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Welcome to the English Department
Curriculum 2020 - 2021

 

 

Mrs Kate Shawyer

Head of English Faculty

The Team:

Mrs Kate Shawyer                              Head of Faculty
Mr Darren Morrish                            Curriculum Leader 
Mrs Alison Russell-Webb               Lead Teacher for English
Mrs Rebecca Chads
Mrs Stephanie Coombs
Mrs Nicola Evans
Miss Sam Khan
Mrs Rachel Lynch
 

@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
How do you write clearly and creatively for a form, purpose and audience?
How do writers create interesting, believable characters?
How do writers make implications?
How do writers create engaging narratives?
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