English
Strategic Intent for English Department:
-The goal of the curriculum is to develop pupils who are expert readers; who are able to think critically about their own place in a global community; competent in core writing skills that will prepare them for further education and adult life.
To develop a curriculum in which:
- Pupils are able to strategically read a range of texts with a high level of comprehension.
- Pupils are able to express themselves confidently and persuasively through academic talk and various forms of written text.
- Pupils are able to have a broad and in-depth knowledge of a range of seminal English literature texts.
- A love of reading is fostered through dedicated lesson time for reading at all key stages; we want pupils to be confident and empowered readers.
- Schemes of learning encourage pupils to make connections to their own contexts (relevant to age and stage of development) and to the contexts of the writing being studied.
- Writing and reading are brought to life through the texts studied; continual relevant links are made to our locality and the wider world.
- We focus on selecting high-quality texts which are underpinned by current research.
Curriculum Principles
- We prioritise depth and breadth of knowledge: where there is a large amount of content to deliver, we prioritise the core knowledge that all pupils require and then provide additional challenge for more able pupils.
- English skills and concepts are sequenced in a way that they are progressively challenging and build upon prior skills and knowledge. This is underpinned by ongoing development of core writing, reading and oracy skills. Up to date research will continually inform our curriculum planning.
- Schemes of learning are designed to ensure regular opportunities to retrieve and connect to prior knowledge, in particular with a focus on closed book examinations. Schemes are built to ensure pupils can recap material in an effective way.
- Teaching and learning focusses continually on the development of ambitious vocabulary in all communication; pupils are taught higher-level vocabulary, with a particular emphasis on developing the technical academic vocabulary (tier 2) necessary to analyse texts and speak and write with flair.
- Assessment for learning is purposeful; checking core knowledge and focusing on improving reading and writing skills.
- We continually provide intervention opportunities, tailored to the specific needs of our pupils, both through in-class intervention and through specific out of class targeted intervention.
- Relevant links are made to careers.in particular, the positive impact of developing high-level communication skills. We make links to Personal Development through curriculum choices in reading and writing.
- English teaching makes relevant links to context and concepts from a wider curriculum; from relevant historical context linking to the texts studied, to connections with topics in science, politics, the media and technology, transferable skills are developed.
Course Content
Key Stage 3:
- Reading – the origins of storytelling, poetic form, Shakespearean comedy and tragedy, rhetoric
- Writing - poetry, prose and drama, extended writing projects: creation myth, speech, gothic storytelling, essay writing, transactional writing.
- Speaking and listening – rhetoric ‘the art of persuasion’, drama, debate, poetry, performance
Key Stage 4:
- English Language:narrative Writing, transactional writing, unseen literary extracts, unseen non-fiction texts.
- English literature: anthology poetry, shakespeare, unseen poetry, 19th century prose, post 1914 drama or prose.
Enrichment
- A wide-ranging programme of enrichment opportunities will be offered, including author and writer visits, visits to bookshops for reward trips and theatre visits. All KS4 pupils will have the opportunities to see GCSE plays performed live.
Personal Development, Behaviour and Welfare / Attitudes
- Personal development opportunities will be offered throughout the teaching of English. Through ambitious and wide-ranging texts, pupils will be encouraged to think about real world issues and explore concepts, themes and ideas that will encourage them to become critical thinkers about their place in society.
- Behaviour and attitude for learning expectations are high – pupils will engage in work with enthusiasm, passion and dedication.
Knowledge Led
1._y7_sonnets_journey_of_knowledge.pptx
new_1._y7_who_is_shakespeare_journey_of_knowledge.pptx
4._y7_the_origins_of_stories_1_journey_of_knowledge_2022-2023.pptx
y7_a_midsummer_night_s_dream_knowledge_journey.pptx
new_4._y7_the_art_of_rhetoric_journey_of_knowledge.pptx
3_y8_voices_of_war_knowledge_journey.pptx
y8_noughts_and_crosses_knowledge_journey.pptx
new_1._y8_much_ado_about_nothing__knowledge_journey_finalv1.pptx
new_5._y8_the_ghostly_and_gruesome_gothic_journey_of_knowledge_2022-2023.pptx
4._y9_rhetoric_protest_and_power_journey_of_knowledge.pptx
y9_romatic_poetry_knowledge_journey.pptx
y9_to_kill_a_mockingbird_knowledge_journey.pptx
new_y9_romeo_and_juliet__journey_of_knowledge.pptx
new_y9_shakespeare_comedy_and_tragedy_-_journey_of_knowledge.pptx
