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 our daily practice. 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.’
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. These schemes of work are discussed by the department consistently and modified to fit the needs of our pupils.
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. As a department, we believe in stretching and challenging every single pupil, across all classes, to ensure that they are given the best possible opportunities to succeed. Sustaining our recent successes has been a challenge that we have
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. Introductions to Shakespearean language, poetry and contemporary plays are present within the school year.
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.
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 rigour and 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.
Key Stage 4:
The website for the Exam Board we use is www.eduqas.co.uk - there is a wealth of information on there that you can access including past papers.
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. The spoken language assessment is completed in year 10, the second of the three year qualification, with final marks provided in the May of year 11
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.