150930 PlayStation Schools Cup Phil Jagielka 246 DSC 0041 DSC 0191 DSC 0261 DSC 0306 DSC 0330 1 DSC 0374 PlayStation Schools Cup Phil Jagielka

English

In the last three years, the English department results have risen by 38%. English results are now above National Average.  This is due to the drive, passion and commitment of the staff and the unbelievably talented students that we have the pleasure of working with every day. The most recent school inspection report stated that the English team ‘use questioning effectively to probe pupils’ understanding and deepen their learning. Teachers’ questioning is based on sound subject knowledge and is well judged, encouraging pupils to voice ideas and develop their powers of expression.’ (OFSTED May 2017) This is something that the department prides itself upon, as the pupils’ progress, as well as wellbeing, are at the centre of everything that we do. Consistently good/outstanding teaching and learning has been and will continue to be, the key to success and the department was categorised by OFSTED as being a team ‘where practice is exceptionally strong.’  Miss Catterall, Senior Leader of English, has recently been shortlisted for Teacher of the Year at the Educate Awards.

English MAT Newsletter - October 2017 - click HERE

Most Recent Examination Results- Summer 2017

English Grade 4+ 80%

English Grade 5+ 61%

Department Courses on offer:

Key Stage 3:

Our inspiring and successful approach at Key Stage Three

The alterations made in our Key Stage three curriculum reflect the changes made by the Government at GCSE. All assessments are geared to the rigours of Key Stage four and ALL of our schemes of work incorporate the assessment objectives used by Eduqas for English Language and Literature at Key Stage four.

The stretch and challenge that we now offer at Key Stage three has built the platform for a pattern of continued student success at GCSE in both English Language and English Literature, with results in the summer of 2017 meeting and exceeding national averages.

Year 7

Students of all abilities will immediately be stretched and challenged in differentiated activities that will suit their individual needs. The range of skills required throughout the year allow all students to be appropriately prepared for the assessment points present. All schemes of work have a clarity and worth when considering the texts studied at Key stage four.

The year 7 curriculum map offers a range of specific units that will allow the students to gain a cultural understanding and appreciation of the subject. These include preparation units for study at Key stage four: Gothic stimulus for narrative writing, Poetry of other cultures, the key themes of Shakespeare, transactional writing, twentieth century theatre and Dickensian England: a nineteenth century novelist.

Year 8

Continued stretch and challenge is consistently evident throughout year 8. A smooth and prosperous transition from this year group into Key stage four is imperative for the future academic success of every student in the Academy. In English, we recognise this and offer a curriculum that is inspiring and stimulating.

The cultural appreciation of the subject is again evident with the use of Shakespeare, Twentieth century Literature and a plethora of poems that will be recognisable to students when challenged with the Poetry anthology at Key stage four. All of these schemes of work form our Literature GCSE preparation in year 8. These are supplemented by detailed Language schemes, that again reflect the tiresome effort required at GCSE. The schemes of work include: the analysis of non-fiction texts and the application of creative writing skills, again with a specific focus on narrative writing styles.

The year is concluded with a brief, but significant glance at all of the texts that we teach at GCSE. Students will be allowed the opportunity to engage with Blood brothers, Christmas Carol and Romeo and Juliet. These texts will become the centre of their studies in the subsequent three years. As a result, this scheme of work allows for the smooth transition into Key stage four, alleviating any problems and therefore offering our students a vital platform for success.

English KS3 Curriculum Map

Key Stage 4:

WJEC (EDUQAS)     100% Examination

GCSE English Language Information

Eduqas English Language

The WJEC Eduqas GCSE in English language builds on the tradition and reputation WJEC has established for clear, reliable assessment supported by straightforward, accessible guidance and administration. In developing this specification, WJEC has been mindful to include the following features:

· opportunities for flexible teaching approaches

· questions and tasks designed to enable candidates to demonstrate what they know, understand and can do

· straightforward wording of questions

· accessibility of materials across the ability range

· opportunities for breadth of study

· use of ‘unseen’ material for analysis in external assessment

· focused assessment of specific language skills

· opportunities for producing extended writing

· high-quality examination and resource materials. 

It enables learners to:

· read a wide range of texts, fluently and with good understanding

· read critically, and use knowledge gained from wide reading to inform and improve their own writing

· write effectively and coherently using Standard English appropriately

· use grammar correctly, punctuate and spell accurately

· acquire and apply a wide vocabulary, alongside a knowledge and understanding of grammatical terminology,1 and linguistic conventions for reading, writing and spoken language.

In addition, it enables learners to:

· listen to and understand spoken language, and use spoken Standard English effectively.

Spoken language will be reported on as part of the qualification, but it will not form part of the final mark and grade. In designing this specification, careful consideration of length of examination time and the number of question papers has ensured a balance between robust assessment and manageability. Varied question types and clear rubric aim to make this untiered assessment accessible to learners of different abilities.

GCSE English Literature information

Eduqas English Literature

The WJEC Eduqas GCSE in English literature encourages learners to develop knowledge and skills in reading, writing and critical thinking. It provides learners with opportunities to read widely for pleasure across a range of high quality texts in the genres of prose, poetry and drama and to develop an understanding of how literature is both rich and influential. It enables learners to make connections across their reading and develop a clear understanding of literary works and also prepares them for the study of literature at a higher level.

This GCSE in English literature enables students to:

• read a wide range of classic literature fluently and with good understanding, and make connections across their reading

• read in depth, critically and evaluatively, so that they are able to discuss and explain their understanding and ideas

• develop the habit of reading widely and often

• appreciate the depth and power of the English literary heritage

• write accurately, effectively and analytically about their reading, using Standard English

• acquire and use a wide vocabulary, including the grammatical terminology and other literary and linguistic terms they need to criticise and analyse what they read. It builds on the tradition and reputation WJEC has established for clear, reliable assessment supported by straightforward, accessible guidance and administration.

The specification has been developed in consultation with practising teachers, senior examiners, and subject and assessment experts. In developing this specification, WJEC has been mindful to include the following features:

• flexibility in the choice of texts to be studied

• a WJEC produced poetry anthology

• straightforward wording of questions

• opportunities for breadth of study

• analysis of unseen poetry • opportunities for close analysis of texts

• opportunities for extended essay responses.

In designing this specification, careful consideration of length of examination time and the number of question papers has resulted in a balance between robust assessment and manageability. Varied question types and clear rubric aim to make this untiered assessment accessible to students of different abilities.