, plays, poetry and non-fiction texts.  Learning will be a continuous process, building on knowledge gained during Key Stage 2.

Key Stage 3 Information:

During key stage 3 students will work with a variety of texts and will develop skills in note taking, diary writing, letter writing, report writing, pamphlets, leaflets, review writing, advertisements, newspaper articles and critical responses to poems, stories and play scripts. Approximately each half term, students will complete one formal assessment with a focus on reading, writing or speaking and listening; during the course of each year there will also be regular spelling and grammar assessments.

Year 7

Enquiry

7.1 How do you write clearly and creatively for a form, purpose and audience?

7.2 How do writers create interesting, believable characters?

7.3 How do writers make implications?

7.4 How do writers create engaging narratives?

7.5 How do writers argue a point?

 

Topics & Texts

Dubois Letter

American History

Pre WW2 UK

Chaucer

Shakespeare

Dickens

Modern texts

Shakespeare

Modern narratives

Comprehension skills

Language paper 1

 

Gothic conventions

Linking texts to contexts

Zeitgeist: the writing of social uncertainty

Narrative structures

Non-fiction writing (issues)

Modern novel

Theories of argument

History of protest

Formal assessment

 

Individual forms of writing

Students choose their own form, to create a piece of writing based on a written stimulus.

Students create a piece of descriptive writing, in which they create a character – showing not telling.

Reflecting on their reading, students explain how authors have used language to convey meanings.

Students will write the opening to their own Gothic narrative.

Students write a speech to persuade us of, or protest, an issue.

Further assessment opportunities

This is a very short unit and benchmark of existing skills – therefore it requires no further assessment opportunities

Extended reading response identifying & explaining how a character has been created.

Transactional writing - writing to inform/explain

Practice assessment, prior to formal piece

Transactional writing –  writing to inform & express a viewpoint

Creative writing to have a deliberate implied meaning for the reader.

Practice assessment, prior to formal piece

Extended reading response to explore generic conventions

Persuasive writing – open letter

Practice assessment, prior to formal piece

Creative writing task: tabloid front cover related to your novel

Reading response non-fiction evaluation

Practice assessment, prior to formal piece

Speaking & listening

Key Concepts

Form, purpose, audience, tone

Dialogue

Vocabulary choices

Language devices

Annotation

Inference skills

Connotations and denotations

Strategies for analysis

Working with unseen texts

Tone

Pathetic fallacy

Vocabulary choices

Language devices

Todorov’s theory of narrative.

Sentencing for effect

Rhetoric

Register

Evaluation skills

Formal speaking

Sensationalism

Links to the Eggar’s Learner

Creative

Students will be encouraged to work within groups to consider different ways of presenting their writing and considering the advantages and disadvantages these may offer.

Reflective – looking back to previous assessment and developing skills from the EBI.

Creative – learning from others and trying new approaches

Curious

Encouraging students to explore alternative interpretations and to use language creatively to convey meaning.

Reflective – looking back to earlier assessment and developing skills from the EBI.

Resourceful – exploring Literary conventions.

Reflective – looking back to earlier assessment and developing skills from the EBI.

Curious – debating skills – exploring and responding to differing views.

 

 

Year 8

Enquiry

How do non-fiction writers communicate with their audience?

How do writers create engaging characters?

How do poets and novelists express a message?​

How do non-fiction writers create the right transaction with their audience?

Topics & Texts

Various non-fiction & transaction texts

Own non-fiction writing 7.5

Cultural context

Christmas Carol

Own character description 7.2

Writing complete Essays

C19th context

Collection of conflict poems

Choice of conflict novel

Lang/Lit Skills crossover

Modern history of conflict

Language Paper 2

Various non-fiction texts

Formal assessment

 

Students make a piece of non-fiction/transactional writing on a subject that inspires their curiosity – specific form & purpose

Students respond to reading by analysing how Dickens uses language to present character.

Students read and evaluate the intended effect of language and structure in a poem from their anthology.

Students read unseen non-fiction and analyse the relationship between purpose, form and methods.

Further assessment opportunities

Extended reading response analysing how language is used to express a perspective

Creative Writing – using narrative/description to express a message on a theme

Practice assessment – alternate form & purpose on same theme

Creative response to reading: letter, diary or similar personal writing that explores character.

Transactional writing – instruct

Practice assessment, prior to formal piece

Non-fiction writing – memoire: a moment of conflict

Creative response to theme of conflict - open

Practice assessment, prior to formal piece

Creative writing – working with an unseen image

Non-fiction – writing to review

Practice assessment, prior to formal piece

Key Concepts

Form, purpose, audience, tone

Writer’s Message

Rhetorical devices

Register

Resourcefulness in research

writer’s craft

implied meanings

challenging protagonists

foreshadowing

changes across a text

essay writing

Inference skills

Connotations and denotations

Writer’s message

Alternative interpretations

Evaluation

structure

Working with unseen non-fiction

Form & purpose

Text level methods

Structure

Comparison

Links to the Eggar’s Learner

Reflective – looking back to Yr7 assessments and developing skills from the EBIs.

Resourceful – students will need to research the topic of their choice. And decide the best form to use to present their views.

Persevere – students will be required to engage with challenging texts independently.

Reflective – looking back to earlier assessments and developing skills from the EBI.

Curious – students will need to focus on the connotations of language choices and make appropriate links that they can explore and explain.

Reflective – looking back to earlier assessments and developing skills from the EBI.

Reflective -  students will be required to reflect on the authors’ intention and evaluate how successful a writer has been.

Reflective – looking back to earlier assessments and developing skills from the EBI.

Creative – students will need to make abstract and concrete links between texts.

Persevere – students will be required to engage with challenging texts independently.

 

Key Stage 4 Information:

Key stage 4 begins at the start of year 9 and all students are entered for both English Language and English Literature at the end of Year 11.

The main study of materials is completed by the end of Year 10, leaving Year 11 for revision.
AO1:    identify and interpret explicit and implicit information and ideas
select and synthesise evidence from different texts.
AO2:    Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views.
AO3:    Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts.
AO4:    Evaluate texts critically and support this with appropriate textual references.
AO5:    Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts.
AO6:    Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
AO7:    Demonstrate presentation skills in a formal setting.
AO8:    Listen and respond appropriately to spoken language, including to questions and feedback on presentations.
AO9:    Use spoken Standard English effectively in speeches and presentations.

 

Y9

Y9

Y10

Y10

Y11

Topics & Texts

'Macbeth'

 

‘The Strange Case of Dr Jekyll & Mr Hyde’

 

AQA Power & Conflict Poetry Anthology

‘An Inspector Calls’

 

Spoken Language

Revision of key texts

Formal assessment

GCSE Exam question

GCSE Exam question

GCSE Exam question

GCSE Exam question

Spoken Language Endorsement

GCSE Mock exams and regular timed essays.

Further assessment opportunities

English Language

Paper 1 & 2 reading skills

Creative Writing

Transactional Writing

English Language

Paper 1 & 2 reading skills

Creative Writing

Transactional Writing

 

English Language

Paper 1 & 2 reading skills

Creative Writing

Transactional Writing

English Language

Paper 1 & 2 reading skills

Creative Writing

Transactional Writing

English Language

Paper 1 & 2 reading skills

Creative Writing

Transactional Writing

Assessment objectives

AOs 1- 6

AOs 1- 6

AOs 1- 6

AOs 1 - 6

AOs 7 - 9

AOs 1- 6

 

Examination Board used:

We follow the AQA exam board 8700 English Language and 8702 English Literature

Qualification to be obtained:

GCSE English Language and GCSE English Literature