English

The overarching aim for English is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils:

• read easily, fluently and with good understanding
• develop the habit of reading widely and often, for both pleasure and information
• acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
• appreciate our rich and varied literary heritage
• write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
• use discussion to learn; they should be able to elaborate and explain clearly their understanding and ideas
• are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

English is critical to progress through education and communicate effectively with the world.   A quality-first education in English will teach pupils a great deal about life and teach pupils to speak and write fluently to articulate their ideas and emotions to others through their speaking and listening and fostering a love for reading which will lend itself to enriching pupils as well-rounded citizens.  The skills of language are the cornerstones of success, and we aim to equip our pupils with the skills to read critically to be effective when writing with style and accuracy as fully participating members of society. English is both a subject, and the medium for teaching; for pupils, understanding the language provides access to the whole curriculum. Fluency in the English language is an essential foundation for success in all subjects. We aim to develop pupils culturally, emotionally, intellectually, socially, and spiritually through a text rich curriculum in their former years and aim to develop critical theory and mastery with language in the latter years of their English study.

Spoken Language

Pupils will be taught to speak clearly and convey ideas confidently using Standard English. They will learn to justify ideas with reasons; ask questions to check understanding; develop vocabulary and build knowledge; negotiate; evaluate and build on the ideas of others; and select the appropriate register for effective communication. Spoken language continues to underpin the development of pupils’ reading and writing during key stages 3 and 4 and therefore we ensure pupils’ confidence and competence in this area continues to develop.

Reading and Writing

Pupils’ will develop reading and writing in all subjects to support their acquisition of knowledge. Pupils will be taught to read fluently, understand extended prose (both fiction and non-fiction) and be encouraged to read for pleasure.

Vocabulary Development

Pupils’ acquisition and command of vocabulary are key to their learning and progress across the whole curriculum. Teachers will therefore develop vocabulary actively, building systematically on pupils’ current knowledge. Pupils’ store of words in general will increase; simultaneously, they should also make links between known and new vocabulary and discuss the shades of meaning in similar words. The school has also invested in apps such as Bedrock to provide pupils with a bedrock of vocabulary acquisition as they move through different stages of school life.

Pupils will study English Language and English Literature through a series of topical themes. Each unit covers a sequence of lessons, focused on a text of fiction or non-fiction, that allows pupils to engage with the focus and formulate their own response to the question. Pupils will discuss their ideas and engage with academic research and debate on the texts and topics. Alongside this, pupils will learn to develop their disciplinary knowledge, including knowledge of context; the socio-historical background context of a text to offer a deeper understanding of the text and topic knowledge.  Knowledge of narrative structure, including features of a story and a broad range of text genres are studied. There is an embedded focus on the development of social, cultural and knowledge capital.

Pupils inference depends on a reader’s vocabulary knowledge, contextual knowledge, and knowledge of language structures. The reader needs this knowledge to make links between different parts of the text and construct a robust mental model of it. This is because language is ‘surrounded by a cloud of taken-for-granted, unspoken knowledge, without which the said cannot be understood’.

Knowledge of syntax is a key aspect of the curriculum. We understand that pupils who can read fluently should increasingly encounter texts that contain more, and more complex, multi-clause sentences. An effective curriculum can include teachers reading accessible but more complex texts aloud.

Pupils will develop an appreciation for reading through a text-rich curriculum, fiction, and non-fiction, at Key Stage 3 including whole books, poems, Shakespearean plays and high-quality works from English literature from various periods and authors, including HG Wells, Dickens and war and conflict poetry.  Pupils will read books independently for challenge and interest during dedicated reading lessons at Key Stage 3.

In Key Stage 3, with regards to Reading pupils will be taught to:

• develop an appreciation and love of reading and read increasingly challenging material independently. through:
• Pupils will read a wide range of fiction and non-fiction, including whole books, short stories, poems and plays with a wide coverage of genres, historical periods, forms and authors.
• Pupils will be encouraged to understand increasingly challenging texts.
• The range of material pupils will read will include high-quality works from:
• English literature, both pre-1914 and contemporary, including prose, poetry and drama
• Shakespeare (two plays)
• Seminal World Literature

In Key Stage 3, with regards to Writing pupils will be taught to:

• Write accurately, fluently, effectively and at length for pleasure and information
• Pupils will plan, draft, edit and proof-read
• Pupils will write for a wide range of purposes and audiences, including:
• Well-structured formal expository and narrative essays
• Stories, scripts, poetry and other imaginative writing
• Notes and polished scripts for talks and presentations
• A range of other narrative and non-narrative texts, including arguments, and personal and formal letters

In Key Stage 3, with regards to Grammar and Vocabulary pupils will be taught to:

• consolidate and build on their knowledge of grammar and vocabulary through Reading Wise programme

In Key Stage 3, with regards to Spoken English pupils will be taught to:

• Speak confidently and effectively through Teach Like A Star
• Enrichment; English Speaking Union/ Debating and Public Speaking/ LAMDA examinations.

In Key Stage 4, with regards to Reading pupils will be taught to read and appreciate the depth and power of the English literary heritage through reading a wide range of high-quality, challenging, classic literature and extended literary non-fiction, such as essays, reviews and journalism. This writing should include whole texts. The range will include:

• At least one play by Shakespeare – Macbeth
• Works from the 19th, 20th and 21st centuries – A Christmas Carol and Blood Brothers
• Poetry since 1789, including representative Romantic poetry- Eduqas Poetry Anthology

Pupils will make a critical informed personal response, evaluating writer’s methods, purpose and contextual links.

In Key Stage 4, with regards to Writing pupils will be taught to:

• write accurately, fluently, effectively and at length for pleasure and information
• revise, edit and proof-read
• restructuring their writing, and amending its grammar and vocabulary to improve coherence, consistency, clarity and overall effectiveness
• paying attention to the accuracy and effectiveness of grammar, punctuation and spelling

In Key Stage 4, with regards to Grammar and Vocabulary pupils will be taught to

• consolidate and build on their knowledge of grammar and vocabulary
• studying their effectiveness and impact in the texts they read
• drawing on new vocabulary and grammatical constructions from their reading and listening, and using these consciously in their writing and speech to achieve particular effects
• analysing some of the differences between spoken and written language, including differences associated with formal and informal registers, and between Standard English and other varieties of English
• using linguistic and literary terminology accurately and confidently in discussing reading, writing and spoken language

English Literature at KS4 includes 19^th Century prose (A Christmas Carol), 20^th Century drama (Blood Brothers), and a Shakespearean play (Macbeth).  English language at KS4 includes 20^th Century fiction reading, creative prose writing, 19^th and 21^st Century non-fiction reading and narrative writing.

Our exam board is WJEC, Eduqas.

• Debating club
• LAMDA
• Library and STAR reader incentive
• Talk the Talk oracy workshops
• Author visits
• Debating – ESU Mace Debate Competitions entry
• Oracy lessons
• ACC production/ Macbeth productions
• Theatre visits
• Commemorative days eg. World Book Day, National Poetry Day
• Seerah Poetry Day
• School Magazine
• Read Aloud- book culture school

• Law
• Teaching and tutoring
• Engineering
• Lecturing
• Journalism
• Media

Pupils with SEND are offered a wide, aspirational and ambitious curriculum across all subject areas through the All Stars Succeed strategy which emphasises the importance of Quality First Teaching. Every teacher has been trained on the understanding of pupil needs and implementation of high-impact adaptive strategies to enable pupils with SEND to make excellent progress, such as the use of High 5 strategies (informed by research conducted by the EEF) to create an inclusive environment in their teaching spaces. Moreover, the subject-specific All Stars Succeed charters allow for the implementation of subject-specific support in the classroom to help pupils overcome their barriers.

Collaboration between Learning Support Assistants (LSAs) and classroom practitioners on MS Teams before, during and after a lesson is a pivotal mechanism to ensure there is a coordinated approach towards support for pupils with SEND. This is evidenced with a purple pen in student books.

Star Maps are created in collaboration with the SENCO, class teachers, pupils and parents advising on strategies to help break down any barriers to learning. Strategies include adaptive teaching methods that are specific to a particular need as well as subject-specific adaptive teaching methods for subjects in which a pupil may find additional challenge due to his need. Star Maps are reviewed on a termly basis strategies by teachers, parents and pupils. These meetings are led by members of the senior leadership team. Star Maps support pupils with a variety of needs including, visual impairment, cognition and learning difficulties, physical disabilities, speech, language and communication difficulties, autistic spectrum disorder, dyslexia, and social, emotional and mental health difficulties.

Ancillary aids and assistive technologies are also utilised to enhance provision and ensure access. Learning aids are deployed to specific pupils with SEN, particularly those with visual impairments and difficulties with writing. Pupils are provided with a mobile learning device to aid research, independent working and innovative approaches to learning. Pupils are also given access to a Virtual Learning Environment through Microsoft Teams and Microsoft

OneNote to access resources and complete learning at school and at home with a device.

Specialist careers advice is provided by New Directions to prepare pupils with SEND for further education and transition to adult life.

https://www.teachit.co.uk/english

https://www.bbc.co.uk/bitesize/subjects/zt3rkqt

https://www.sparknotes.com

https://www.sparknotes.com/nofear/shakespeare/macbeth

https://www.sparknotes.com/lit/christmascarol/

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

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

• Debating programmes- performance leadership- self-belief, self-awareness, reflective and resilient / civic leadership – communicating effectively
• Seerah Poetry- civic leadership- inspiring and engaging others/ communicating effectively
• Newsletter- civic leadership- communicating effectively, organisation and planning, working together and knowing and serving my community
• Opportunities to lead discussions during lessons- oracy lessons- civic leadership- working together, communicating effectively
• Librarians- Civic leadership- working together, communicating effectively/ moral leadership- being a role model
• LAMDA- Civic leadership- communicating effectively/ Performance leadership, goal orientated, reflective and resilient.

English Learning Journey 2023-24

In your son’s exercise book, you will find a number of key documentation:

Visual Learning Journeys– An overview of the key knowledge he will study from Y7-11 (vertical) and in your son’s specific year for each subject (horizontal).

Lesson specific Learning Journey– You will also be able to access a learning journey in your son’s exercise book which will allow him to articulate the bigger picture and make links between topics and lessons. This document includes the lesson outcome/s and key knowledge components for each lesson in the half term. This will serve as the reference point for all key learning and revision topics for the given half term whilst helping him to know more and remember more over time.