English Curriculum Overview
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Aim
Here at Sandhill View Academy, we aim to securely equip all our students for life beyond school as successful, confident, responsible and respectful citizens. We believe that education provides the key to social mobility and our curriculum is designed to build strong foundations in the knowledge, understanding and skills which lead to academic and personal success. We want our students to enjoy the challenges that learning offers and we want students to ‘Know More, Do More and Go Further’
Our aims are underpinned by a culture of high aspirations. Through developing positive relationships, we work towards every individual having a strong belief in their own abilities so that they work hard, build resilience and achieve their absolute best.
Intent
The curriculum includes formal teaching through subject areas, assemblies and extracurricular activities. We regularly review content to ensure we continue to meet our curriculum aims. The English curriculum is covered through schemes of work, lesson planning, homework, extended independent work, and extra-curricular activities.
Our curriculum is planned to enable all students to develop: a knowledge, understanding and wide range of transferable literacy skills that promote and encourage a love of reading and a willingness to apply themselves to new challenges both across the curriculum and independently; a natural sense of curiosity and a drive to question, argue and persuade; the encouragement of creativity and risk taking; the reading of contemporary and literary texts that promote positive and healthy lifestyles, British values of mutual respect and a love of learning about other cultures and traditions; the encouragement of purposeful talk and attentive listening skills in collaborative work and a development of the emotional skills required to listen. Pupils are able to use their knowledge and skills in language and literature to open possibilities in the world of work and post 16 opportunities.
Throughout our programmes of study, every attempt is made to make explicit links to careers and the world of work. In addition to subject specific links, we aim to explicitly reinforce the skills and aptitudes which employers say are important in the workplace:
- Aiming high, staying positive and resilience
- Communication skills (listening, speaking, presenting)
- Teamwork and problem solving
- Creativity and thinking skills
- Self-management and leadership
The British values of democracy, the rule of law, individual liberty, and mutual respect of those with different faiths and beliefs are taught explicitly and reinforced in the way in which the school operates.
Literacy:
In addition to the literacy taught within the English curriculum, a bespoke, weekly reading lesson is offered by the English department in Year 7 and 8; this focuses on RISE: read, investigate, succeed, enjoy. These lessons aim to develop pupils’ love of reading by focusing on the reading and discussion of a class novel for enjoyment. We endeavour to select contemporary novels which pupils will find relatable, entertaining, and challenging. During these lessons, reading skills are taught explicitly and are reinforced and utilised across the curriculum. We know that students who read well achieve well. As such, all subject areas are committed to providing regular opportunities to read extensively. We have a different whole school reading focus each half term and this is reinforced and consolidated in RISE reading lessons. We also provide regular opportunities for students to read for pleasure and to receive small group interventions if their reading skills are lower than we would expect.
Sequence and structure
Our curriculum is split into Key Stage 3 (years 7, 8 and 9) and Key Stage 4 (10 and 11). We have broadened KS3 to three years so that students have an opportunity to deepen knowledge and refine skills to prepare them for the demands of Key Stage 4. We teach to termly and yearly end points so that knowledge and skills are continually and consistently developed and embedded through each scheme of learning.
KNOW MORE: Key Stage 3 Curriculum
Our Key Stage 3 Curriculum includes the following areas of study:
KNOW MORE:
In Year 7, students study a range of fiction and non-fiction writing and explore parts of the English canon. Pupils will read and explore a full contemporary novel, with a focus on the understanding of plot, theme, and character development. There are many opportunities for writing in a range of genres, forms and for different purposes and audiences but with a focus on enjoyment and enrichment. Students are encouraged to plan, edit, draft, and redraft their work whilst consolidating and building on their knowledge of grammar and vocabulary through a weekly skills lesson. New vocabulary is taught explicitly using the Frayer model and this tier 2 and tier 3 vocabulary is continually reinforced throughout the term. We will also explore a Shakespearean play but recognise too, the importance of studying contemporary playwrights. In Year 7, we examine the impact of war poetry to encourage a love of poetry and to begin to equip pupils with essential analytical skills. Spoken language is developed in all schemes of learning through discussion, debate and working collaboratively with peers.
In Year 8, students continue to study a range of fiction and non-fiction texts but through the exploration of more challenging key concepts. Pupils will read Animal Farm with a focus on developing analytical skills and making links to context. The study of newspaper articles, speeches and diary entries gives pupils opportunities to develop their knowledge of non-fiction texts but also allows them to create their own pieces of writing on a range of modern topics. Whilst building on their knowledge of Shakespeare through the study of Romeo and Juliet, pupils will also be given the opportunity to study a range of love poetry to develop their contextual knowledge and the analytical skills fundamental to the study of GCSE texts in KS4. Spoken language is taught explicitly this year, with students being given the opportunity to develop key oracy skills through discussion, debate, and individual and group presentations. New vocabulary and grammatical structures continue to be consolidated through a weekly skills lesson.
In Year 9, students widen their knowledge of literature and the world around them whilst refining and embedding the skills needed to prepare them for Key Stage 4. Pupils study a modern drama, exploring a range of important themes with a particular focus on social and historical context and authorial purpose. They explore themes of heritage, culture, and identity through the study of a range of fiction and non-fiction texts chosen to engage, challenge and inspire students to find their own voice in writing and to develop a strong moral purpose. New vocabulary and grammatical structures are taught explicitly through the study of medieval literature which also encourages resilience, independence and promotes cultural capital. Students are exposed to more challenging literature through 19thCentury short stories and Gothic literature. Essay writing skills, detailed analysis of short sections of text and the crafting writing are embedded this year.
KS3 Half Term 1.1 Half Term 1.2 Half Term 2.1 Half Term 2.2 Half Term 3.1 Half Term 3.2 Year 7 Key Concepts: Character and Conflict Key Concepts: Power, Control and Authority Language – 2 lessons Literature – 2 lessons
Vocabulary and skills – 1 lesson (Covid Recovery)
RISE: Literacy – 1 lesson
Transition Unit. Entitled “Change”. This unit revises skills taught at KS2 and introduces students to the skills needed at KS3 through a range of reading, writing, and speaking and listening tasks. This feeds into the content of term 1. Literature – Modern Prose. A Monster Calls. Exploring the development of plot, character and theme with a focus on comprehension.
Language – Creative Writing. Making a Monster. Analysis of a range of ‘monsters’ within literature as a stimulus for crafting descriptive and narrative writing. Embedding and developing key skills.
Skills.
Vocabulary.Linked to Literature scheme.
Literacy – Transition: Lamb to the Slaughter. Once OR Ghost Boys Shared class reading for pleasure. Embedding reading skills.
Literature – Modern Prose. A Monster Calls. Exploring the development of plot, character and theme with a focus on comprehension. Language – Creative Writing. Making a Monster. Analysis of a range of ‘monsters’ within literature as a stimulus for crafting descriptive and narrative writing. Embedding and developing key skills.
Skills.
Vocabulary. Linked to Language scheme.
Literacy – Once OR Ghost Boys Shared class novel/reading for pleasure. Embedding reading skills.
Literature – Conflict Poetry. From Tennyson to Armitage.Recognising a range of poetic conventions and understanding how these have been used through the theme of conflict. Language – War through Language. An introduction to non-fiction and transactional writing. Using a variety of non-fiction extracts about war to develop key reading skills and as a stimulus for transactional writing.
Skills.
Vocabulary.Linked to Literature scheme.
Literacy – Ghost Boys OR My Sister Lives on the Mantelpiece. Shared class novel/reading for pleasure. Embedding reading skills.
Literature – Modern Drama. White Poppies. Understanding how the work of dramatists is communicated effectively through performance and how alternative staging allows for different interpretations of a play through the theme of conflict.
Language – War through Language. An introduction to non-fiction and transactional writing. Using a variety of non-fiction extracts about war to develop key reading skills and as a stimulus for transactional writing.
Skills.
Vocabulary.Linked to Language scheme.
Literacy – Ghost Boys OR My Sister Lives on the Mantelpiece. Shared class novel/reading for pleasure. Embedding reading skills.
Literature – The Shakespearean play. The Tempest Students study setting, plot and characterisation and the effects of these, understanding how the work of dramatists is communicated through performance.
Language – Weather and Setting. Exploring fiction through reading and writing.Students study a selection of fiction extracts to develop reading and writing skills. The focus is on how writers create mood and atmosphere in writing.
Skills.
Vocabulary.Linked to Literature scheme.
Literacy – My Sister Lives on the Mantelpiece OR Treasure Island. Shared class novel/reading for pleasure. Embedding reading skills
Literature – The Shakespearean Play. The Tempest Knowledge and skills as 3.1.
Language – Weather and Setting.Exploring fiction through reading and writing.
Knowledge and skills as 3.1.
Skills.
Vocabulary.Linked to Literature scheme.
Literacy – My Sister Lives on the Mantelpiece OR Treasure Island. Shared class novel/reading for pleasure. Embedding reading skills
Year 8 Key Concepts: Power, Control and Authority Key Concepts: Love and Relationships Language – 2 lessons Literature – 2 lessons
Vocabulary and skills – 1 lesson (Covid Recovery)
RISE: Literacy – 1 lesson
Literature – Seminal World Literature.
Animal Farm.
Understanding of plot, character, themes with a focus on the analysis of writer’s methods and understanding of context.
Language – An introduction to viewpoints and perspectives. Persuasive speeches. Analysis of a variety of political / influential speeches from a range of historical periods. Using these speeches as a stimulus to craft persuasive writing
Skills.
Vocabulary. Linked to Literature scheme
Literacy – Noughts and Crosses OR The Curious Incident of the Dog in the Night-time. Shared class novel/reading for pleasure. Embedding reading skills.
Literature – Seminal World Literature. Animal Farm Understanding of plot, character, themes, with a focus on the analysis of writer’s methods and understanding of context.
Language – An introduction to viewpoints and perspectives. Persuasive speeches. Analysis of a variety of political / influential speeches from a range of historical periods. Using these speeches as a stimulus to craft persuasive writing.
Skills.
Vocabulary. Linked to Language scheme
Literacy – Noughts and Crosses OR The Curious Incident of the Dog in the Night-time. Shared class novel/reading for pleasure. Embedding reading skills.
Literature – Love and Relationships Poetry. Analysing language and structure with a focus on widening contextual knowledge through the study of a range of different forms of poetry over a wide time-period. Language – Love and Relationships. Exploring fiction and creative writing.
Using extracts from modern literature to consider viewpoint and perspective, the presentation and development of love and relationships and as a stimulus for writing.
Skills.
Vocabulary. Linked to Literature scheme
Literacy – Noughts and Crosses OR The Curious Incident of the Dog in the Night-time. Shared class novel/reading for pleasure. Embedding reading skills
Language – Creative writing. Using the conventions of myths, legends and fables. Embedding key reading and writing skills. Language – Love and Relationships. Exploring fiction and creative writing.
Using extracts from modern literature to consider viewpoint and perspective, the presentation and development of love and relationships and as a stimulus for writing.
Skills.
Vocabulary. Linked to Language scheme
Literacy – Lord of the Flies OR To Kill a Mockingbird.
Shared class novel/reading for pleasure. Embedding reading skills
Literature – Shakespeare Romeo and Juliet. Students study setting, plot and characterisation and the effects of these, understanding how the work of dramatists is communicated through performance. The focus is on the analysis of writer’s methods and the juxtaposition of love and conflict. Spoken Language – Extreme Love. Exploring speech through transcripts and media representations.
Examining spoken language in popular media to develop understanding of how language is used to convey viewpoints and perspectives. Using this as a stimulus for pupils to develop their own opinions and convey this through debate.
Skills.
Vocabulary. Linked to Literature scheme
Literacy – Lord of the Flies OR To Kill a Mockingbird.
Shared class novel/reading for pleasure. Embedding reading skills
Literature -Shakespeare Romeo and Juliet. Knowledge and skills as 3.1.
Spoken Language – Inspiring Relationships.
Pupils will build independence and resilience through researching and writing their own presentation based on a person who inspires them. This will develop pupils’ speaking and listening skills.
Knowledge and skills as 3.1.
Skills.
Vocabulary. Linked to Literature scheme
Literacy – Lord of the Flies OR To Kill a Mockingbird.
Shared class novel/reading for pleasure. Embedding reading skills
Year 9 Key Concepts: Heritage, Culture and Identity Terror Transition Literature – 3 lessons Language – 2 lessons
*Students with SEND will complete the AQA Silver Step Up to English in the final two terms of this year to prepare them for the demands of GCSE.
Literature – Medieval Literature. Early Literature from Myths and Legends to Chaucer. The origins of the English language and storytelling through time with a focus on how its form and structure have developed over the centuries and on decoding language and deducing meaning. Using the conventions of myths, legends and fables in creative writing. Embedding key reading and writing skills.
Language – Women’s Voices. Exploring non-fiction and transactional writing.
Exploring non-fiction sources written by women from a range of historical periods. The focus is on writers’ viewpoints and perspectives and making links and comparisons. Students continue to develop transactional writing skills, writing in a range of forms for different audiences and purposes.
Literature – Medieval Literature. Early Literature from Myths and Legends to Chaucer. The origins of the English language and storytelling through time with a focus on how its form and structure have developed over the centuries and on decoding language and deducing meaning. Using the conventions of myths, legends and fables in creative writing. Embedding key reading and writing skills.
Language – Women’s Voices. Exploring non-fiction and transactional writing.
Exploring non-fiction sources written by women from a range of historical periods. The focus is on writers’ viewpoints and perspectives and making links and comparisons. Students continue to develop transactional writing skills, writing in a range of forms for different audiences and purposes.
Literature – Modern Drama. Blood Brothers The development of plot, character and theme. Analysis of the writers’ method and how meaning is presented through this. Thorough study of context and how this develops meaning in the play. Students begin to develop interpretation and explore authorial purpose.
Language – Diversity, Equality, Change.
Interweaving of language and literature skills through the exploration of poetry, prose, Shakespeare, extracts of fiction and non-fiction sources written by black writers or from a black person’s perspective.
The unit develops skills of inference and deduction, analysis of language and structure with a strong focus on authorial purpose/viewpoint and perspective, evaluation and comparison. It also develops students’ ability to write in a range of forms for different audiences and purposes.
Literature – Modern Drama. Blood Brothers The development of plot, character and theme. Analysis of the writers’ method and how meaning is presented through this. Thorough study of context and how this develops meaning in the play. Students begin to develop interpretation and explore authorial purpose.
Language – Diversity, Equality, Change.
Interweaving of language and literature skills through the exploration of poetry, prose, Shakespeare, extracts of fiction and non-fiction sources written by black writers or from a black person’s perspective.
The unit develops skills of inference and deduction, analysis of language and structure with a strong focus on authorial purpose/viewpoint and perspective, evaluation and comparison. It also develops students’ ability to write in a range of forms for different audiences and purposes.
Literature – 19thCentury short stories. Students study The Tell- Tale Heart, The Black Veil and The Yellow Wallpaper with a focus on developing skills of Inference and deduction, using textual reference, analysis of writers’ methods and intentions, consideration of context to prepare them for the demands of KS4. Language – The Gothic. Exploring fiction and creative writing. Students study a selection of Gothic fiction extracts from novels such as Frankenstein, Dracula, Wuthering Heights, The Shining and The Woman in Black to develop reading and writing skills and to prepare them for the demands of KS4.
Literature – 19TH Century short stories. Knowledge and skills as 3.1.
Language – The Gothic. Exploring fiction and creative writing.
Knowledge and skills as 3.1.
KNOW MORE Key Stage 4 Curriculum
KNOW MORE: Our Key Stage 4 Curriculum:
In Key Stage 4, we study the AQA specification that studies: Macbeth, A Christmas Carol, An Inspector Calls and the Power and Conflict Poetry anthology. Pupils are encouraged to think and speak analytically through challenging discourse and questioning. Pupils study the texts contextually discovering their relevance today by questioning how attitudes change in relation to gender, society and life- style. In Language, the department continuously updates and self-evaluates the resources we use in lessons so that reading and writing is meaningful and purposeful. Students access a range of fiction, non-fiction and literary non-fiction texts from the 19th, 20th and 21st century to extend skills developed in Key Stage 3. Writing opportunities are regular and pupils are taught to write clearly, coherently and accurately, using a range of sophisticated vocabulary and sentence structures and for different purposes and audiences. Spoken language is developed in all schemes of learning through discussion, debate and working collaboratively with peers.
YEAR 10 English – 6 times per week. Literature – 4 lessons. Language – 2 lessons. Term 1.1 Unseen Poetry Transition unit. Focus on Literature skills. AO1 – Understanding and comparison. AO2 – Writer’ Methods. AO3 – Context. Pupils to complete interleaving AIC and poetry retrieval starters and home learning.
Macbeth by William Shakespeare.
Focus on AO1 – Understanding. Will also exploreAO2 – Writer’ Methods. AO3 – Context. Pupils to complete interleaving AIC and poetry retrieval starters and home learning.
Language Paper 1 – Supernatural. Reading skills: identify and select information (AO1) how writers use language and structural techniques to achieve effects and influence readers (AO2),), compare writer’s ideas and perspectives (AO3) evaluate texts critically (AO4).
Writing skills: communicate clearly, effectively and imaginatively; organise ideas effectively (AO5) and SPaG (AO6)
Term 1.2 Macbeth by William Shakespeare. Focus on AO1 – Understanding. Will also exploreAO2 – Writer’ Methods. AO3 – Context. Pupils to complete interleaving AIC and poetry retrieval starters and home learning.
Conflict Poetry.
Focus on AO1 – Understanding. Will also exploreAO2 – Writer’ Methods. AO3 – Context. Pupils to complete interleaving poetry, Macbeth and AIC retrieval starters and home learning.
Language Paper 2 – Supernatural. Reading skills: identify and select information (AO1) how writers use language and structural techniques to achieve effects and influence readers (AO2), compare writer’s ideas and perspectives (AO3), evaluate texts critically (AO4).
Writing skills: communicate clearly, effectively and imaginatively; organise ideas effectively (AO5) and SPaG (AO6)
Term 2.1 Revision in preparation for mock exam (Macbeth and Unseen Poetry). A Christmas Carol
Focus on AO1 – Understanding. Will also explore AO2 – Writer’ Methods. AO3 – Context. Pupils to complete interleaving poetry, Macbeth and AIC retrieval starters and home learning.
Revision of Paper 1 and Paper 2 reading and writing in preparation for mock exams. Reviewing Mock exams – Paper 1 and Paper 2 consolidation.
Term 2.2 A Christmas Carol by Charles Dickens. Focus on AO1 – Understanding. Will also explore AO2 – Writer’s Methods. AO3 – Context. Pupils to complete interleaving AIC, Macbeth and poetry retrieval starters and home learning.
Power Poetry
Focus on Literature skills. AO1 – Understanding and comparison. AO2 – Writer’ Methods. AO3 – Context. Pupils to complete ACC, Macbeth and AIC starters and home learning.
Language Paper 1- 19th Century Fiction. Reading skills: identify and select information (AO1) how writers use language and structural techniques to achieve effects and influence readers (AO2),), compare writer’s ideas and perspectives (AO3) evaluate texts critically (AO4).
Writing skills: communicate clearly, effectively and imaginatively; organise ideas effectively (AO5) and SPaG (AO6)
Term 3.1 An Inspector Calls by JB Priestley. Focus on developing ALL Literature skills. AO1 – Understanding. AO2 – Writer’ Methods. AO3 – Context. Pupils to complete poetry, Macbeth and ACC starters and home learning.
Language Paper 2 – Social Issues. Language skills: communicate clearly, effectively and imaginatively; organise ideas effectively (AO5) and SPaG (AO6)
Term 3.2 Revision in preparation for mock exam (Power and Conflict Poetry, A Christmas Carol and An Inspector Calls) Reviewing mock exams
Revision of Paper 1 and Paper 2 reading and writing in preparation for mock exams. Reviewing Mock exams – Paper 1 and Paper 2 consolidation.
Spoken Language. GCSE Speaking and Listening Exam · Planning, Preparation and Completion.
- In Year 10, students with SEN will complete the AQA Silver and Gold Step up to English qualification in their English language lessons to prepare them for the demands of the GCSE in Year 11.
YEAR 11 English – 6 times per week. Literature x3, Language x
DO MORE: Milestone Assessment End Points
DO MORE: Milestone Assessment End Points
English Language:
Year group Curriculum Area: English Subject: English Language Basic (Lower Ability End Points)
Clear (Middle Ability End Points)
Detailed (Higher Ability End Points)
7 Reading: Can identify explicit information and ideas with basic interpretation.
Can select basic evidence from different texts with some synthesis.
Shows a basic awareness of the effects of language and structure.
Makes basic use of subject terminology.
Writing:
Produces some writing.
Attempts to use simple sentences.
Uses simple vocabulary.
Attempts to use full stops and capital letters correctly.
Spells some simple words correctly.
Reading: Can identify and interpret explicit and some implicit information and ideas.
Can select and synthesise some evidence from different texts.
Shows some understanding of the effects of language and structure.
Makes some use of subject terminology.
Writing:
Attempts to use paragraphs and different sentence types.
Uses simple vocabulary and some language devices.
Uses capital letters and full stops correctly and attempts to use question marks, exclamation marks and commas.
Spells simple words correctly.
Reading: Can identify and interpret explicit and implicit information and ideas.
Can select and synthesise evidence from different texts.
Shows clear understanding of the effects of language and structure.
Makes clear use of subject terminology.
Writing:
Uses paragraphs and a variety of different sentence types correctly.
Uses interesting vocabulary and a range of linguistic devices to create effects.
Uses a range of punctuation marks accurately.
Spells most words accurately.
8 Reading: Can identify and interpret explicit and some implicit information and ideas.
Can select and synthesise some evidence from different texts.
Shows some understanding of the effects of language and structure.
Makes some use of subject terminology.
Writing:
Attempts to use paragraphs and different sentence types.
Uses simple vocabulary and some language devices.
Uses capital letters and full stops correctly and attempts to use question marks, exclamation marks and commas.
Spells simple words correctly.
Reading: Can identify and interpret explicit and implicit information and ideas.
Can select and synthesise evidence from different texts.
Shows clear understanding of the effects of language and structure.
Makes clear use of subject terminology.
Writing:
Uses paragraphs and a variety of different sentence types correctly.
Uses interesting vocabulary and a range of linguistic devices to create effects.
Uses a range of punctuation accurately.
Spells most words accurately.
Reading: Can identify and interpret in detail explicit and implicit information and ideas.
Can select and synthesise evidence from different texts in detail.
Shows a detailed understanding of the effects of language and structure.
Makes accurate use of subject terminology.
Writing:
Structures writing using a range of discourse markers.
Links paragraphs and sentences.
Uses a full range of sentence forms with accuracy.
Uses ambitious vocabulary and a range of linguistic devices to create effects.
Uses a full range of punctuation correctly to create effects.
Spells most words accurately including some sophisticated vocabulary.
9 Reading: Can identify and interpret explicit and implicit information and ideas.
Can select and synthesise evidence from different texts.
Shows clear understanding of the effects of language and structure.
Makes clear use of subject terminology.
Makes basic evaluative comments.
Makes basic cross reference of ideas and perspective and has a basic understanding of how these are conveyed across two texts.
Writing:
Uses some paragraphs and a variety of different sentence types correctly.
Uses some interesting vocabulary and a range of linguistic devices to create effects.
Uses a range of punctuation accurately.
Spells some words accurately.
Reading: Can identify and interpret in detail explicit and implicit information and ideas.
Can select and synthesise evidence from different texts in detail.
Shows a detailed understanding of the effects of language and structure.
Makes accurate use of subject terminology.
Makes some evaluative comments.
Makes some attempts to compare ideas and perspectives and has a some understanding of how these are conveyed across two texts.
Writing:
Structures writing clearly using a range of discourse markers.
Links paragraphs and sentences.
Uses a full range of sentence forms with accuracy.
Uses some ambitious vocabulary and a range of linguistic devices to create effects.
Uses a full range of punctuation correctly to create effects.
Spells most words accurately including some sophisticated vocabulary.
Reading: Can identify and interpret in detail explicit and implicit information and ideas.
Can select and synthesise evidence from different texts in detail.
Shows a detailed understanding of the effects of language and structure.
Makes sophisticated use of subject terminology.
Makes clear and relevant evaluative comments.
Compares ideas and perspectives clearly and has a clear understanding of how these are conveyed across two texts.
Writing:
Produces writing that is consciously crafted to sustain the interest of the reader.
Uses structural features to create effects.
Uses a full range of sentence forms with accuracy and to create effects.
Uses sophisticated vocabulary and a wide range of linguistic devices to create effects.
Spells and punctuates accurately.
Mistakes are rare.
10 Reading: Can identify and interpret in detail explicit and implicit information and ideas.
Can select and synthesise evidence from different texts in detail.
Shows a detailed understanding of the effects of language and structure.
Makes accurate use of subject terminology.
Makes some evaluative comments.
Makes some attempts to compare ideas and perspectives and has a some understanding of how these are conveyed across two texts.
Writing:
Simple awareness of register, audience and purpose.
Simple vocabulary and use of linguistic devices.
Evidence of basic structural features.
One or two relevant ideas, simply linked,
Random paragraph structure.
Some use of sentence demarcation.
Simple use of punctuation.
Simple range of sentences forms.
Occasional use of Standard English with limited control of agreement.
Accurate basic spelling.
Reading: Can identify and interpret in detail explicit and implicit information and ideas.
Can select and synthesise evidence from different texts in detail.
Shows a detailed understanding of the effects of language and structure.
Makes sophisticated use of subject terminology.
Makes clear and relevant evaluative comments.
Compares ideas and perspectives clearly and has a clear understanding of how these are conveyed across two texts.
Writing:
Some sustained attempt to match register to audience and purpose.
Some conscious use of vocabulary and linguistic devices.
Some use of structural features.
Increasing variety of linked and relevant ideas.
Clear use of paragraphs and discourse markers.
Sentence demarcation is mostly secure and accurate.
Some control of a range of punctuation.
Attempts a range of sentences forms.
Uses Standard English with some control of agreement.
Some accurate spelling of more complex words.
Reading: Can identify and interpret in detail explicit and implicit information and ideas.
Can select and synthesise evidence from different texts in detail.
Shows a perceptive understanding of the effects of language and structure.
Makes sophisticated and accurate use of subject terminology.
Makes detailed and perceptive evaluative comments.
Compares ideas and perspectives in a perceptive way and has a detailed understanding of how these are conveyed across two texts.
Writing:
Register is consistently matched to audience and purpose.
Increasingly sophisticated vocabulary chosen for effect with a range of successful linguistic devices.
Effective use of structural features.
Writing is engaging with a range of clear, connected ideas.
Coherent paragraphs and integrated discourse markers.
Sentence demarcation is secure and accurate.
Wide range of punctuation used with success.
Variety of sentences forms used for effect.
Uses Standard English appropriately.
Accurate spelling of more complex words.
11 Reading: Can identify and interpret in detail explicit and implicit information and ideas.
Can select and synthesise evidence from different texts in detail.
Shows a detailed understanding of the effects of language and structure.
Makes sophisticated use of subject terminology.
Makes clear and relevant evaluative comments.
Compares ideas and perspectives clearly and has a clear understanding of how these are conveyed across two texts.
Writing:
Some sustained attempt to match register to audience and purpose.
Some conscious use of vocabulary and linguistic devices.
Some use of structural features.
Increasing variety of linked and relevant ideas.
Clear use of paragraphs and discourse markers.
Sentence demarcation is mostly secure and accurate.
Some control of a range of punctuation.
Attempts a range of sentences forms.
Uses Standard English with some control of agreement.
Some accurate spelling of more complex words.
Reading: Can identify and interpret in detail explicit and implicit information and ideas.
Can select and synthesise evidence from different texts with perception.
Shows a perceptive understanding of the effects of language and structure.
Makes sophisticated and accurate use of subject terminology.
Makes detailed and perceptive evaluative comments.
Compares ideas and perspectives in a perceptive way and has a detailed understanding of how these are conveyed across two texts.
Writing:
Register is consistently matched to audience and purpose.
Increasingly sophisticated vocabulary chosen for effect with a range of successful linguistic devices.
Effective use of structural features.
Writing is engaging with a range of clear, connected ideas.
Coherent paragraphs and integrated discourse markers.
Sentence demarcation is secure and accurate.
Wide range of punctuation is used with success.
Variety of sentences forms used for effect.
Uses Standard English appropriately.
Accurate spelling of more complex words.
Reading: Can identify and interpret in detail explicit and implicit information and ideas.
Can select evidence judiciously and shows perceptive and accurate synthesis of different texts.
Shows a detailed and critical understanding of the effects of language and structure.
Makes sophisticated and critical use of subject terminology.
Evaluates critically and with perception.
Compares ideas and perspectives in a perceptive and critical way and has a detailed understanding of how these are conveyed across two texts.
Writing:
Register is convincing and compelling for the audience and assuredly matched to purpose.
Extensive and ambitious vocabulary with sustained crafting of linguistic devices.
Varied and creative use of structural features.
Writing is compelling, has flair and includes a range of convincing and complex ideas.
Fluently linked paragraphs with seamlessly integrated discourse markers.
Sentence demarcation is consistently secure and accurate.
Wide range of punctuation is used with an elevated level of accuracy.
Full range of sentences forms used for effect.
Uses Standard English consistently with secure control of complex grammatical structures.
Elevated level of accuracy in spelling including ambitious vocabulary.
English Literature:
Curriculum Area: English Subject: English Literature Year Group Basic (Lower Ability End Points) Clear (Middle Ability End Points) Detailed (Higher Ability End Points) 7 Basic understanding of texts. Basic use of textual reference.
Basic inferences made.
Basic analysis of writers’ methods.
Makes basic use of subject terminology.
Basic awareness of links between life at the time and within the text.
Clear understanding of text. Clear use of textual reference.
Clear inferences made.Some analysis of writers’ methods.
Makes some use of subject terminology.
Some awareness of links between life at the time and within the text.
Detailed understanding of texts. Detailed use of textual reference.
Detailed inferences made.
Clear analysis of writers’ methods.
Makes clear use of subject terminology.
Some understanding of links between life at the time and between texts.
8 Basic understanding of a range of texts. Basic use of textual reference.
Basic inferences made.
Some analysis of writers’ methods.
Makes some use of subject terminology.
Some awareness of links between life at the time and within the text.
Clear understanding of a range of texts. Clear use of textual reference.
Clear inferences made.
Clear analysis of writers’ methods.
Makes clear use of subject terminology.
Some understanding of links between life at the time and within the text.
Detailed understanding of a range of texts. Detailed use of textual reference.
Detailed inferences made.
Detailed analysis of writers’ methods.
Makes accurate use of subject terminology.
Clear understanding of links between life at the time and within the text.
9 Basic understanding of ideas and perspectives of the text. Basic understanding of texts as a construct – beginning, middle, end.
Basic understanding of character, setting, theme.
Basic understanding of how writers present meaning through language, structure and authorial intent.
Some understanding of links between life at the time and within the text.
Clear understanding of ideas and perspectives of the text. Clear understanding of texts as a construct – beginning, middle, end.
Clear understanding of character, setting, theme.
Clear understanding of how writers present meaning through language, structure and authorial intent.
Clear understanding of links between life at the time and within the text.
Detailed understanding of ideas and perspectives of the text. Detailed understanding of texts as a construct – beginning, middle, end.
Detailed understanding of character, setting, theme.
Detailed understanding of how writers present meaning through language, structure and authorial intent.
Detailed links between life at the time and within the text.
10 Some explained response to the question and whole text. Some references used to support a range of comments.
Some relevant and explained comments on the effects of words, form or structure with some relevant use of subject terminology.
Some identification of the effects of writer’s methods.
Some understanding of links between life at the time and within the text.
Clear, explained response to the question and whole text. Effective use of references used to support ideas.
Clear explanation on the effects of words, form or structure with some relevant use of subject terminology.
Understanding of the effects of writer’s methods.
Clear understanding of links between life at the time and within the text.
Thoughtful response to the question and whole text. Apt use of references used to support ideas.
Detailed comments on the effects of words, form or structure with accurate use of subject terminology.
Thoughtful comments on the effects of writer’s methods.
Thoughtful understanding of links between life at the time and within the text.
11 Clear, explained response to the question and whole text. Effective use of references used to support ideas.
Clear explanation of the effects of words, form or structure with some relevant use of subject terminology.
Understanding of the effects of writer’s methods.
Clear understanding of links between life at the time and within the text.
Thoughtful response to the question and whole text. Apt use of references used to support ideas.
Detailed comments of the effects of words, form or structure with accurate use of subject terminology.
Thoughtful comments on the effects of writer’s methods.
Thoughtful understanding of links between life at the time and within the text.
Convincing and detailed exploration of the question and whole text. Perceptive use of references used to support ideas.
Explorative and detailed comments on the effects of words, form or structure with impressive use of subject terminology.
Explorative comments on the effects of writer’s methods.
Detailed exploration of links between life at the time and within the text.
SPaG Students spell and punctuate with reasonable accuracy and use a reasonable range of vocabulary and sentence structures; any errors do not hinder meaning in the response. Students spell and punctuate with considerable accuracy and use a considerable range of vocabulary and sentence structures to achieve general control of meaning. Students spell and punctuate with consistent accuracy and consistently use vocabulary and sentence structures to achieve effective control of meaning. Spoken Language:
Curriculum Area: English Subject: English Spoken Language Year Group Basic (Lower Ability End Points)
Clear (Middle Ability End Points)
Detailed (Higher Ability End Points)
7 Is audible. Sometimes uses spoken Standard English including answering questions mostly in complete sentences.
Can speak using examples to support their ideas and begins to use gesture.
Begins to demonstrate listening skills by paraphrasing what they have heard.
Is audible and begins to speak clearly. Often uses spoken Standard English including answering questions in complete sentences.
Can begins to speak engagingly using expression and gesture.
Can demonstrate listening skills by paraphrasing what they have heard and begins to summarise.
Is audible and speaks clearly. Uses spoken Standard English in a range of contexts appropriately including responding to questions in complete sentences.
Can speak engagingly by using tone, expression and gesture.
Can demonstrate listening skills by summarising or paraphrasing what they have heard and begins to ask open questions.
8 Is audible and begins to speak clearly. Often uses spoken Standard English including answering questions in complete sentences.
Can begins to speak engagingly using expression and gesture.
Can demonstrate listening skills by paraphrasing what they have heard and begins to summarise.
Is audible and speaks clearly. Uses spoken Standard English in a range of contexts appropriately including responding to questions in complete sentences.
Can speak engagingly by using tone, expression and gesture.
Can demonstrate listening skills by summarising or paraphrasing what they have heard and begins to ask open questions.
Is audible and speaks clearly building confidence. Uses spoken Standard English in a range of contexts appropriately including responding to questions in complete sentences.
Can speak adaptively by changing language, tone and expression depending on the response of listeners.
Can demonstrate listening skills through asking open questions to deepen understanding.
9 Is audible and speaks clearly. Uses spoken Standard English in a range of contexts appropriately including responding to questions in complete sentences.
Can speak engagingly by using tone, expression and gesture.
Can demonstrate listening skills by summarising or paraphrasing what they have heard.
Is audible and speaks clearly building confidence. Uses spoken Standard English in a range of contexts appropriately including responding to questions in complete sentences.
Can speak adaptively by changing my language, tone and/or expression depending on the response of listeners.
Can demonstrate listening skills through asking open questions to deepen understanding.
Is audible and speaks clearly with confidence. Uses spoken Standard English in a range of contexts appropriately including responding to questions in complete sentences.
Can speak adaptively by anticipating the listener’s response.
Can demonstrate listening critically, comparing different responses and perspectives.
10 Is audible and speaks clearly. Uses spoken Standard English in a way that is sometimes suited to the setting, audience and purpose.
Begins to express simple ideas/information/feelings.
Begins to attempt to organise a presentation which attempts to meet the needs of the audience.
Listens to questions/feedback and provides a simple response.
Is audible and attempts to speak clearly to engage the audience. Uses Spoken Standard English with some success in a way that is generally suited to the setting, audience and purpose.
Can expresses straightforward ideas / information / feelings.
Makes an attempt to organise and structure a presentation.
Makes an attempt to meet the needs of the audience.
Listens to questions/feedback and provides an appropriate response in a straightforward manner.
Is audible and speaks clearly with some confidence to engage the audience. Uses Spoken Standard English accurately and effectively in a way that is clearly suited to the setting, audience and purpose.
Expresses challenging ideas / information / feelings using a range of vocabulary.
Can organise and structure a presentation clearly and appropriately to meet the needs of the audience.
Can achieve the purpose of the presentation.
Listens to questions/ feedback and responds in some detail.
11 Is audible and attempts to speak clearly to engage the audience. Can use Spoken Standard English with some success in a way that is generally suited to the setting, audience and purpose.
Can expresses straightforward ideas / information / feelings.
Makes an attempt to organise and structure a presentation.
Makes an attempt to meet the needs of the audience.
Listens to questions/feedback and provides an appropriate response in a straightforward manner.
Is audible and speaks clearly with some confidence to engage the audience. Uses Spoken Standard English accurately and effectively in a way that is clearly suited to the setting, audience and purpose.
Expresses challenging ideas / information / feelings using a range of vocabulary.
Can organise and structure a presentation clearly and appropriately to meet the needs of the audience.
Can achieve the purpose of the presentation.
Listens to questions/ feedback and responds in some detail.
Is audible and speaks clearly and confidently to engage the audience. Uses Spoken Standard English accurately and effectively in a way that is impressively suited to setting, audience and purpose.
Expresses sophisticated ideas / information / feelings using a sophisticated repertoire of vocabulary.
Can organise and structure a presentation using an effective range of strategies to engage the audience.
Can achieve the purpose of the presentation.
Listens to questions/ feedback, responds perceptively and if appropriate elaborates with further ideas and information.
GO FURTHER: Skills Builder
We are explicitly embedding transferable ‘Skills Builder’ skills such as problem solving, teamwork, creativity, aiming high, staying positive and leadership to prepare students for higher education and to equip them with employability skills for the future. This year in English we will focus on CREATIVITY in writing, reading responses and through oracy tasks, LEADERSHIP of independent learning and when working with others and STAYING POSITIVE to build resilience and determination when faced with challenge.
How does our Curriculum cater for students with SEND?
Sandhill View is an inclusive academy where every child is valued and respected. We are committed to the inclusion, progress and independence of all our students, including those with SEN. We work to support our students to make progress in their learning, their emotional and social development, and their independence. We actively work to support the learning and needs of all members of our community. A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made that is additional to or different from that made generally for other children or young people of the same age. (CoP 2015, p16)
Teachers are responsible for the progress of all students in their class and high-quality teaching is carefully planned; this is the first step in supporting students who may have SEND. All students are challenged to do their absolute best and all students at the Academy are expected to make at least good progress. All students follow the same curriculum and are taught the same knowledge and skills however, for those students who with SEND, different texts or smaller chunks of text main be used. Furthermore, some students in KS3 may have an additional skills lesson and/or reading intervention depending on need and the impact of Covid. In addition, some students in Year 9 and Year 10 who require additional support will complete the AQA Step Up to English qualification to prepare them for the demands of GCSE English.
Further specific approaches that are used within the English curriculum area include:
- Seating to allow inclusion
- Differentiated activities to challenge and support in all lessons and in various parts of each lesson
- Resources that are accessible yet challenging
- Visual learning tools, writing frames and learning mats used to support where necessary
- Where appropriate, support from additional adults is planned to scaffold student learning
- Group work, discussion and a varied range of tasks to support different types of learners
- Class teacher / student communication
- Feedback that allows students to make progress, whether written, verbal, peer or whole class.
- Independent study / home learning
- Targeted intervention and support when required, including Lexia and Accelerated Reader.
How does our curriculum cater for disadvantaged students and those from minority groups?
As a school serving an area with high levels of deprivation, we work tirelessly to raise the attainment for all students and to close any gaps that exist due to social contexts. The deliberate allocation of funding and resources has ensured that attainment gaps are closing in our drive to ensure that all pupils are equally successful when they leave the Academy.
In English we cater for disadvantaged students by:
- Identifying disadvantaged students and ensuring they are placed in classrooms with careful consideration so that they receive high quality focus and support from staff and peers
- Providing targeted support for under-performing students during lesson time through a variety of strategies including targeted questions, live marking, scaffolds and writing frames
- Identifying barriers to learning and ensuring effective, timely and appropriate intervention is put in place
- In assessment, positive discrimination is used to ensure effective and detailed feedback is written in books.
- Ensuring there are opportunities for students to make use of resources and gain home learning support outside of lesson time using Teams
- Providing revision guides, theatre opportunities and other visits to develop cultural capital at no cost or a reduced cost to minimise the financial burden on families.
- Providing Lead Practitioner support. This year, our Lead Practitioners will focus on raising attainment for those students who are disadvantaged by providing individual, targeted support and intervention for students in need. They will also provide CPD and support to staff so that attainment gaps that exist due to social contexts continue to close.
- Ensuring monitoring and evaluation processes are robust for these students and used to inform interventions.
Please see our separate Curriculum Improvement Plan for our most recent targets and interventions.
How do we make sure that our curriculum is implemented effectively?
- The English curriculum leader is responsible for designing the English curriculum and monitoring implementation.
- The subject leader’s monitoring is validated by senior leaders.
- Staff have regular access to professional development/training to ensure that curriculum requirements are met, and subject knowledge is developed.
- Effective assessment informs staff about areas in which interventions are required. These interventions are delivered during curriculum time to enhance pupils’ capacity to access the full curriculum.
- Curriculum resources are selected carefully and reviewed regularly.
- Assessments are designed thoughtfully to assess student progress, long term knowledge retrieval and also to shape future learning.
- Assessments are checked for reliability within departments and across the Trust.
Every year, the English department meets to discuss, evaluate and adapt the KS3 and 4 curriculums based upon data, pupil voice, across trust discussions and to ensure it remains relevant, current and promotes critical thinking about prominent issues. Key roles are allocated to experienced members of staff to ensure the monitoring of the curriculum is implemented correctly and effectively.
The Assistant Principal and subject leaders have clear roles and responsibilities to carry out curriculum design and delivery. They ensure that the curriculum within their key stage expertise has sufficient depth and coverage of knowledge in the subjects. Assessment timelines are created so that enough time is allocated to ensure there is a breadth and depth of a topic and LPs intervene where necessary. A mastery approach is used. These are shared across the Academy trust. To ensure consistency, a weekly CPD programme is planned and delivered by Lead Practitioners, senior examiners/examiners and TLR holders within the department where training focuses on improving subject knowledge and the pedagogy of striding and exploring English.
How do we make sure our curriculum is having the desired impact?
- Examination results analysis and evaluation, reported to the senior leaders and the local governing body to ensure challenge
- Termly assessments-analysis and evaluation meetings
- Lesson observations
- Learning walks for KS3 and KS4 based on departmental priorities
- Work samples for each year group across the trust cross referenced against milestone assessment end points
- Regular feedback from Teaching Staff during department meetings
- Regular feedback from Middle Leaders during curriculum meetings
- Pupil surveys
- Parental feedback
- External reviews and evaluations