English Curriculum Overview
Click here to view our English learning journey.
Aim
Here at Sandhill View Academy, we aim to securely equip all of 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.
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 very 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. We regularly review content to ensure we continue to meet our curriculum aims.
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 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; opportunities to use their knowledge and skills in language and literature to open possibilities in the world of work and the post 18 opportunities including broadening their experience of the wider literary world of cinema and theatre.
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 support 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.
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. Furthermore, an extended school day means there are ample opportunities for coverage of all subject areas within the national curriculum, and others which we believe reflect the needs of the community we serve.
-
Key Stage 3 Curriculum
Our Key Stage 3 Curriculum includes the following areas of study:
In Year 7, students study a range of fiction writing and explore parts of the English canon of writing. Pupils have the opportunity to read and explore a full contemporary novel, analysing the writer’s style of prose and language. There are ample 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 with a focus on consolidating and building on their knowledge of grammar and vocabulary. We 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 but also to equip pupils with important analytical skills fundamental in KS4. The spoken language is developed in all schemes of learning through discussion, debate and working collaboratively with peers.
In Year 8, students study both fiction and non-fiction texts. Pupils will read Animal Farm with a focus on analytical skills and making links to context. Newspaper articles, speeches and diary entries will give pupils opportunities to develop their knowledge of non-fiction texts but also allow them to create their own pieces of writing on a range of modern topics, developing and refining their written skills. Whilst building on their knowledge of Shakespeare through the study of Romeo and Juliet, pupils will also be given the opportunity to study poetry from other cultures aiming to develop pupils’ speaking and listening skills in addition to analytical skills fundamental to them starting their GCSE texts in KS4. New vocabulary and grammatical structures are taught explicitly through the study of medieval literature which also encourages resilience, independence and promotes cultural capital.
A bespoke reading lesson is offered through the English department that focuses on RISE: Read, Investigate, Succeed, Enjoy in Years and 8. These lessons aim to develop pupils’ love of reading through a specific focus of enjoying a novel as a class. We endeavour to select contemporary novels that pupils will find relatable, entertaining and challenging – whilst developing pupils’ reading skills which will be 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 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.
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. They study an American modern novel, exploring a wide range of important themes with a particular focus on the social and historical context and authorial purpose. They continue to explore themes of justice, diversity and equality 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 develop a strong moral purpose. Students are exposed to challenging literature through 19th Century short stories and Gothic literature. Essay writing skills, detailed analysis of short sections of text and crafting writing are developed 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 Language 2 lessons
Literature 2 lessons
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. My Sister Lives on the Mantlepiece. 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.
Literacy –Once OR A Monster Calls. Shared class novel/reading for pleasure. Embedding reading skills.
Literature – Modern Prose. My Sister Lives on the Mantlepiece. 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.
Literacy – Once OR A Monster Calls. 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 – Exploring fiction and creative writing
Using poetry to develop key reading skills and as a stimulus for creative and descriptive writing.
Literacy – Once OR A Monster Calls. 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 – Exploring fiction and creative writing
Using drama to develop key reading, speaking and listening skills and as a stimulus for creative and descriptive writing.
Literacy – A Monster Calls OR Treasure Island. 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 fiction extracts to develop reading and writing skills. The focus is on how writers create mood and atmosphere in writing and on comparison and contrast.
Literacy – A Monster Calls 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.
Literacy – A Monster Calls OR Treasure Island. Shared class novel/reading for pleasure. Embedding reading skills.
Year 8 Language 2 lessons
Literature 2 lessons
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 – Modern Dystopia: An Introduction to Viewpoints and Perspectives. Exploring non-fiction through reading and writing. Students study a range of non– fiction texts linked through the theme of modern dystopia with a focus on writer’s viewpoints and perspectives and comparison. Students develop transactional writing skills, writing in a range of forms for different audiences and purposes.
Literacy – Noughts and Crosses. 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 – Modern Dystopia: An Introduction to Viewpoints and Perspectives. Exploring non-fiction through reading and writing. Students study a range of non- fiction texts linked through the theme of modern dystopia with a focus on writer’s viewpoints and perspectives and comparison. Students develop transactional writing skills, writing in a range of forms for different audiences and purposes.
Literacy – Noughts and Crosses. Shared class novel/reading for pleasure. Embedding reading skills.
Literature – Poetry from Other Cultures. Analysing language and structure with a focus on widening knowledge of other cultures and gaining cultural capital. Language – Viewpoints and Perspective.
Using poetry to consider viewpoint and perspective and as a stimulus for transactional writing.
Literacy – Noughts and Crosses. Shared class novel/reading for pleasure. Embedding reading skills.
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.
Language – Creative writing. Using the conventions of myths, legends and fables. Embedding key reading and writing skills.
Literacy – The Curious Incident of the Dog in the Night-time. 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. Language – 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
Literacy – The Curious Incident of the Dog in the Night-time. Shared class novel/reading for pleasure. Embedding reading skills.
Literature –Shakespeare Romeo and Juliet. Knowledge and skills as 3.1.
Language – Persuasive speeches
Knowledge and skills as 3.1.
Literacy – The Curious Incident of the Dog in the Night-time. Shared class novel/reading for pleasure. Embedding reading skills.
Year 9 Literature 3 lessons
Language 2 lessons
Literature – American Literature. To Kill a Mockingbird or Of Mice and Men. The development of plot, character and theme. Detailed analysis of the writer’s methods through the in-depth study of key sections. Thorough exploration of context. Developing essay writing skills. Focus this term is on authorial intent.
Language – Making connections. Reading and writing non- fiction
Exploring non-fiction sources from a range of historical periods linked to the themes of the novel. 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 – American Literature. To Kill a Mockingbird or Of Mice and Men. Knowledge and skills as 1.1.
Language – Making connections
Knowledge and skills as 1.1.
Literature – 19th Century 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. 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.
An Introduction to Key Stage 4 – 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. An Inspector Calls. 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 – Social Issues. Reading non-fiction
Students study a range of non-fiction sources written around 1912 and 1945 and linked to the social and historical context of the play. They develop skills of inference and deduction, summary, language analysis and comparison of writers’ viewpoints.
Literature – Modern Drama. An Inspector Calls. Knowledge and skills as 3.1.
Language – Social Issues. Writing fiction and non-fiction.
Students study a range of non-fiction sources written around 1912 and 1945 and linked to the social and historical context of the play. Students use the sources, and the play, as a stimulus to develop transactional writing skills to include articles, letters, essays, leaflets, speeches and arguments and to develop creative writing skills to include descriptions and narratives.
-
Key Stage 4 Curriculum
Our Key Stage 4 Curriculum includes the following areas of study:
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 in today’s society 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 in order 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. The 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 – 3 lessons. Language – 3 lessons. Term 1.1 Unseen Poetry Focus on Literature skills. AO1 – Understanding and comparison. AO2 – Writer’ Methods. AO3 – Context. Pupils to complete interleaving ACC and Macbeth retrieval starters and homework.
Language Paper 1 and 2 – Using poetry as a stimulus for creative and transactional writing. Language skills: communicate clearly, effectively and imaginatively; organise ideas effectively (AO5) and SPaG (AO6)
Term 1.2 An Inspector Calls – Modern Drama Focus on Literature skills. AO1 – Understanding. AO2 – Writer’ Methods. AO3 – Context. Pupils to complete interleaving ACC, Macbeth and poetry retrieval starters and homework.
Language Paper 2 – Social Issues Language 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); Language skills: communicate clearly, effectively and imaginatively; organise ideas effectively (AO5) and SPaG (AO6)
Term 2.1 Power Poetry Focus on Literature skills. AO1 – Understanding and comparison. AO2 – Writer’ Methods. AO3 – Context. Pupils to complete ACC, Macbeth and AIC starters and homework.
Language Paper 1– Dystopian Power Language 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); Language skills: communicate clearly, effectively and imaginatively; organise ideas effectively (AO5) and SPaG (AO6)
Term 2.2 Conflict Poetry Focus on Literature skills. AO1 – Understanding and comparison. AO2 – Writer’ Methods. AO3 – Context. Pupils to complete ACC, Macbeth and AIC starters and homework.
Language Paper 2 – Modern Conflict Language 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);. Language skills: communicate clearly, effectively and imaginatively; organise ideas effectively (AO5) and SPaG (AO6)
Term 3.1 A Christmas Carol (19th Century Novel) Focus on Literature skills. AO1 – Understanding. AO2 – Writer’ Methods. AO3 – Context. Pupils to complete poetry, Macbeth and AIC starters and homework.
Language Paper 1 and Paper 2 – Writing Language skills: communicate clearly, effectively and imaginatively; organise ideas effectively (AO5) and SPaG (AO6)
Term 3.2 Shakespeare – Macbeth Focus on Literature skills. AO1 – Understanding. AO2 – Writer’ Methods. AO3 – Context. Pupils to complete poetry, Macbeth and AIC starters and homework.
Language – Spoken Language. GCSE Speaking and Listening Exam - Planning, Preparation and Completion.
YEAR 11 English – 6 times per week. Literature x3, Language x Term 1.1 Power and Conflict Poetry and Unseen Poetry – Revision and essay writing skills. AO1 – Understanding and comparison. AO2 – Writer’ Methods. AO3 – Context.
Interleaving starters and 1 in 6 lessons of key literature texts.
- An Inspector Calls
- A Christmas Carol
- Macbeth
Language Paper 1 & Paper 2 Continuous Revision of skills. Language 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); Language skills: communicate clearly, effectively and imaginatively; organise ideas effectively (AO5) and SPaG (AO6) Term 1.2 Focused revision of Macbeth. Key scenes / extracts, close analysis, essay writing
Interleaving 1 in 3 lessons of literature texts. AO1 – Understanding. AO2 – Writer’ Methods. AO3 – Context. Focus on character, theme, plot, essay writing.
Langauge Paper 1 & Paper 2 Continuous Revision of skills. Language 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); Language skills: communicate clearly, effectively and imaginatively; organise ideas effectively (AO5) and SPaG (AO6) Term 2.1 Focused revision of A Christmas Carol. Key scenes / extracts, close analysis, essay writing
Interleaving 1 in 3 lessons of literature texts. AO1 – Understanding. AO2 – Writer’ Methods. AO3 – Context. Focus on character, theme, plot, essay writing.
Language Paper 1 & Paper 2 Continuous Revision of skills. Language 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); Language skills: communicate clearly, effectively and imaginatively; organise ideas effectively (AO5) and SPaG (AO6) Term 2.2 Focused revision of An Inspector Calls. Key scenes / extracts, close analysis, essay writing
Interleaving 1 in 3 lessons of literature texts. AO1 – Understanding. AO2 – Writer’ Methods. AO3 – Context. Focus on character, theme, plot, essay writing.
Language Paper 1 & Paper 2 Continuous Revision of skills. Language 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); Language skills: communicate clearly, effectively and imaginatively; organise ideas effectively (AO5) and SPaG (AO6) Term 3.1 Continuous interleaving of all key texts for revision. Rotation of text every lesson. Focus on essay plans for key characters and key themes. AO1 – Understanding. AO2 – Writer’ Methods. AO3 – Context.
- Macbeth
- A Christmas Carol
- An Inspector Calls
- Power and Conflict Poetry
- Unseen Poetry
Exam Revision for Paper 1 and Paper 2 Language.
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; for example, if 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 very best and all students at the Academy are expected to make at least good progress.
In English, SEND support is provided by class teachers through differentiated teaching methods. Additional support is provided by the SENDCO and trained teaching assistants. We also have resourced provision for those students with HI.
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, each member of staff holds a teaching handbook that identifies disadvantaged pupils. Pupils are placed in the classrooms with careful consideration so that they receive high quality focus and support from staff and peers. In assessment, positive discrimination is used to effective and detailed feedback is written in books. In line with school data drops, work is scrutinised, and disadvantaged pupils are identified and interventions put in place. These include: 1:1, lunchtime revision, bespoke independent work, free revision books and visits.
Please see our separate Department 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.
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 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 curriculum based upon data, pupil voice, across trust discussions and primary visits. 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, examiners and TLR holders 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
- Book scrutiny