Welcome to the English Department: Curriculum 2019 - 2020
Mrs K Shawyer
English Curriculum Leader
The Team:
Darren Morris Curriculum Leader from 01 June
Mrs Alison Russell-Webb Lead Teacher for English
Mrs Rebecca Chads
Mrs Stephanie Coombs
Mrs Nicola Evans
Miss Sam Khan
Mrs Rachel Lynch
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
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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?
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Topics & Texts |
Dubois Letter American History Pre WW2 UK |
Chaucer Shakespeare Dickens Modern texts |
Shakespeare Modern narratives Comprehension skills Language paper 1
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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 |
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Formal assessment
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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 |
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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 |
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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
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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? |
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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 |
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Formal assessment
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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. |
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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 |
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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 |
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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.
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Y9 |
Y9 |
Y10 |
Y10 |
Y11 |
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Topics & Texts |
'Macbeth'
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‘The Strange Case of Dr Jekyll & Mr Hyde’
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AQA Power & Conflict Poetry Anthology |
‘An Inspector Calls’
Spoken Language |
Revision of key texts |
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Formal assessment |
GCSE Exam question |
GCSE Exam question |
GCSE Exam question |
GCSE Exam question Spoken Language Endorsement |
GCSE Mock exams and regular timed essays. |
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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
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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 |
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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
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