Curriculum Mission Statement
Furthering the development of reading, writing and speaking and listening skills is at the heart of every English teacher’s agenda. At Sandhill View, we aim to ensure that each of these core competencies are addressed and assessed continuously, so that every pupil leaves the Academy feeling fully prepared for their next steps in life, whether that be further education or employment. We also strive to promote a love of Literature through creative resources and through challenging questions that help to nurture inquisitive mind-sets.
Preparation for GCSE begins in KS3, where pupils develop language skills and critical thinking skills through the study of prose, plays, poetry and non-fiction texts. Starting in KS3, all teachers encourage pupils to improve their own writing through seeing that they take inspiration from other writers. In KS4, pupils follow the AQA syllabi for English Language and English Literature. For English Language, pupils access a range of fiction, non-fiction and literary non-fiction texts from the 19th – 21st centuries, in order to extend skills developed in KS3. For English Literature, pupils delve into the works of many prolific authors; they are encouraged to approach challenging texts with confidence and our team of dedicated teachers work tirelessly to ensure that every pupil understands that success stems from creative ways of thinking.
Progression | Further/Higher Education and Careers
Success in English Language and/or English Literature at Sandhill View can open up opportunities for pupils to take A-Levels in these subjects at our partner Sixth Form at Southmoor Academy or at college. Following A-levels, pupils can further their studies at university by undertaking a single honours degree in Linguistics/English Language or English Literature, or a combined honours degree where English is studied alongside another subject. Many people who complete degrees in English choose to pursue careers in teaching, journalism and public relations. Degrees in Linguistics can lead to careers in Speech and Language Therapy and Forensic fields.
Curriculum/Course Overview
| English | ||||||
| KS3 & 4 | Half Term 1 | Half Term 2 | Half Term 3 | Half Term 4 | Half Term 5 | Half Term 6 |
| Year 7 |
Prose: Skellig or Once |
Crafting narratives |
Shakespeare: Shakespeare’s Villains or Macbeth |
Writing to argue |
Poetry: war poetry and linked non-fiction |
Crafting descriptions using short stories as stimulus
|
| Year 8 |
Prose: Holes or Of Mice and Men |
Crafting narratives and descriptions |
Shakespeare: Much Ado About Nothing |
Writing to argue |
Poetry: relationships and linked non-fiction |
Writing to persuade using historic speeches as stimulus |
| Year 9 |
Romeo and Juliet |
Romeo and Juliet |
A Christmas Carol |
A Christmas Carol |
An Inspector Calls |
Speaking and Listening
|
| Year 10 |
Romeo and Juliet Revision |
Romeo and Juliet Revision |
A Christmas Carol Revision |
A Christmas Carol Revision |
An Inspector Calls Revision |
Speaking and Listening
|
| Year 11 |
Anthology and unseen poetry English Language Paper 1 |
Anthology and unseen poetry English Language Paper 2 |
English Literature Revision English Language Paper 1 |
English Literature Revision English Language Paper 2 |
Revision |
How the subject supports pupils in making progress
In English, the progress of all pupils is monitored closely and, where pupils are identified as under-performing, actions are taken. Routine actions carried out by the English Department are listed below.
- Half-termly analysis of performance data
- Evaluation of individual pupils’ ‘barriers to progress’
- Action plans that detail any additional in-class support given to address ‘barriers to progress’
- Programmes of after-school intervention to address ‘barriers to progress’
- Regular homework to consolidate and challenge, communicated to parents/carers using ‘Show My Homework’
- Personalised feedback which, when acted upon, will ensure progress.
Assessment & Feedback
At Key Stage 3, pupils are measured against ‘age expectations,’ meaning that a set of expectations is established in Year 7 that we would like all Year 7 pupils to be able to demonstrate, if they are to be on-track to achieve a good grade by GCSE. The level of expectation then increases appropriately in Year 8. Pupils will either be working ‘towards’, ‘at’ or ‘greater than’ their age-expected level. Please click here for English Age Expected Levels.
In English, in years 7 to 10, pupils are assessed three times every term. At the beginning and end of every term, pupils are tasked with answering questions that mirror those featured in GCSE English Language papers. Mid-way through every term, pupils are assessed for their ability to respond to English Literature exam-style questions. Pupils in year 11 sit three formal mock exams for English Language and English Literature in the Autumn and Spring terms. Pupils receive written feedback for the work produced in every assessment or mock exam. Pupils are then given the opportunity to respond to feedback by making improvements to their own work.
Staffing
Miss. E. Dolan – Assistant Subject Leader
Miss. H. Ward – Teacher of English
Miss. C. Gallon – Teacher of English
Mr. M. Heley – Teacher of English
Mrs. L. Patel – Teacher of English
Miss. N. Lathaen – Lead Practitioner
Miss. S. Reay – Lead Practitioner