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English

Key Stage 3 Curriculum

Students follow an enriching, balanced curriculum at Key Stage 3, which is rooted in the National Curriculum for English. Our curriculum supports their transition from Key Stage 2 and increasingly develops the examination skills required for the GCSE examinations in GCSE English Language and GCSE English Literature.

We promote high standards of language and literacy by equipping students with a strong command of the spoken and written word, developing their love of literature through widespread reading for enjoyment. The Accelerated Reader programme supports this. Our curriculum for English aims to ensure that all students: read easily, fluently and with good understanding; develop the habit of reading widely and often, for both pleasure and information; acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language; appreciate our rich and varied literary heritage; write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences; use discussion in order to learn; are able to elaborate and explain clearly their understanding and ideas; and are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

Year 7

Term 1

1a: ‘Send My Friend’ – Students explore the experience of education in other countries as well as a range of non-fiction text types, focusing on securing the grammar, punctuation and spelling skills students have encountered at Key Stage 2, whilst producing formal writing of their own.

1b: ‘Hillcrest Poetry Anthology’ Students study a range of poetry across two key themes: ‘Character and Voice’ and ‘Poems from other Cultures’. Students are then assessed on their ability to analyse a poem from the anthology under examination conditions based upon what they have learned.

Term 2

2b: ‘Descriptive Writing’ – Students explore the features of descriptive writing focusing on how to create a sense of character and establish a convincing setting before they then learn to create their own pieces of descriptive writing under timed conditions.

2a: ‘Fiction Reading: Short Stories’ – Students analyse a series of short stories in detail, helping them to consolidate and develop their comprehensions skills from KS2. Assessment is via a set of comprehension questions based on an extract read in class

Term 3

3a End of Year Exam and 3b: ‘Shakespeare’s ‘Romeo and Juliet’/Sonnets’ –Building on KS2 study, students are exposed to a Shakespearean play and they will also explore the Shakespearean sonnet. Students will study the relationship between Romeo and Juliet and the dynamics between the two feuding families.  Students will debate the actions of Romeo and Juliet, be creative in writing their own sonnets from the perspective of one of the key characters and they will hot seat in role as either Romeo or Juliet.

Year 8

Term 1

1a: ‘Shakespeare – Macbeth’ – Students engage critically with Shakespeare’s infamous tragedy in full. They gain insight into Shakespeare’s craft and the conventions of a tragedy and are assessed by a two-part assessment: a close-reading of an extract, then an extended response to the whole play.

1b: ‘Of Mice and Men’ – Students explore ‘Of Mice and Men’ specifically focusing on how literature emerges from different global cultures and traditions. This informs their increasingly critical analysis of the novel and their critical vocabulary. Assessment focuses on essay-writing skills.

Term 2

2a: ‘Childhood and Education – Reading Non-Fiction’ – Building on what they have learned in year 7, students engage with a range of non-fiction texts from the 19th and 21st centuries, with the focus theme being Childhood and Education. They will learn how to analyse the language in the texts, and how to form evaluations before they then learn how to compare two texts in timed conditions.

2b: ‘Informative and Advice Writing’ – Students engage with non-fiction writing that is intended for a listening audience.  They will research a charity of their choice, plan and structure a speech and present it to a real audience with the opportunity for discussion questions to be asked afterwards.

Term 3

3a: ‘Romantic Poetry Anthology – Students engage critically with a range of poems from the Romantic era. Students will learn what influenced the Romantics and how to engage critically with a selection of Romantic poems. Assessment is in the form of a comparison of two Romantic poems.

3b: ‘Dickensian Characters’ – students will be exposed to a range of extracts from Dickens’s famous novels ‘Oliver Twist’, ‘A Christmas Carol’, ‘Hard Times’ and ‘Great Expectations’ to critically engage with how character is created.  They will then use these extracts as a style model to create their own Dickensian character and setting

Key Stage 4 Curriculum (English Language) 

EDUQUAS GCSE ENGLISH LANGUAGE                                                                   

CORE SUBJECT

COURSE CONTACT: MRS R DRURY – LEARNING MANAGER

Exam Board Website: http://www.eduqas.co.uk/qualifications/english-language/gcse/ 

Course Content

All students study this core subject, which leads to a GCSE qualification graded 9 (highest) to 1 (lowest); students’ certificates will also be endorsed with a three-tiered grade (Pass, Merit, and Distinction) to reflect their ability to speak formally in spoken language.

Component 1 – 20th Century Literature Reading and Creative Prose Writing

Section A (20%) – Reading: Understanding of one extract (about 60-100 lines) of literature from the C20th. Structured questions.

Section B (20%) – Prose Writing. One creative writing task selected from a choice of four titles.

Component 2 – 19th and 21st Century Non-fiction Reading and Transactional/Persuasive Writing

Section A (30%) – Reading: Understanding of two extracts (about 900-1200 words) of high-quality non-fiction writing, one from C19th and one from C21st. Structured questions.

Section B (30%) – Writing: Two compulsory transactional/persuasive writing tasks.

Component 3 – Spoken Language: A formal speech, including responses to questions and feedback

Assessment Details

Linear: all examinations take place at the end of the Year 11 course. The qualification is graded 9-1. Spoken Language is a compulsory component but does not contribute to the overall grade. Sentence structure, punctuation, spelling, and vocabulary carry a heavy weighting (20% of qualification).

Examinations

Paper 1 (Assesses Component 1): 1 hour, 45 minutes (40% of total qualification)

Paper 2 (Assesses Component 2): 2 hours (60 % of total qualification)

Non-examination Assessment: Spoken language (unweighted but separately endorsed as P, M or D)

Why Study This Course?

The study of English Language is essential for the future career prospects of all students. The government’s recent emphasis on academic rigour and the importance of the traditional subjects means this is more important than ever for students.

Language interrogation encourages enquiring minds to supports study across the curriculum.

A hugely diverse range of careers follows the study of English, including writing, journalism, teaching, and research.

High profile graduates include; Oprah Winfrey (Broadcaster, Writer & CEO), JK Rowling (Author), Judy Finnegan (Presenter, Author & national Book Club director), Vanessa Feltz (Broadcaster and Journalist), Stephen Spielberg (Film Director) and Vin Diesel (Actor) to name but a few!

Key Stage 4 Curriculum (English Literature)

EDUQUAS GCSE ENGLISH LITERATURE                                                                  

CORE SUBJECT

COURSE CONTACT: MRS R DRURY – LEARNING MANAGER

Exam Board Website: http://eduqas.co.uk/qualifications/english-literature/gcse/

Again can the following (Course content, Assessment details, examinations, why study this course) be accordions – information detailed below

Course Content

Almost all students study this academic subject, which leads to a GCSE qualification graded 9 (highest) to 1. A small number of students following Pathway 3 focus on achievement in English Language only.

Component 1 – Shakespeare and Poetry

Section A – Shakespeare (20%): one extract and one essay question based on the reading of a whole Shakespeare play.

Section B – Poetry from 1789-present day (20%): two questions (poems from an anthology, one of which involves comparison.

Component 2 – Post-1914 Prose/Drama, C19th Prose and Unseen Poetry

Section A – Post-1914 prose/drama (20%): One, source-based question on a whole post-1914 Prose or Drama text studied.

Section B – C19th Prose (20%): One, source-based question on a whole C19th text studied.

Section C – Unseen poetry from the C20th/21st (20%): Two questions on unseen poems, one of which involved comparison.

Assessment Details

Assessment is by end of course, linear examinations. There is no non-examination assessment and all examinations are closed-book. Marks are included for accurate spelling, punctuation, and grammar (5% of qualification).

Examinations

Paper 1: Component 1 – 2 hours (40% of qualification)

Paper 2: Component 2 – 2 hours, 30 minutes (60% of qualification)

Why Study This Course?

The study of English Language is essential for the future career prospects of all students. The government’s recent emphasis on academic rigour and the importance of the traditional subjects means this is more important than ever for students.

Language interrogation encourages enquiring minds to supports study across the curriculum.

A hugely diverse range of careers follows the study of English, including writing, journalism, teaching, and research.

High profile graduates include; Oprah Winfrey (Broadcaster, Writer & CEO), JK Rowling (Author), Judy Finnegan (Presenter, Author & national Book Club director), Vanessa Feltz (Broadcaster and Journalist), Stephen Spielberg (Film Director) and Vin Diesel (Actor) to name but a few!