English and English Literature - The Hundred of Hoo Academy

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KS3: English

Module 1 - Where is home? Refugee Boy-Benjamin Zephaniah

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

Module 2 - Where is home? Refugee Boy-Benjamin Zephaniah

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

Module 3 - Perspectives and unity (Boy in the Striped Pyjamas)

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.

Module 4 - Perspectives and unity (Boy in the Striped Pyjamas)

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.

Module 5 - Introduction to Shakespeare's Speeches

Statement of Inquiry

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

Key Concepts

Audience imperatives

Assessment Criteria

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.

Module 6 - Introduction to Shakespeare's Speeches

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

Module 1 - Identity

Statement of Inquiry

Writers explore connections and relationship between characters and context.

Key Concepts

Communication

Assessment Criteria

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.

Module 2 - Identity

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.

Module 3 - Conflict and Chaos

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.

Module 4 - Conflict and Chaos

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.

Module 5 - Journeys and Growth

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.

Module 6 - Journeys and Growth

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

Module 1 - Exploring Social Injustice (Of Mice and Men)

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

Module 2 - Exploring Social Injustice (Non-Fiction Texts)

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.

Module 3 - Poetry

Statement of Inquiry

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

Key Concepts

Creativity

Assessment Criteria

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’

Module 4 - Narrative Writing

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.

Module 5 - Much Ado About Nothing

Statement of Inquiry

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

Key Concepts

Perspectives

Assessment Criteria

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.

Module 6 - Voices of Protest

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.

English Language: Component 2 - 60%

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.

English Literature: Component 1 - 40%

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.

English Literature: Component 2 - 60%

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

Component 2: Drama - 30%

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

Component 3: Unseen texts - 20%

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.

Component 4: Prose study - 20%

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.