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.

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 2^nd - Oct 14^th

Ancient Myths

Jan 6^th – 10^th Feb

Past, Present and Future (Autobiographies)

20^th April – 18^th May

Media Unit

Half term

Half term

Half term

Oct 28^th – Dec 16^th

The Roots of Drama

24^th Feb – 30^th March

The Art of Rhetoric

1^st June – 13^th 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

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.

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 2^nd - Oct 14^th

Romance

Jan 6^th – 10^th Feb

The Role of Religion

20^th April – 18^th May

Media Unit

Half term

Half term

Half term

Oct 28^th – Dec 16^th

Witchcraft in the 16^th Century

24^th Feb – 30^th March

Tudor She Wolves

1^st June – 13^th 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

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.

Autumn

Spring

Summer

Sept 2^nd - Oct 14^th

Crime Tradition

Jan 6^th – 10^th Feb

War poetry

20^th April – 18^th May

Freedom

Half term

Half term

Half term

Oct 28^th – Dec 16^th

Dystopia

24^th Feb – 30^th March

Shakespeare

1^st June – 13^th 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

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.

Autumn

Spring

Summer

Sept 2^nd - Oct 14^th

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

Jan 6^th – 10^th Feb

Week B Lang: Paper 2 Non fiction and Transactional Writing

20^th April – 18^th May 

Week B Lang: Mock Prep

Half term

Half term

Half term

Oct 28^th – Dec 16^th

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

24^th Feb – 30^th March

Week B Lang: Paper 2 Non fiction and Transactional Writing

1^st June – 13^th 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

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.

Autumn

Spring

Summer

Sept 2^nd - Oct 14^th

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

Jan 6^th – 10^th Feb

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

20^th April – 18^th May

Focused revision

Half term

Half term

Half term

Oct 28^th – Dec 16^th

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

24^th Feb – 30^th March

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

1^st June – 13^th 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

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.

Autumn

Spring

Summer

Sept 2^nd - Oct 14^th

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 6^th – 10^th 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

20^th April – 18^th 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 28^th – Dec 16^th

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

24^th Feb – 30^th 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

1^st June – 13^th 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

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.

Autumn

Spring

Summer

Sept 2^nd - Oct 14^th

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 6^th – 10^th 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)

20^th April – 18^th 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 28^th – Dec 16^th

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)

24^th Feb – 30^th 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)

1^st June – 13^th 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