Staff

Mr M Rushton BA(Hons)
Curriculum Area Leader for English and Assistant Headteacher

Mrs A Dyde BA(Hons)
Second in English

Mrs H Bowman-Dalton MA(Oxon.)
Lead Practitioner in English

Mrs C Evans BA(Hons)
Lead Teacher of English

Mrs R McGhie BA(Hons)
Assistant Headteacher

Mrs S Luckman BA(Hons)

Mr J Moore BA(Hons)

Miss A Wills BA(Hons)

Mrs K Wright BA(Hons)


Click here for English Curriculum Delivery Grid


‘’I cannot teach anybody anything, I can only make them think.” – Socrates

Why do we study English?

The English curriculum is intended to teach students about the value of reading, writing, speaking and listening skills. Not only does proficiency in these areas enhance their understanding of the texts explored in lessons, but these key skills are of vital importance in other curriculum areas and they underpin successful study at all levels. The Key Stage 3 Programme of Study is designed to aid and assess such development. It encourages learners to be inspired, moved and challenged by following a broad and balanced course of study. The heart of teaching at Key Stage 3 is to allow our students to learn through creativity and critical thinking. We believe that success at Key Stage 4 begins with effective preparation at Key Stage 3, and therefore all of our Key Stage 3 units have been written to address and develop the skills needed for GCSE. At Key Stage 4, pupils build upon these skills and a greater emphasis is placed on Assessment Objectives and examination technique.

English programme of study at Key Stage 3 (Years 7-9)

Our Key Stage 3 programme of study is designed to encourage learners to be inspired, moved and changed by following a broad, coherent and worthwhile course of study. It will prepare learners to make informed decisions about further learning opportunities and career choices and to use language to participate effectively in society and employment.  Our Key Stage 3 English curriculum covers Years 7, 8 and 9 with students studying both English Language and English Literature alongside each other.

Our Key Stage 3 units of study are grouped together under a key heading for each term in order to encourage deeper thinking and an understanding of how English lessons fit in with a broader educational framework. This also allows our students to make connections between their different units.

In Year 7, the order of study is as follows:

Autumn Term – ‘New Worlds’

Spring Term – ‘Tell me why…’

Summer Term – ‘Representation’

In Year 8, the order of study is as follows:

Autumn Term – ‘Struggle and Identity’

Spring Term – ‘Our English Heritage’

Summer Term – ‘Diversity’

In Year 9, the order of study is as follows:

Autumn Term – ‘Altered Perspectives’

Spring Term – ‘Great Lives’

Summer Term – ‘Conflict, Challenge and Change’

During Year 9, the structure of the units is slightly different to that which is followed in Years 7 and 8.  Alongside their curriculum based lessons, students have the opportunity to study a ‘Broader Text’ and take part in a co-curricular lesson (with at least one of these lessons each week).  Students continue to study a range of texts in Year 9, as well as enhancing their creative and transactional skills.

For further details about our specific units of study at Key Stage 3, please refer to our detailed curriculum delivery grid at the top of this page.

Reading is actively encouraged to promote and accelerate learning in all areas.  In Year 7 and Year 8, students have a designated reading lesson every week.  Through their studies, students have opportunities to reflect on a range of spiritual, moral, ethical, social and cultural issues as well as the opportunity to develop individual citizenship.

English programme of study at Key Stage 4 (Years 10-11)

Students begin more in-depth studying for their GCSE in English Language and English Literature in Year 10. This enables learners to revisit topics over the 2 years and to secure their understanding and use of key skills. For both English Language and English Literature, assessment is 100% exam. For Literature the set texts are:

‘A Christmas Carol’ – Charles Dickens

‘Blood Brothers’ – Willy Russell

‘Romeo and Juliet’ – William Shakespeare

Eduqas Poetry Anthology (18 poems from a variety of poets)

In Component 1 of the English Language exam, students will be required to write an engaging story which tests their ability to write creatively and imaginatively, as well as their technical accuracy. This paper also has a reading element which tests students’ skills of inference, deduction, analysis, synthesis and evaluation based upon a piece of 20th Century fiction.

In Component 2 of the English Language exam, students will be required to write two non-fiction pieces of writing, for example: a letter, a review, a report, a speech or an article. As with Component 1, this tests their ability to write skillfully, adapting their writing to the purpose, format and audience. This paper also has a reading element, requiring students to examine two non-fiction texts (one modern and one pre-20th century) and to respond to them using skills of inference, deduction, analysis, synthesis, comparison and evaluation.

Homework expectations

Homework is an important aspect of our curriculum.  Not only does it offer the opportunity for students to consolidate their learning within lessons, it also offers a chance for them to enhance their understanding of key topics and fundamental English skills outside of the classroom.  At Key Stage 3, pupils are expected to complete one extended piece of homework per week and spend between 20-30 minutes on this piece.  In addition, they are also encouraged to complete independent reading at home.  At Key Stage 4, pupils are expected to complete two pieces of homework a week, with at least 30 minutes spent completing each piece.

How can parents and guardians support at home?

As well as monitoring homework and supporting with independent reading, there are a range of ways in which parents and guardians can help to support their child with developing their English skills.  Students cannot take the texts into the Literature exam at GCSE, so unless they know a range of relevant quotations from their two set texts, they are not going to succeed.  Teachers will incorporate effective revision strategies into their teaching, but we are always grateful for the support offered at home to reinforce these techniques.  Look out for A3 pieces of paper dotted around their bedrooms with ‘Mind-maps’ of their texts! If they’re not there – quiz them and ask why not?

Some other techniques that might help students when preparing revision materials are:

  • Using images (not works of art, just simple sketches) to connect key quotations together.  Such images can really help some students to remember content;
  • Using colour – this will often help students to remember different concepts as well as the different sections in the exam;
  • A different mind map for themes and characters;
  • Identifying and recording a wide range of short quotations from the text – they are easier to remember and help to offer a better coverage of the text than longer quotations;
  • Making sure that your child has read the novel, poems and the plays (multiple times if possible) to help develop their familiarity with the texts;
  • Buying a study guide and asking your child the questions for each section to check their understanding of the main plot and characters.  Study guides can be purchased via our English department for a reduced price;
  • Reading the set texts yourself to help show empathy and an understanding of the learning processes involved!

How can I help with English Language?

  • Ensure your son/daughter has prepared revision cards;
  • Time your son/daughter with practice questions (often made available via the online ‘blue tab’ or through their class teachers) and encourage them to be handed in to be marked by their teacher;
  • Help with short spelling tests of key words highlighted in timed writing;
  • Encourage your child to read a wide selection of fiction, non-fiction and media texts in the run up to the exam – encourage timed reading.

Useful websites for revision:

http://www.bbc.co.uk/schools/gcsebitesize/english/

http://www.bbc.co.uk/schools/gcsebitesize/english_literature/

http://www.eduqas.co.uk

http://www.shakespeare-online.com/

Year 11 students will also have exclusive access to a bespoke set of resources via the school website (often referred to as the ‘blue tab’).

Extra-curricular opportunities

We pride ourselves on providing a range of excellent opportunities outside of the classroom.  As well as helping to consolidate students’ understanding of the set texts (often through watching local live performances, where available), these experiences help to foster a love of English and interest in what our subject has to offer.  Across the academic year, such opportunities include:

  • The National Poetry Competition
  • The House Spelling Bee
  • Lunchtime ‘A-Level style’ lessons
  • Theatre trips (including to the RSC in Stratford-upon-Avon, The Birmingham REP theatre and the Birmingham Hippodrome)
  • The Harry Potter Studios Tour
  • SHINE Reading Club
  • RSC Live Schools Broadcast
  • Media Club