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English has a pre-eminent place in education and in society. A high-quality education in English will teach students to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. Through reading students have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils, therefore, who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.
In English, our purpose is to deliver a challenging curriculum through high quality teaching and learning. All students at the end of Key Stage 3 will have developed and learnt a variety of skills to enable them to start the GCSE English Language and English Literature courses with confidence knowing they will be able to succeed. The curriculum is sequenced in such a way that students can use the knowledge and skills they have acquired throughout Key Stage 3 successfully to work towards agreed end points. We also value the importance of Oracy and how this builds key skills for the future with students being able to become confident speakers who can speak in a variety of situations with different people.
There are three key skills which are developed throughout Key Stage 3: reading, writing, and speaking and listening. All students at the end of Key Stage 3 will have developed character by ensuring they can do the following:
In English, it is important that we raise aspirations and achievement allowing students to access the wider world when they leave. Our main aim is for all students to be confident, resilient and independent learners through homework which is structured yet uses the concept of flipped learning so students are encouraged to develop their own ideas, thoughts and opinions.
The overarching aim for English is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment.
Without English, where would we be? If we cannot understand a text, how are we to answer a question? If we cannot write a letter, how are we to apply for jobs? If we cannot communicate effectively, how are we to work with people and socialise when we get older?
Students who have access to a high-quality education in English will be able to speak and write fluently allowing them to be effective and confident communicators. They will be able to express their ideas and emotions allowing them to participate fully as a member of society. Students who are confident readers develop culturally, emotionally, intellectually, socially and spiritually becoming more rounded and empathetic citizens of the future.
In English, our purpose is to deliver a challenging curriculum through high quality teaching and learning. All students at the end of Key Stage 4 will have developed and learnt a variety of skills to enable them to achieve and exceed their expected progress in both GCSE English Language and English Literature. The curriculum is sequenced in such a way that students can use the knowledge and skills they have acquired throughout Key Stage 3 successfully to work towards agreed end points at the end of Year 11.
There are three key skills which are developed throughout Key Stage 4: reading, writing, and speaking and listening which are all an integral part of the KS4 curriculum. All students at the end of Key Stage 4 will have developed character by ensuring they can do the following:
In English, it is important we raise aspirations and achievement allowing students to access the wider world when they leave. Our main aim is for all students to be confident, resilient and independent citizens so they are to develop their own ideas, thoughts and opinions as adults of the world.
How will I be assessed?
1. Exam - Paper 1: Explorations in Creative Reading and Writing - 50% (1 hour 45 minutes written paper)
2. Exam - Paper 2: Writers' Viewpoints and Perspectives - 50% (1 hour 45 minutes written paper)
Non-examination Assessment: Spoken Language
What is the name of the examination board?
AQA 8700
GCSE English Literature
In GCSE English Literature, pupils will reada wide variety of texts in which they will they will analyse and develop an appreciation for the writer’s craft. Pupils will also learn about the contextual element of the texts and will be develop their own developed, detailed and focused responses.
How will I be assessed?
1. Exam Paper 1: Shakespeare and the 19th-century novel - 40% (1 hour 45 minutes written paper)
2. Exam Paper 2: Modern texts and poetry - 60% (2 hour 15 minutes written paper)
What is the name of the examination board?
AQA 8702
The texts we study at GCSE are:
We sell revision guides for all the above texts pupils to use at home to help extend their learning.
English Literature A level Specification B:
The curriculum is designed to prepare students for their examinations after the two year course. These examinations are challenging in terms of content and skill. Students will need to have knowledge of the texts on both papers and be able to apply this knowledge to examination questions.
Students will develop their skills analysing a range of texts from different time periods, and also of different forms. AQA require students to study novels, plays and poetry to broaden analysis and appreciation of each genre of writing.
Students will be taught the following texts for paper 1 Tragedy:
Students will be taught the following texts for paper 2 Crime:
In addition to preparing the students for the examinations, the course will allow the students to appreciate a range of literary critical theories such as Marxist interpretations, feminist readings, eco-critical approaches or the post-colonial theory. Together with this, students will consider the structure and craft of a text through the narrative theory and also develop understanding of the literary canon, and why texts are worth of their place in the canon. Studying these theories will allow students to produce the required two coursework essays that are worth 20% of their overall grade. Students will be given the chance to choose both a novel and a poetry collection that interests them, and study these through the lens of different theories independently.
To fully prepare students for the examinations and coursework requirements, students will have access to, and show application of, the mark scheme and assessment objectives from AQA to familiarise themselves with the wording that AQA use. In turn, teachers will use this dialogue in their feedback for the students, both verbally and in written form.
As well as preparing students for the examination and coursework, this course will allow students to gain vital skills that they can use across their A level subjects and in their future qualifications. Students will be encouraged to develop their own writing style, making a transition between their writing for GCSE and A level. They will be encouraged to employ a more critical eye to analysis to become more perceptive, and they will be taught the valuable skills of approaching an extended writing piece.
In terms of character, the course aims to develop a love for reading of a range of literature. Students are encouraged to read beyond the curriculum requirements to develop this interest further, with suggested reading lists given at the start of the course. Students also look in detail at the literary heritage of the books studied; meaning their understanding of the way literature is shaped by events in history strengthens. Moreover, Students participate in discussions and debates meaning their oracy skills will develop, and they will be competent speakers for their future endeavours. Together with trips such as theatre trips and English in Action conferences, the course aims to develop students’ passion of English Literature both in the classroom and beyond.
GCE Advanced Level English Literature
This course is a two year course in which students will study texts from two genres; tragedy and crime. Within the tragedy unit, all students will study two plays (including a play by Shakespeare) and a poetry unit exploring how tragedy is presented. Students will explore the contextual and historical perspectives behind the texts as well as develop a love and appreciation of the writer’s craft.
Within the crime unit, students are taught how to focus and develop their ideas around the theme of crime. Students will read a prose text, a play and a selection of poems. This unit also involves students responding to an unseen piece of text related to the theme of crime within the examination.
This course also has a Non-Examination Assessment element (coursework) in which pupils will write two responses totalling 2500-3000 words focusing on two critical perspectives from a Critical Perspective anthology provided by the examination board.
How will I be assessed?
There are two examination each worth 40% each; one on the theme of tragedy and the other on the theme of crime.
There is also a Non-Assessment Examination unit (coursework) worth 20%.
What is the name of the examination board?
AQA – Specification B
The texts students study for the Advanced Level examinations are:
King Lear by William Shakespeare
The Death of a Salesman by Arthur Miller
A selection of poems by John Keats
When Will There Be Good News? by Kate Atkinson
Oliver Twist by Charles Dickens
A selection of crime poems by a variety of poets
The texts students study for the Non-Examination Assessment are chosen by the students with guidance from their teachers.
http://www.youtube.co.uk -Students follow Mr Bruff videos and videos linked to the AQA English Literature texts: An Inspector Calls, Macbeth, Poetry (Power and Conflict) and A Christmas Carol.