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. |
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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:
Student outcomes will mirror or exceed targets set and teacher’s aspirations. A reading rich curriculum will enhance progress. |
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Employability skills:
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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. |
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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:
Student outcomes will mirror or exceed targets set and teacher’s aspirations. A reading rich curriculum will enhance progress. |
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Employability skills:
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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:
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. |
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Employability skills:
|
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:
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. |
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Employability skills:
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:
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:
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
Spoken language Literacy Assessment:
Assessment Objective Focus: AO1 / AO2 EXAM – Component 2 – Section A
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:
Assessment Objective Focus: AO1 / AO3 EXAM – Component 2 – Section A DIVERSITY Global English Assessment:
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)
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Half term |
Half term |
Half term |
Oct 28th – Dec 16th EXAM – Component 1 – Section B CHILD LANGUAGE DEVELOPMENT Spoken language Literacy Assessment:
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
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24th Feb – 30th March 4 weeks) EXAM – Component 1 – Section A LANGUAGE LEVELS & TEXTS AND REP Language levels & analysing a modern text only Asessment:
Assessment Objective Focus: AO1 / AO3 3 weeks) EXAM – Component 1 – Section B CHILD LANGUAGE DEVELOPMENT REVISION Spoken language Literacy
Assessment Objective Focus: AO1 / AO2 EXAM – Component 2 – Section A DIVERSITY Occupation & Gender Assessment:
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
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Christmas Holidays |
Easter Holidays |
Summer Holidays |
Outcomes:
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:
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:
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:
Put forward ideas and arguments in a concise manner |