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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, 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

Preparation for Paper 2 Section A.

‘19th Century Novel and Poetry since 1789’

25% of the total GCSE

Dr Jekyll and Mr Hyde

Jan 6th – 10th Feb

Preparation for Paper 2 Section B  ‘19th Century Novel and Poetry since 1789’

25% of the total GCSE

Relationships

Conflict

Time and Place

ALL 15 poems must be studied.

Unseen poetry

20th April – 18th May

 

Dr Jekyll and Mr Hyde

 

Poetry – Seen and Unseen

 

Half term

Half term

Half term

Oct 28th – Dec 16th

Preparation for Paper 2 Section A.

‘19th Century Novel and Poetry since 1789’

25% of the total GCSE

Dr Jekyll and Mr Hyde

24th Feb – 30th March

Preparation for Paper 2 Section B  ‘19th Century Novel and Poetry since 1789’

25% of the total GCSE

Relationships

Conflict

Time and Place

ALL 15 poems must be studied.

Unseen poetry

1st June – 13th July

Romeo and Juliet

 

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

Preparation for Paper 1 Section A.

– ‘Shakespeare and Post-1914 Literature’

25% of the total GCSE

Romeo and Juliet

Romeo and Juliet and Dr Jekyll and Mr Hyde

Jan 6th – 10th Feb

Poetry and unseen poetry

(Spring 1: 2 weeks)

AIC

(Spring 1: 2 Weeks)

 

20th April – 18th May

 

Under review

 

Half term

Half term

Half term

Preparation for Paper 1 Section A.

– ‘Shakespeare and Post-1914 Literature’

25% of the total GCSE

Romeo and Juliet

Romeo and Juliet and Dr Jekyll and Mr Hyde

24th Feb – 30th March

Poetry and unseen poetry

(Spring 1: 2 weeks)

AIC

(Spring 1: 2 Weeks)

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:

The OCR A Level in English Literature qualification will build on the knowledge, understanding and skills established at GCSE, introducing learners to the discipline of advanced literary studies, and requires reading of all the major literary genres of poetry, prose and drama.

The OCR A Level in English Literature will extend these studies in breadth and depth, further developing learners’ ability to analyse, evaluate and make connections. Learners are required to study a minimum of eight texts at A level, including at least two examples of each of the genres of prose, poetry and drama across the course as a whole. This must include:

  • at least three texts published before 1900, including at least one text by Shakespeare
  • at least one work first published or performed after 2000
  • at least one unseen text.

The OCR A Level in English Literature will require learners to develop judgement and independence as they synthesise and reflect upon their knowledge and understanding of a range of literary texts and ways of reading them. It will require learners to show knowledge and understanding of:

  • the ways in which writers shape meanings in texts
  • the ways in which texts are interpreted by different readers, including over time
  • the ways in which texts relate to one another and to literary traditions, movements and genres
  • the significance of cultural and contextual influences on readers and writers.

The set texts will be reviewed after three years and may be subject to change. If a text is to be removed from the list and replaced with another text, centres will be notified a year in advance.

Curriculum Implementation:

Autumn

Spring

Summer

Sept 2nd - Oct 14th

Jan 6th – 10th Feb

20th April – 18th May

Half term

Half term

Half term

Oct 28th – Dec 16th

24th Feb – 30th March

1st June – 13th July

Christmas Holidays

Easter Holidays

Summer Holidays

 

Outcomes:

The aims of this specification are to encourage learners to develop their interest in and enjoyment of literature and literary studies as they:

  • read widely and independently both set texts and others that they have selected for themselves
  • engage critically and creatively with a substantial body of texts and ways of responding to them
  • develop and effectively apply their knowledge of literary analysis and evaluation in writing
  • explore the contexts of the texts they are reading and others’ interpretations of them.

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:

The OCR A Level in English Literature qualification will build on the knowledge, understanding and skills established at GCSE, introducing learners to the discipline of advanced literary studies, and requires reading of all the major literary genres of poetry, prose and drama.

The OCR A Level in English Literature will extend these studies in breadth and depth, further developing learners’ ability to analyse, evaluate and make connections. Learners are required to study a minimum of eight texts at A level, including at least two examples of each of the genres of prose, poetry and drama across the course as a whole. This must include:

  • at least three texts published before 1900, including at least one text by Shakespeare
  • at least one work first published or performed after 2000
  • at least one unseen text.

The OCR A Level in English Literature will require learners to develop judgement and independence as they synthesise and reflect upon their knowledge and understanding of a range of literary texts and ways of reading them. It will require learners to show knowledge and understanding of:

  • the ways in which writers shape meanings in texts
  • the ways in which texts are interpreted by different readers, including over time
  • the ways in which texts relate to one another and to literary traditions, movements and genres
  • the significance of cultural and contextual influences on readers and writers.

The set texts will be reviewed after three years and may be subject to change. If a text is to be removed from the list and replaced with another text, centres will be notified a year in advance.

Curriculum Implementation:

Autumn

Spring

Summer

Sept 2nd - Oct 14th

Jan 6th – 10th Feb

20th April – 18th May

Half term

Half term

Half term

Oct 28th – Dec 16th

24th Feb – 30th March

1st June – 13th July

Christmas Holidays

Easter Holidays

Summer Holidays

 

Outcomes:

The aims of this specification are to encourage learners to develop their interest in and enjoyment of literature and literary studies as they:

  • read widely and independently both set texts and others that they have selected for themselves
  • engage critically and creatively with a substantial body of texts and ways of responding to them
  • develop and effectively apply their knowledge of literary analysis and evaluation in writing
  • explore the contexts of the texts they are reading and others’ interpretations of them.

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