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KS3: English

Statement of Inquiry

To be able to empathise and embrace others’ journeys and experiences, we must consider their perspectives and the world around them.

Key Concepts

Communication

Assessment Criteria

C, D

ATLs

  • Demonstrate awareness of media interpretations of events and ideas (including digital social media)
  • Make informed choices about personal viewing experiences
  • Seek a range of perspectives from multiple and varied sources

Links to Prior Learning

Students would have studied the ideas of empathy and understanding of difference within cultures during their primary school SMSC delivery. They will also have looked at explicit SPAG and how to unpick the feelings and mood and tone within a text during Literacy lesson in primary

Statement of Inquiry

To be able to empathise and embrace others’ journeys and experiences, we must consider their perspectives and the world around them.

Key Concepts

Communication

Assessment Criteria

A, B

ATLs

  • Advocate for one’s own rights and needs
  • Practise empathy
  • Listen actively to other perspectives and ideas

Links to Prior Learning

Students would have studied the ideas of empathy and understanding of difference within cultures during their primary school SMSC delivery. They will also have looked at explicit SPAG and how to unpick the feelings and mood and tone within a text during Literacy lesson in primary

Statement of Inquiry

Literary texts demonstrate how perspectives have changed.

Key Concepts

Perspectives

Assessment Criteria

A, B

ATLs

  • Consider content – What did I learn about today? – What don’t I yet understand? – What questions do I have now?
  • Consider ethical, cultural and environmental implications
  • Develop new skills, techniques and strategies for effective learning

Links to Prior Learning

Year 7 Term 1 and 2 will have looked at the development of PEEZA to explain points of view within text. They will also have been looking at the use of voice for creative writing.

Statement of Inquiry

To be able to Literary texts demonstrate how perspectives have changed.

Key Concepts

Perspectives

Assessment Criteria

C, D

ATLs

  • Generate metaphors and analogies
  • Consider multiple alternatives, including those that might be unlikely or impossible
  • Compare conceptual understanding across multiple subject groups and disciplines

Links to Prior Learning

Year 7 Term 1 and 2 will have looked at the development of PEEZA to explain points of view within text. They will also have been looking at the use of voice for creative writing.

Statement of Inquiry

Shakespeare’s speeches are used to convey varied human reactions that impact audiences throughout time.

Key Concepts

Audience imperatives

Assessment Criteria

A

ATLs

  • Make guesses, ask “what if” questions and generate testable hypotheses
  • Consider multiple alternatives, including those that might be unlikely or impossible
  • Analyse complex concepts and projects into their constituent parts and synthesise them to create new understanding

Links to Prior Learning

Students will be introduced to a range of plays and develop their critical thinking skills as they read and explore the texts. To continue, students will be using their analysis skills learnt from term 1 to 4 to understand the effect of the language used. A close focus on how to analyse and use language will be delivered through extract analysis, range of media (film and stage productions), knowledge organisers, and speaking and listening tasks.

Statement of Inquiry

Shakespeare’s speeches are used to convey varied human reactions that impact audiences throughout time.

Key Concepts

Audience imperatives

Assessment Criteria

B, C, D

ATLs

  • Read a variety of sources for information and for pleasure
  • Preview and skim texts to build understanding
  • Interpret and use effectively modes of non-verbal communication

Links to Prior Learning

Students will be introduced to a range of plays and develop their critical thinking skills as they read and explore the texts. To continue, students will be using their analysis skills learnt from term 1 to 4 to understand the effect of the language used. A close focus on how to analyse and use language will be delivered through extract analysis, range of media (film and stage productions), knowledge organisers, and speaking and listening tasks.

Statement of Inquiry

Writers explore connections and relationship between characters and context.

Key Concepts

Communication

Assessment Criteria

A

ATLs

  • Recognize unstated assumptions and bias
  • Develop contrary or opposing arguments
  • Consider multiple alternatives, including those that might be unlikely or impossible

Links to Prior Learning

Analysis of character was introduced in Year 7 term 1-4. Students were also introduced to the structure of PEEZA or What, How, Why and so will continue to build on this skill.

Statement of Inquiry

Writers explore connections and relationship between characters and context.

Key Concepts

Communication

Assessment Criteria

B, C, D

ATLs

  • Interpret and use effectively modes of non-verbal communication
  • Preview and skim texts to build understanding
  • Use a variety of organizers for academic writing tasks

Links to Prior Learning

Analysis of character was introduced in Year 7 term 1-4. Students were also introduced to the structure of PEEZA or What, How, Why and so will continue to build on this skill.

Statement of Inquiry

The theme is communicated through perspective and structure.

Key Concepts

Perspective

Assessment Criteria

B,C,D, – Speech in the character of Escales

ATLs

  • Use critical literacy skills to analyse and interpret media communications
  • Seek a range of perspectives from multiple and varied sources
  • Compare, contrast and draw connections among (multi)media resources

Links to Prior Learning

Students will consider their previous knowledge of Shakespeare’s works and the context of his writing. Year 7 Term 5 and 6

Students will complete a mid-term homework designed to give them a solid foundation of information from which to start the unit.

Students can draw on the vocabulary bank that they have built up since Year 7.

Statement of Inquiry

The theme is communicated through perspective and structure.

Key Concepts

Perspective

Assessment Criteria

A – Extract analysis

ATLs

  • Recognize unstated assumptions and bias
  • Develop contrary or opposing arguments
  • Make guesses, ask “what if” questions and generate testable hypotheses

Links to Prior Learning

Students will consider their previous knowledge of Shakespeare’s works and the context of his writing. Year 7 Term 5 and 6

Students will complete a mid-term homework designed to give them a solid foundation of information from which to start the unit.

Students can draw on the vocabulary bank that they have built up since Year 7.

Statement of Inquiry

A writer’s point of view and character development are an integral part of their personality and culture.

Key Concepts

Communication

Assessment Criteria

A, B

ATLs

  • Understand the impact of media representations and modes of presentation
  • Make connections between various sources of information
  • Evaluate and select information sources and digital tools based on their appropriateness to specific tasks

Links to Prior Learning

Students will use their previous knowledge from studying elements of poetry in year 7 terms 1 and 2 and unseen texts in previous term 3 and 4. Students will link in Refugee boy from year 7 terms 1 and 2 and the cultural element.

Statement of Inquiry

A poet’s writing style and a reader’s perspective comes from both their personality, culture and experience.

Key Concepts

Assessment Criteria

C, D

ATLs

  • Evaluate evidence and arguments
  • Use brainstorming and visual diagrams to generate new ideas and inquiries
  • Make connections between subject groups and disciplines

Links to Prior Learning

Students will use their previous knowledge from studying elements of poetry in year 7 terms 1 and 2 and unseen texts in previous term 3 and 4. Students will link in Refugee boy from year 7 terms 1 and 2 and the cultural element.

Statement of Inquiry

Considering a range of characters creates a more informed point of view.

Key Concepts

Connections

Assessment Criteria

A, B

ATLs

  • Consider ethical, cultural and environmental implications
  • Consider content – What did I learn about today? – What don’t I yet understand? – What questions do I have now?
  • Select and use technology effectively and productively

Links to Prior Learning

Fiction reading/whole book/depth/pleasure/academic essays/vocab development/making inferences across a text/critical reading for setting, plot, characterisation, considering how writing was influenced for audiences and purposes

Statement of Inquiry

Considering a range of perspectives creates a more informed point of view.

Key Concepts

Connections

Assessment Criteria

C, D

ATLs

  • Recognize unstated assumptions and bias
  • Develop contrary or opposing arguments
  • Change the context of an inquiry to gain different perspectives

Links to Prior Learning

Write clearly, accurately and coherently/developing competency in oracy, debate and general spoken language/adapting writing for various forms, audiences and purposes/increase wider range of vocabulary and apply to different contexts/make critical comparisons across texts/plan, draft, edit, proofread.

Statement of Inquiry

Critical readers understand that social context and poets’ perspectives affect readers’ interpretations of poetry

Key Concepts

Creativity

Assessment Criteria

A

ATLs

  • Take responsibility for one’s own actions
  • Focus on the process of creating by imitating the work of others
  • Consider ethical, cultural and environmental implications

Links to Prior Learning

Develops upon understanding of poetry introduced in Year 8; links to the teaching of social injustice in Term 1; links to future topics of ‘Voices in Protest’

Statement of Inquiry

In order to achieve personal expression we must demonstrate creativity through the use of character, setting, and style.

Key Concepts

Creativity

Assessment Criteria

C, D

ATLs

  • Use effective learning strategies in subject groups and disciplines
  • Generate metaphors and analogies
  • Transfer current knowledge to learning of new technologies

Links to Prior Learning

Creative writing interleaved throughout other KS3 schemes of work. Most/all pupils have engaged in some kind of creative writing and will now hone their skills for that discipline.

Statement of Inquiry

How does my position in society affect my life chances and decisions?

Key Concepts

Perspectives

Assessment Criteria

A

ATLs

  • Make effective summary notes for studying
  • Use a variety of organizers for academic writing tasks
  • Read a variety of sources for information and for pleasure

Links to Prior Learning

Shakespeare has been investigated in years 7 and 8. Most pupils will also have studied a Shakespearean text within their primary school.

Statement of Inquiry

How can a single voice of protest be used to change society?

Key Concepts

Perspectives

Assessment Criteria

B, D

ATLs

  • Use critical literacy skills to analyse and interpret media communications
  • Communicate information and ideas effectively to multiple audiences using a variety of media and formats
  • Seek a range of perspectives from multiple and varied sources

Links to Prior Learning

All SOW contain spoken language elements to build students ability to vocalise their learning and to be able to express their opinions and views.

KS4: GCSE English

Vision Statement

The English curriculum at the Hundred of Hoo Academy is one which prepares pupils for success at GCSE and beyond. The curriculum has been designed to embed fundamental writing, reading and verbal skills that not only prepare pupils for Post 16 English courses, but also for adult life. 

We promote a love for our subject through a rich variety of novels, poetry and drama. Our pupils have a varied and engaging diet which will encourage them to pursue English as a Post-16 option.

The English Department firmly believes that there is no ceiling to what our pupils can achieve. Every pupil will leave Key Stage Four with the necessary skills to ensure they are successful as they move to the next stages of their academic career, training or employment.

Course Outline/Assessment Methods

English Language: Component 1 - 40%

Section A: Reading – 20%

This section, through structured questions, will test reading skills of a 20th Century fictional, unseen extract.

Section B: Writing – 20%

This section will test creative writing skills through a 45-minute timed task.

Section A: Reading – 30%

This section presents pupils with 2 non-fiction, unseen texts (one from the 19th Century and one from the 21st Century) and tests reading skills.

Section B: Writing – 30%

This section will test pupils’ ability to write more formally. They have to produce 2 discursive/persuasive pieces of writing, based on the guidelines given by the examination paper.

Section A: Shakespeare – 20%

Pupils will either study Othello or Much Ado about Nothing.

Section B: Poetry – 20%

Pupils have 2 questions based on a poetry anthology. Poems range from 1789 to present day.

Section A: Post 1914 Drama – 20%

All pupils will study Blood Brothers.

Section B: 19th Century Prose – 20%

Pupils will either read A Christmas Carol or The Strange Case of Dr Jekyll and Mr Hyde.

Section C: Unseen Poetry – 20%

Pupils compare 2 modern, unseen poems.

Linked Sixth Form Courses:

  • English Literature
  • Media Studies
  • Film Studies
  • History
  • Sociology

Future Course/ Career Opportunities:

  • Journalism
  • Media
  • Writing
  • Advertising
  • Law
  • Teaching

Departmental Performance:

  • 2022/23: 9-4 = 74%
  • 2021/22: 9-4 = 76%
  • 2020/21: 9-4 = 76%
  • 2019/20: 9-4 = 72%

KS5: A Level English Literature

Vision Statement

English Literature is more than just the study of poems, plays and novels. Through close reading and the appreciation of these texts, English Literature A Level allows pupils to explore and understand different places, people and periods in history. Pupils come to appreciate more about humanity, discovering how writers use literature to reflect and present their views on life, both personal, political and cultural.

In English Literature lessons, pupils will be challenged to further the skills they developed at GCSE. They will continuously extend their literary evaluation skills through group discussion, annotation, independent analysis, and extended writing. By the end of their two years of study, English Literature pupils leave Year 13 confident critical readers, able to express themselves thoughtfully, creatively and with clarity; skills that are essential for their future.

Course Outline/Assessment Methods

EDUQAS A Level English Literature Specification (2015 onwards)

Component 1: Poetry 30%

Written exam, 2 hours

  • Section A: Poetry pre-1900 (open book, clean copy) Christina Rossetti Selected Poems
  • Section B: Poetry post-1900 (open book, clean copy) Phillip Larkin The Whitsun Weddings

Written exam, 2 hours

  • Section A: Shakespeare (closed book) – King Lear, The Tempest or Hamlet
  • Section B: Drama (closed book) e.g. A Streetcar Named Desire – Tennessee Williams or The Duchess of Malfi – John Webster

Written exam, 2 hours

  • Section A: Unseen prose. One question from a choice of two, analysing an unseen passage of prose
  • Section B: Drama.  One question from a choice of two, analysing an unseen poem, or poetry extract.

Coursework

One 2500-3500 word assignment based on the reading of two prose texts from different periods, one pre-2000 and one post-2000, nominated by the centre.

Skills for Success:

  • A love of reading!
  • A wide and varied vocabulary and the ability to express themselves fluently.
  • Evaluating texts, demonstrating both analytical and creative thinking.
  • Extended writing is a necessity.
  • Good planning and proofreading strategies.

Future Course/ Career Opportunities:

  • Editor
  • Journalist
  • Publisher
  • Teacher
  • Web content manager
  • Media
  • Marketing executive

Departmental Performance:

  • 2021/22: A*-C = 82%
  • 2020/21: A*-C = 83%
  • 2019/20: A*-C = 90%