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St Thomas More Catholic Secondary School

St Thomas More
Catholic Secondary School

 The English Department are providing a broad, balanced and challenging curriculum that fosters a love of learning. Our curriculum is intended to support the interests and aspirations of every child and encourages them to strive for personal excellence.

Year 7 

Curriculum Intention:

The Year 7 schemes of work ensure that the content of the national curriculum is delivered. Teachers have developed schemes that ensure high challenge, enjoyment and enquiry are at the heart of learning English. Reading has been prioritised to support students’ progress.

Schemes of work have been mapped to ensure that the skills required for assessment in Year 11 are developed from the start of a pupil’s journey in Year 7 and that learning from KS2 is built upon. The use of concrete ideas will support building the foundations for the skills required at GCSE and A Level.

As a department we have a passion for English and endeavour to foster enthusiasm, excitement and an appetite for learning language, literature and fostering student ongoing enthusiasm for English.

The combination of literature and language being taught at KS3 embed skills and supports students in their application of these skills ultimately unleashing the potential of students to write with flair. This in turn will echo the skills needed at GCSE.

Curriculum Implementation:

Thematic based schemes that will cover the following broad areas: modern fiction, classic fiction, drama, and poetry, Shakespeare, reading non-fiction texts, written communication and spoken language. Grammar for writing, opportunities for speaking and listening and reading for pleasure will be interleaved throughout the scheme.

Autumn

Spring

Summer

Sept 2nd - Oct 14th

Ancient Myths

Jan 6th – 10th Feb

Past, Present and Future (Autobiographies)

20th April – 18th May

Media Unit

Half term

Half term

Half term

Oct 28th – Dec 16th

The Roots of Drama

24th Feb – 30th March

The Art of Rhetoric

1st June – 13th July

Language Change

Christmas Holidays

Easter Holidays

Summer Holidays

 

Outcomes:

  • Formative assessment
  • Summative written assessment
  • Monitoring of student books
  • Students – teacher communication
  • Knowledge and vocabulary testing within lessons
  • Student voice

Student outcomes will mirror or exceed targets set and teacher’s aspirations. A reading rich curriculum will enhance progress.

Employability skills:

  • Communication
  • Problem solving
  • Time management
  • Presentation skills
  • Teamwork
  • Gather, investigate and assess materials
  • Base conclusions on research
  • Synthesise ideas
  • Organise material in a logical and coherent way
  • Express themselves clearly and fluently both orally and in writing
  • Put forward ideas and arguments in a concise manner

Year 8 

Curriculum Intention:

The Year 8 schemes of work ensure that the content of the national curriculum is delivered. Teachers have developed schemes that ensure high challenge, enjoyment and enquiry are at the heart of learning English. Reading has been prioritised to support students’ progress.

Schemes of work have been mapped to ensure that the skills required for assessment in Year 11 are developed from the start of a pupil’s journey in Year 8 and that learning from KS2 and Year 7 is built upon. The use of more abstract ideas is age appropriate and will support and challenge students on their journey to GCSE and A Level.

As a department we have a passion for English and endeavour to foster enthusiasm, excitement and an appetite for learning language, literature and fostering student ongoing enthusiasm for English.

The combination of literature and language being taught at KS3 embed skills and supports students in their application of these skills ultimately unleashing the potential of students to write with flair. This in turn will echo the skills needed at GCSE and A Level.

Curriculum Implementation:

Thematic based schemes that will cover the following broad areas: modern fiction, classic fiction, drama, poetry, Shakespeare, reading non-fiction texts, written communication and spoken language. Grammar for writing, opportunities for speaking and listening and reading for pleasure will be interleaved throughout the scheme.

Autumn

Spring

Summer

Sept 2nd - Oct 14th

Romance

Jan 6th – 10th Feb

The Role of Religion

20th April – 18th May

Media Unit

Half term

Half term

Half term

Oct 28th – Dec 16th

Witchcraft in the 16th Century

24th Feb – 30th March

Tudor She Wolves

1st June – 13th July

The Sonnet Form

Christmas Holidays

Easter Holidays

Summer Holidays

 

Outcomes:

  • Formative assessment
  • Summative written assessment
  • Monitoring of student books
  • Students – teacher communication
  • Knowledge and vocabulary testing within lessons
  • Student voice

Student outcomes will mirror or exceed targets set and teacher’s aspirations. A reading rich curriculum will enhance progress.

Employability skills:

  • Communication
  • Problem solving
  • Time management
  • Presentation skills
  • Teamwork
  • Gather, investigate and assess materials
  • Base conclusions on research
  • Synthesise ideas
  • Organise material in a logical and coherent way
  • Express themselves clearly and fluently both orally and in writing
  • Put forward ideas and arguments in a concise manner

Year 9 

Curriculum Intention:

We have developed a KS3 curriculum in English that we feel prepares our students very well for the examinations they will face at the end of year 11, but which also means students will get to read plenty of literature. The curriculum we have developed includes opportunities for students to read a range of modern and classic fiction, themed poetry and plays. We have mapped out the curriculum so that students cover all of the essential skills they need in order to succeed at GCSE. This will be building on the skills that they have already acquired in Year 7 and 8. Students will carry out tasks that have been developed using the same wording or format as the tasks used at GCSE. In addition, students will be regularly given feedback on their written accuracy, to ensure that their spelling, punctuation and grammar improves.

Curriculum Implementation:

Autumn

Spring

Summer

Sept 2nd - Oct 14th

Crime Tradition

Jan 6th – 10th Feb

War poetry

20th April – 18th May

Freedom

Half term

Half term

Half term

Oct 28th – Dec 16th

Dystopia

24th Feb – 30th March

Shakespeare

1st June – 13th July

An Inspector Calls

Christmas Holidays

Easter Holidays

Summer Holidays

 

Outcomes:

  • Formative assessment
  • Summative written assessment
  • Monitoring of student books
  • Students – teacher communication
  • Knowledge and vocabulary testing within lessons
  • Student voice

Student outcomes will mirror or exceed targets set and teacher’s aspirations. A reading rich curriculum will enhance progress. More fluency in their understanding of GCSE specific criteria and focus on preparation for Exam conditions.

Employability skills:

  • Communication
  • Problem solving
  • Time management
  • Presentation skills
  • Teamwork
  • Gather, investigate and assess materials
  • Base conclusions on research
  • Synthesise ideas
  • Organise material in a logical and coherent way
  • Express themselves clearly and fluently both orally and in writing
  • Put forward ideas and arguments in a concise manner

Year 10 

Curriculum Intention:

We have developed a KS4 curriculum in English that we feel prepares our students very well for the examinations they will face at the end of year 11, but which also means students will get to read plenty of literature.

The curriculum we have developed includes opportunities for students to read a range of modern and classic fiction, themed poetry and plays. We have mapped out the curriculum so that students cover all of the essential skills they need in order to succeed at GCSE. This will be building on the skills that they have already acquired in Year 7,8 and 9. In summary, in English Language, students will develop an ability to read critically and to respond to unseen literary extracts and non-fiction texts. They will learn to write for an audience and purpose and will develop their creative writing skills.

Students will carry out tasks that have been developed using the same wording or format as the tasks used at GCSE. In addition, students will be regularly given feedback on their written accuracy, to ensure that their spelling, punctuation and grammar improves.

Curriculum Implementation:

Autumn

Spring

Summer

Sept 2nd - Oct 14th

Week B Lang: Paper 1 19th Century Fiction and Imaginative Writing

Jan 6th – 10th Feb

Week B Lang: Paper 2 Non fiction and Transactional Writing

20th April – 18th May 

Week B Lang: Mock Prep

Half term

Half term

Half term

Oct 28th – Dec 16th

Week B Lang: Paper 1 19th Century Fiction and Imaginative Writing

24th Feb – 30th March

Week B Lang: Paper 2 Non fiction and Transactional Writing

1st June – 13th July

Week B Lang: Spoken Language Endorsement

Christmas Holidays

Easter Holidays

Summer Holidays

 

Outcomes:

  • Formative assessment
  • Summative written assessment
  • Monitoring of student books
  • Students – teacher communication
  • Knowledge and vocabulary testing within lessons
  • Student voice

Student outcomes will mirror or exceed targets set and teacher’s aspirations. A reading rich curriculum will enhance progress. More fluency in their understanding of GCSE specific criteria and focus on preparation for Exam conditions.

Employability skills:

  • Presentation skills
  • Teamwork
  • Gather, investigate and assess materials
  • Base conclusions on research
  • Synthesise ideas
  • Organise material in a logical and coherent way
  • Express themselves clearly and fluently both orally and in writing

Put forward ideas and arguments in a concise manner

Year 11 

Curriculum Intention:

We have developed a KS4 curriculum in English that we feel prepares our students very well for the examinations they will face at the end of year 11, but which also means students will get to read plenty of literature.

The curriculum we have developed includes opportunities for students to read a range of modern and classic fiction, themed poetry and plays. We have mapped out the curriculum so that students cover all of the essential skills they need in order to succeed at GCSE. This will be building on the skills that they have already acquired in Year 7,8 ,9 AND 10. In summary, in English Language, students will develop an ability to read critically and to respond to unseen literary extracts and non-fiction texts. They will learn to write for an audience and purpose and will develop their creative writing skills. Students will carry out tasks that have been developed using the same wording or format as the tasks used at GCSE. In addition, students will be regularly given feedback on their written accuracy, to ensure that their spelling, punctuation and grammar improves.

Curriculum Implementation:

Autumn

Spring

Summer

Sept 2nd - Oct 14th

Week B Lang: Paper 1 19th Century Fiction and Imaginative Writing

Jan 6th – 10th Feb

Week B Lang: Paper 2: Non Fiction and Transactional Writing

20th April – 18th May

Focused revision

Half term

Half term

Half term

Oct 28th – Dec 16th

Week B Lang: Paper 1 19th Century Fiction and Imaginative Writing

24th Feb – 30th March

Week B Lang: Paper 2: Non Fiction and Transactional Writing

1st June – 13th July

 

Christmas Holidays

Easter Holidays

Summer Holidays

 

Outcomes:

  • Formative assessment
  • Summative written assessment
  • Monitoring of student books
  • Students – teacher communication
  • Knowledge and vocabulary testing within lessons
  • Student voice

Student outcomes will mirror or exceed targets set and teacher’s aspirations. A reading rich curriculum will enhance progress. More fluency in their understanding of GCSE specific criteria and focus on preparation for Exam conditions.

Employability skills:

  • Presentation skills
  • Teamwork
  • Gather, investigate and assess materials
  • Base conclusions on research
  • Synthesise ideas
  • Organise material in a logical and coherent way
  • Express themselves clearly and fluently both orally and in writing

Put forward ideas and arguments in a concise manner

Year 12 

Curriculum Intention:

Offering clear skills progression from GCSE, this course allows students to build on the skills already gained and prepare for their next steps. The variety of assessment styles used, such as data analysis, discursive essays, directed writing, original writing and research-based investigative writing, allows students to develop a wide range of skills. These include critical reading, data analysis, evaluation, the ability to develop and sustain arguments and a number of different writing skills which are invaluable for both further study and future employment. This course draws academic insights from a range of fields within the study of English language/linguistics, including sociolinguistics and discourse analysis. This course is designed to fit within a continuum of study from GCSE to degree level.

Curriculum Implementation:

Autumn

Spring

Summer

Sept 2nd - Oct 14th

EXAM – Component 1 –

Section B

  • CHILD LANGUAGE DEVELOPMENT

Spoken language Literacy

Assessment:

  • Regular timed exam essays
  • Regular homework
  • Provide data when requested

Assessment Objective Focus:

AO1 / AO2

EXAM – Component 2 –

Section A

  • CHANGE

The history of the English language

Assessment Objective Focus:

AO2

EXAM – Component 2 –

Section A

DIVERSITY

Accent & Dialect & Social class

Assessment Objective Focus:

AO1 / AO2

Jan 6th – 10th Feb

EXAM – Component 1 –

Section A

LANGUAGE LEVELS & TEXTS AND REP

Language levels & analysing a modern text only

Assessment:

  • Regular timed exam essays
  • Regular homework
  • Provide data when requested

Assessment Objective Focus:

AO1 / AO3

EXAM – Component 2 –

Section A

DIVERSITY

Global English

Assessment:

  • Regular timed exam essays
  • Regular homework
  • Provide data when requested

Assessment Objective Focus:

AO1 / AO2

20th April – 18th May

NEA – Component 3 – 20% of A-Level

ORIGINAL WRITING & COMMENTARY (1500 words)

Assessment Objective Focus:

AO1 / AO2 / AO3 / AO4 /AO5

(REVISION FOR INTERNAL EXAMS)

NEA – Component 3 – 20% of A-Level

ORIGINAL WRITING & COMMENTARY (1500 words)

Assessment Objective Focus:

AO1 / AO2 / AO3 / AO4 /AO5

(TWO WEEKS TAKEN TO REVISE CHANGE AND APPLY AO1)

 

 

Half term

Half term

Half term

Oct 28th – Dec 16th

EXAM – Component 1 –

Section B

CHILD LANGUAGE DEVELOPMENT

Spoken language

Literacy

Assessment:

  • Regular timed exam essays
  • Regular homework
  • Provide data when requested

Assessment Objective Focus:

AO1 / AO2

 

EXAM – Component 2 –

Section A

CHANGE

The history of the English language

Assessment Objective Focus:

AO2

EXAM – Component 2 –

Section A

DIVERSITY

Accent & Dialect

& Social class

 

Assessment Objective Focus:

AO1 / AO2

 

 

24th Feb – 30th March

4 weeks)

EXAM – Component 1 –

Section A

LANGUAGE LEVELS & TEXTS AND REP

Language levels & analysing a modern text only

Asessment:

  • Regular timed exam essays
  • Regular homework
  • Provide data when requested

Assessment Objective Focus:

AO1 / AO3

3 weeks)

EXAM – Component 1 –

Section B

CHILD LANGUAGE DEVELOPMENT REVISION

Spoken language

Literacy

  • Assessment: Regular timed exam essays
  • Regular homework
  • Provide data when requested

Assessment Objective Focus:

AO1 / AO2

EXAM – Component 2 –

Section A

DIVERSITY

Occupation & Gender

Assessment:

  • Regular timed exam essays
  • Regular homework
  • Provide data when requested

Assessment Objective Focus:

AO1 / AO2

1st June – 13th July

NEA – Component 3 – 20% of A-Level

DATA INVESTIGATION

Assessment Objective Focus:

AO1 / AO2 / AO3

 

(REVISION FOR INTERNAL EXAMS)

MOCK: Paper 1 Section B

NEA – Component 3 – 20% of A-Level

DATA INVESTIGATION

 

Assessment Objective Focus:

AO1 / AO2 / AO3

 

(REVISION FOR INTERNAL EXAMS)

MOCK: Paper 2 section A

 

Christmas Holidays

Easter Holidays

Summer Holidays

 

Outcomes:

  • Formative assessment
  • Summative written assessment
  • Monitoring of student books
  • Students – teacher communication
  • Knowledge and vocabulary testing within lessons
  • Student voice

Student outcomes will mirror or exceed targets set and teacher’s aspirations. A reading rich curriculum will enhance progress. More fluency in their understanding of A Level specific criteria and focus on preparation for Exam conditions.

Employability skills:

  • Presentation skills
  • Teamwork
  • Gather, investigate and assess materials
  • Base conclusions on research
  • Synthesise ideas
  • Organise material in a logical and coherent way
  • Express themselves clearly and fluently both orally and in writing

Put forward ideas and arguments in a concise manner

Year 13 

Curriculum Intention:

Offering clear skills progression from GCSE, this course allows students to build on the skills already gained and prepare for their next steps. The variety of assessment styles used, such as data analysis, discursive essays, directed writing, original writing and research-based investigative writing, allows students to develop a wide range of skills. These include critical reading, data analysis, evaluation, the ability to develop and sustain arguments and a number of different writing skills which are invaluable for both further study and future employment. This course draws academic insights from a range of fields within the study of English language/linguistics, including sociolinguistics and discourse analysis. This course is designed to fit within a continuum of study from GCSE to degree level.

Curriculum Implementation:

Autumn

Spring

Summer

Sept 2nd - Oct 14th

 

NEA – Component 3 – 20% of A-Level

 

DATA INVESTIGATION

 

 

Assessment Objective Focus:

 

AO1 / AO2 / AO3

 

NEA – Component 3 – 20% of A-Level

 

DATA INVESTIGATION

 

 

Assessment Objective Focus:

 

AO1 / AO2 / AO3

 

 

 

Jan 6th – 10th Feb

 

EXAM – Component 1 –

Section B REVISE

 

Child Language Development

 

Regular internal assessments

 

Assessment Objective Focus:

 

AO2

 

(On-going exam intervention)

 

EXAM – Component 2 –

Section A REVISE

 

Language change

 

Regular internal assessments

 

Assessment Objective Focus:

 

AO1 / AO3 /

 

(On-going exam intervention)

 

20th April – 18th May

 

Paper 1 revision – led by student needs

 

Assessment Objective Focus:

 

AO1 / AO2 / AO3 / AO4

 

EXAM – Component 2 –

Section B TEACH

 

Language discourses

Change and Diversity revise

 

Assessment Objective Focus:

 

Q3: AO1 / AO3 / AO4

Q4: AO2 / AO5

 

MOCK EXAMS ON THIS SECTION

 

(On-going Coursework intervention)

 

Half term

Half term

Half term

Oct 28th – Dec 16th

EXAM – Component 1 –

Section A TEACH

 

TEXTS & REPRESENTATIONS

Focus on comparing a modern and older text

 

 

Assessment Objective Focus:

 

AO1 / AO3 / AO4

 

MOCK EXAMS ON THIS SECTION

 

(On-going Coursework intervention)

 

EXAM – Component 2 –

Section B TEACH

 

Language discourses

Change and Diversity

 

Assessment Objective Focus:

 

Q3: AO1 / AO3 / AO4

Q4: AO2 / AO5

 

MOCK EXAMS ON THIS SECTION

 

(On-going Coursework intervention)

24th Feb – 30th March

 

EXAM – Component 1 –

Section A TEACH

 

TEXTS & REPRESENTATIONS

Focus on comparing a modern and older text

 

Assessment Objective Focus:

 

AO1 / AO3 / AO4

 

EXAM – Component 2 –

Section A REVISE

 

Language diversity

 

Regular internal assessments

 

Assessment Objective Focus:

 

AO1 / AO3 /

 

(On-going exam intervention)

 

 

 

1st June – 13th July

 

Christmas Holidays

Easter Holidays

Summer Holidays

 

Outcomes:

  • Formative assessment
  • Summative written assessment
  • Monitoring of student books
  • Students – teacher communication
  • Knowledge and vocabulary testing within lessons
  • Student voice

Student outcomes will mirror or exceed targets set and teacher’s aspirations. A reading rich curriculum will enhance progress. More fluency in their understanding of A Level specific criteria and focus on preparation for Exam conditions.

Employability skills:

  • Presentation skills
  • Teamwork
  • Gather, investigate and assess materials
  • Base conclusions on research
  • Synthesise ideas
  • Organise material in a logical and coherent way
  • Express themselves clearly and fluently both orally and in writing

Put forward ideas and arguments in a concise manner