Inspire - Transform - Succeed

English

 

We aim to excite and enthuse our students and give them not only a love of literature, but a love of learning. We re-write our learning schemes each year and invest heavily in new books across the genres. We are an experienced team with a focus on personalised learning for each individual. This means that we plan, take action and review as a team and are committed to continuously strengthening our subject pedagogy. We have progression at the heart of all our planning and track student development so that personalised intervention can be provided.

 

 

 

Key Stage 3

Key Stage Three aims to provide students with varied and valuable experiences of English in action. Underpinned by the National Secondary Strategy and National Curriculum, the skills covered and acquired by students equip them for life. We have re-written all of our programmes of study to satisfy the new curriculum, and our overviews are below:

 

 

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year Seven

 

 

 

First Person Narrative

Reading Once OR Skellig

Reading (Literary Heritage)Reading Grimm’s Fairy Tales OR  A Christmas Carol

 

Studying Media and MOCK SATS

 

Poetry of the Caribbean, Narrative or Shape

Shakespeare

The Merchant of Venice OR The Tempest OR  Macbeth

 

Non –fiction (project based)

SATS

 

Assessment

Writing

Reading

Speaking & Listening

Reading

Reading

Writing

Year Eight

 

 

 

Poetry

 

 

 

 

Gothic Horror

Jekyll & Hyde OR Edgar Allan Poe OR The Canterville Ghost or other

 

Non-fiction Projects

 

MOCK SATS

 

 

Non-fiction Speaking Presentations

 

 

Shakespeare

Macbeth OR other, if studied in Year 7

History of Language and Literature

 

SATS

Assessment

Writing

Reading

Reading

Speaking& Listening

Writing/S&L

Writing

Year Nine

 

 

 

Literary Heritage

Wuthering Heights OR Jane Eyre OR Sherlock Holmes stories

 

Media

 Adverts, AFORREST and Linguistic  Devices

Poetry of the first World War (and Modern Conflicts)

SATS

Modern Fiction

Of Mice and Men

 

Varieties of Writing

Travel Writing Life of Pi OR Refugee Boy OR Journey to  Jo’Burg

Shakespeare

Julius Caesar OR Romeo and Juliet

SATS

 

Assessment

Writing

Reading

Reading

Writing/S&L

Writing/S&L

Reading

 

 

Key Stage 4

Key Stage Four prepares students for internationally recognised qualifications, for further education, and for a lifetime of global communication. Our KS4 students follow the AQA syllabus for study in IGCSE English Language and GCSE Literature. The courses combine the study of reading and writing and speaking and listening. During the course, all students will be expected to challenge themselves and have high aspirations for attainment. Progress is monitored and all students are expected to actively engage with the wide variety of resources which are used to unlock their potential.

 

We ask that students come to lesson equipped with a pen, pencil, eraser, ruler and a reading book, as well as highlighters for identifying key points in texts. Homework is used to enhance and secure the skills needed to be successful in English, and to solidify the learning that has taken place in the classroom.

 

Students learn about a variety of text types and will focus on how authors covey themes, ideas and structure, as well as how they portray character and voice. All students will explore a variety of linguistic and presentational devices in a wide variety of media texts, including film, webpages and advertising. Lessons are structured, with clear learning objectives and learning outcomes, as well as a variety of motivational tasks throughout. We believe in collaborative enquiry and well as independent research, and students often mark their own work and that of others in the group.

 

 

 

Year 10 Curriculum Plan 2014-15

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

 

Topic:

 

4 hours per week

 

Study of Shakespeare

 

Students will be introduced to Shakespeare and his 'world' and read and study Macbeth, R&J, Tempest or Julius Caesar.

 

The main focus of study will concentrate on characterisation, plot, setting, issues and themes, the nature of destiny and fate, and language and imagery with close attention to literary devices (e.g. puns, alliteration, oxymoron, rhetoric, etc.).

 

Students will complete a range of oral and written and creative activities on the text.


Study of Poetry

 

 

 Students will read and interpret a range of poetry from either Love or Conflict cluster.

 

Students consolidate their learning and understanding about poetry from Year 9. They will focus on how poets create meaning through poetic devices, language, imagery and symbolism, structure and form, rhythm and rhyme, should form the basis of coursework.  Students will analyse and interpret selected poems and write their own poetry in the same style as a poet.


Language Examination Prep: Paper One

 

In section A, reading an extract of text drawn either the 20th or 21st century time periods in order to consider how established, contemporary and emerging writers use narrative and descriptive techniques to capture the interest and enjoyment of readers

 

 

The genre of the source will be literature prose fiction such as extracts from novels and short stories and focus on openings, endings, narrative perspectives and points of view, narrative or descriptive passages, character developments, atmospheric descriptions and other appropriate narrative and descriptive approaches.

 

Writing Section B: Story creation and descriptive writing.

Use of pictorial stimulation to create writing.

SPG and basic skills. Note:  1-2 lessons per week on Language prep for Mock exam.


Literature:

Unit 1 Section A – choice of:

 

Short Stories from the AQA Anthology Sunlight on

the Grass

My Polish Teacher’s Tie Helen Dunmore

When the Wasps

Drowned Claire Wigfall

Compass and Torch Elizabeth Baines

On Seeing the 100%

Perfect Girl Haruki Murakami

The Darkness Out There Penelope Lively

Anil Ridjal Noor

Something Old,

Something New Leila Aboulela

2. Lord of the Flies William Golding

3. Martyn Pig Kevin Brooks

4. The Woman in Black Susan Hill

5. Touching the Void Joe Simpson

6. Under Milk Wood Dylan Thomas

7. The Crucible Arthur Miller

8. Kindertransport Diane Samuels

9. An Inspector Calls J.B. Priestley

10.Deoxyribonucleic Dennis Kelly

Acid (DNA) (AQA recommended

edition)

 

 

 

 


Literature:

Wide Reading – choice of:

 

The Strange Case of Dr Jekyll and Mr Hyde by Robert Louis Stevenson

 

A Christmas Carol by Charles Dickens

 

Frankenstein by Mary Shelley

 

Pride and Prejudice by Jane Austen

 

Jane Eyre by Charlotte Bronte

 

The Sign of Four by Arthur Conan Doyle

 

Great Expectations by Charles Dickens

 

 Wide Reading is viewed as an integral part of the English program and is promoted as both a pleasurable and educational experience for all students. Students are encouraged to devote at least 30 minutes each evening to reading for pleasure. As well as reading literature, students are encouraged to read the daily newspaper to keep abreast with, and express informed opinions about, current issues.

 

Wide reading is related to all three dimensions (reading, writing, speaking and listening) and is reflected in the work undertaken across all areas of study. Students are expected to demonstrate their wide reading through informal or formal oral presentations either individually or in groups.

 

 


Language Examination Prep: Paper Two

 

Writers’ viewpoints and perspectives - to develop students’ insights into how writers have particular viewpoints and perspectives on issues or themes that are important to the way we think and live our lives.   It will encourage students to demonstrate their skills by:

 

 

In section A, reading two linked sources from different time periods and genres in order to consider how each presents a perspective or viewpoint to influence the reader

 

Choice of genre for the sources will be non-fiction and literary non-fiction such as high quality journalism, articles, reports, essays, travel writing, accounts, sketches, letters, diaries, reports, autobiography and biographical passages or other appropriate non-fiction and literary non-fiction forms

 

Texts will be drawn from the 19th century, and either the 20th or 21st centuries depending on the text selected for paper 1 in a particular series.

 

Writing Section B: Persuasive writing.

SPG and basic skills.

 

Assessment:

 

 

One extended and sustained response (Reading)

Grade A* - G


S&L Presentation or Compose their own poem by attempting to write in the same style as a poet of their choice.

 For authentication purposes, planning, drafting and re-writing are mainly undertaken in class time

(S&L) A* - G


MOCK Language GCSE

Language GCSE

Sample or Past Paper Question

(Reading)


Literature GCSE

Past exam paper question


Literature GCSE

Sample or Past Paper Question


MOCK Language GCSE

 

Sample or Past Paper Question

(Reading)

 

Creative task

 (Writing)

Grade A* - G

Students will analyse and examine the ways in which the language, imagery, and poetic devices contribute to an interpretation of the selected poems through either:

• select one poet of their choice and closely analyse and interpret a range of his/her poems;

 or

• analyse and interpret selected poems;

 or

• choose a common theme (e.g. love, war) by different poets and present a comparative analysis of how different poets have treated the theme.

Grade A* - G

 

Language GCSE

Sample or Past paper Question

(Writing)

 

Literature GCSE

Past exam paper question poetry.

 

Literature GCSE

Creative Task


MOCK Language GCSE

 

Sample or Past Paper Question

(Writing)

Homework:

1 hour per week

 

Research tasks.

 

Homework club in ICT rooms.

 

Research and S&L prep.

Homework club in class rooms.

Tasks and revision:

 

Homework club in class rooms.

Tasks and revision:

 

Homework club in class rooms.

Tasks and revision:

 

Homework club in class rooms.

Revision:

 

Language classes.

 

 

Year 11 Curriculum Plan 2014-15

 

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

 

Topic:

 

4 hours per week

 


Coursework Project

 

Pupils complete the IGCSE Coursework project in ICT rooms. Teacher facilitates learning and supports pupils 1:1 when necessary.

 


Coursework Project

Speaking and Listening

 

2 lessons per week on Language IGCSE.

 

Pupils complete projects and complete S&L presentations. Teacher to intervene/support where necessary.


Literature

 

LotF: Recap and revision.

 

Note:  1-2 lessons per week on Language IGCSE.


Literature

 

Poetry: Recap and revision

 

OMAM: Recap and revision.

 

Note: 1 lesson per week on Language IGCSE.


Language Examination Prep.

 

IGCSE F/H Tier practise.


Study Leave

 

Assessment:

 

 

Draft Coursework

(Reading)

Grade A* - G


S&L Presentation

(S&L) A* - G


MOCK IGCSE


Past exam paper question OMAM


MOCK IGCSE

Reading


--

 

Draft Coursework

(Writing)

Grade A* - G


Final Coursework inc. Commentaries

Grade A* - G

 

Past exam paper question LotF

 

Past exam paper question poetry.


MOCK IGCSE

Writing


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Reading at Lostock

Students are provided with many opportunities to develop their reading skills. Critical reading and reading for pleasure is encouraged and time is made in lessons for each student to develop their reading skills. Texts covered include poems, plays, novels, short stories, magazines and newspapers, internet sites, advertisements, reviews, reports, brochures, diaries and travel writing. Each teacher shares their own reading experiences with their students, and we are always eager to hear about our student’s reading habits too!

Writing at Lostock

Students will develop their writing through participation in a variety of activities that will focus on styles, contexts and purposes. We will explore various planning methods to help students build on their ideas and develop detailed, structured writing. During the course, students will produce texts such as poems, stories, summaries, play scripts, reports, reviews, and creative and descriptive writing pieces. We run numerous competitions throughout the year and are proud of our past students who have had their works published in books and magazines.

Assessment for and of Learning

Students will be assessed in multifarious ways in English. Each half term will present students with the opportunity to complete two formally assessed pieces of work, either in reading, writing or speaking and listening. In addition to this, students will participate in learning activities where they review and assess their work with peers and individually.  Once each piece is completed, the class teacher will work with the student to identify what has been achieved and highlight any areas of improvement. This process initiates target setting and helps develop our approach to personalised learning. Students are fully supported at each stage of the learning process and we are hugely proud of the achievements of our past students. The Class of 2014 achieved our BEST ENGLISH RESULTS EVER, with 75% of students being awarded an A* to C Grade! Two of our students even scored FULL MARKS on the Modern Text unit of the Literature examination!

Extra-curricular Activities

The English curriculum is enhanced by a number of enrichment activities including a reading club, homework clubs and a range of trips and visits. Some of our KS4 students have visited the Lowry to see a production of ‘Of Mice and Men’ by John Steinbeck, and we were lucky enough to see James Corden in ‘One Man, Two Governors’ before the show went to Broadway! We run creative writing competitions for those students interested in developing their writing skills and each year we take a trip to Oxford University for a tour of the colleges and to motivate our top achievers.