English Year 7 11 (KS3 and...

English Year 7 – 11 (KS3 and KS4)

To develop students’ understanding of the spoken word and the capacity to express themselves effectively in a variety of speaking and listening activities, matching style and response to audience and purpose. To develop students’ ability to read, understand and respond to all types of writing, as well as to develop their information retrieval strategies for the purpose of the study. To develop the students’ ability to construct and convey meaning in written language, matching style to audience and purpose. Objectives The objectives at KS3 and KS4 are inseparable from the programmes of study. These programmes of study are found in the national curriculum. The objectives for the KS3 strategy are linked to the programmes of study and are reproduced in the appendices. AT1. Speaking and Listening Students should demonstrate in conversation, discussion and writing that they can: recount personal experience, views and feelings; share and exchange views and ideas; use language to inform and explain; plan and take part in group presentations; show an awareness of how spoken communication varies according to situation,

purpose and audience. AT2. Reading Students should demonstrate in conversation, discussion and writing they can: read a wide range of texts (including fiction, poetry, texts from other cultures,

non-fiction, Multi-media texts and drama) accurately and with confidence; respond to literature; appreciate the characteristics of non-literary and media texts and evaluate the

effectiveness of their use; select, retrieve, evaluate and combine information from a range of reference

materials and texts; appreciate how writers make use of language and how language changes over

time and due to accent and dialect.


AT3. Writing Students should demonstrate in their writing that they can: make use of different forms of writing to suit a range of purposes and texts; plan, organise and paragraph, using appropriate punctuation and punctuation for

effect; choose a vocabulary which is suited to its purpose and audience, and use correct

grammar and standard English where appropriate; correct, edit and revise their own writing; show an awareness of how language is used in writing; spell common words; write legibly and present finished work clearly and attractively.

English is vital for communicating with others in school and in the wider world, and is fundamental to learning in all curriculum subjects. In studying English, pupils develop skills in speaking, listening, reading and writing that they will need to participate in society and employment. Pupils learn to express themselves creatively and imaginatively and to communicate with others confidently and effectively.


Key Stages 3 and 4 Although Speaking and Listening is no longer formally assessed at GCSE, we still place a huge emphasis on its importance and contribution to success in English. Range

The range of speaking and listening activities should include:

a. prepared, formal presentations and debates b. informal group or pair discussions c. individual and group improvisation and performance d. devising, scripting and performing plays.

The range of purposes for speaking and listening should include:

e. describing, instructing, narrating, explaining, justifying, persuading, entertaining, hypothesising; and exploring, shaping and expressing ideas, feelings and opinions.

Standard English and Language Study Students should be taught to be fluent, accurate users of Standard English vocabulary and grammar, and to recognise its importance as the language of public communication. They should be taught to speak appropriately and to be confident users of Standard English in formal and informal situations. Students should consider how usage, words and meanings change over time; linguistic borrowing, coinage, origin of words and current influences; attitudes to language use; differences between speech and writing; the vocabulary and grammar of Standard English and variations.

Speaking and Listening


Key Stages 3 and 4 Range

The texts chosen should be:

a. of high quality, among the best of their type, that will encourage pupils to appreciate their characteristics and how, in some cases, they have influenced culture and thinking

b. interesting and engaging, allowing pupils to explore their present situation or move beyond it to experience different times, cultures, viewpoints and situations

c. challenging, using language imaginatively to create new meanings and effects, and encouraging pupils to try such writing for themselves.

The range of literature studied should include:

d. stories, poetry and drama drawn from different historical times, including contemporary writers

e. texts that enable pupils to understand the appeal and importance over time of texts from the English literary heritage. This should include works selected from the following pre-twentieth-century writers: Jane Austen, Elizabeth Barrett Browning, William Blake, Charlotte Brontë, Robert Burns, Geoffrey Chaucer, Kate Chopin, John Clare, Samuel Taylor Coleridge, Charles Dickens, Arthur Conan Doyle, George Eliot, Thomas Gray, Thomas Hardy, John Keats, John Masefield, Christina Rossetti, William Shakespeare (sonnets), Mary Shelley, Robert Louis Stevenson, Jonathan Swift, Alfred Lord Tennyson, HG Wells, Oscar Wilde, Dorothy Wordsworth and William Wordsworth

f. texts that enable pupils to appreciate the qualities and distinctiveness of texts from different cultures and traditions

g. at least one play by Shakespeare.

The range of non-fiction and non-literary texts studied should include:

h. forms such as journalism, travel writing, essays, reportage, literary non-fiction and multimodal texts including film

i. purposes such as to instruct, inform, explain, describe, analyse, review, discuss and persuade.

Reading

http://curriculum.qcda.gov.uk/key-stages-3-and-4/subjects/key-stage-3/english/programme-of-study/index.aspx?tab=4#note4_1_a











Key Stage 3 The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken written word, and to develop their love of literature through widespread reading for enjoyment. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Reading: Pupils should be taught to:

develop an appreciation and love of reading, and read increasingly challenging material independently

understand increasingly challenging texts

read critically Writing: Pupils should be taught to:

write accurately, fluently, effectively and at length for pleasure and information

Plan, draft, edit and proof-read Spoken English: Pupils should be taught to:

Speak confidently and effectively Additionally, students in Year 7-9 have a weekly Reading lesson. These lessons consist of thirty minutes reading time and then the rest of the lesson is dedicated to exploring spelling, punctuation and grammar. Also, each half term students will present at a reading showcase which will celebrate their achievements during that half term. Following on from the national curriculum review for English all year groups will be exposed to read a wide range of fiction and non-fiction including high quality English literature both pre-1914 and contemporary, including prose, poetry and drama. Also two Shakespeare plays and seminal world literature. Key Skills Students should be taught to extract meaning beyond the literal, explaining how choice of language and style effects implied and explicit meanings; analyse and discuss alternative interpretations, unfamiliar vocabulary, ambiguity and hidden meanings; analyse and engage with the ideas, themes and language in fiction, non-fiction, drama and poetry. Students should reflect on ideas, characters, plot and overall impact of a text; distinguish between the attitudes and assumptions of characters and writers;


appreciate characteristics that distinguish literature of high quality; appreciate the significance of text whose language and ideas have been influential; consider how texts are changed when adapted to different media. Students should read factual and informative texts in order to select information; compare and synthesise information drawn from different texts; make use of information in their own work; evaluate how information is presented; sift the relevant from the irrelevant; distinguish between fact and opinion, bias and objectivity.


Key Stages 3 and 4 Range In their writing pupils should:

a. develop ideas, themes, imagery, settings and/or characters when writing to imagine, explore and entertain

b. analyse and evaluate subject matter, supporting views and opinions with evidence

c. present ideas and views logically and persuasively d. explain or describe information and ideas relevantly and clearly.

The forms for such writing should be drawn from different kinds of:

e. stories, poems, play scripts, autobiographies, screenplays, diaries, minutes, accounts, information leaflets, plans, summaries, brochures, advertisements, editorials, articles and letters conveying opinions, campaign literature, polemics, reviews, commentaries, articles, essays and reports.

Language structure and variation

The study of English should include, across speaking and listening, reading and writing:

a. the principles of sentence grammar and whole-text cohesion, and the use of this knowledge in pupils’ writing

b. variations in written standard English and how it differs from standard and non-standard spoken language

c. the significance of standard English as the main language of public communication nationally and globally

d. influences on spoken and written language, including the impact of technology.

Students should write for a variety of purposes and audiences, and in a range of forms. Purposes: aesthetic and imaginative to inform through instruction, explanation, argument, narration, reportage,

description, persuasion and paraphrase to develop thinking through review, analysis, hypothesis, recollection and

summary.

Writing



Examples of forms: notes, diaries, personal letters, formal letters, chronological accounts, reports, pamphlets, reviews, essays, advertisements, newspaper articles, biography, autobiography, poems, stories, play scripts, screenplays. Key Skills Students should improve their writing through planning, drafting, redrafting and proof reading. Students should analyse critically their own and others’ writing. Students should be taught to write with fluency and, when required, speed. Students should be taught to present writing as well as possible, when appropriate. Narrative: students should draw on their knowledge of good fiction, develop their use of techniques and use their knowledge of story structure, description of settings, organisation of plot and means of conveying characters and relationships. Poetry: students should draw on their experience of a range of poetic forms, develop their use of poetic devises, write poetry closely related to the poems they read and also poetry based on their own experiences. Scripts and dialogue: students should use their experience of reading, performing and watching plays and develop their use of dialogue to convey character. Non-fiction: students should use their experience of reading a wide range of non-fiction texts and use their knowledge of the distinctive ways of organising and expressing ideas and information in discursive, argumentative, persuasive and other types of non-fiction writing and take notes from written and oral sources in order to summarise carefully and report accurately. Functional skills: students should be taught and helped to improve their spelling, grammar and to use neat, legible handwriting by the teaching of Functional skills; ultimately the skills they need to succeed in education and in the world beyond. Standard English and language study: students should be encouraged to be confident in the use of formal and informal written Standard English, when appropriate. They should be taught about variation in written forms and how these differ from spoken forms. Students should learn about the structure of whole texts; paragraphing; the use of complex grammatical structures; the use of main and subordinate clauses and phrases; word-stems; prefixes; suffixes; inflection; functions of nouns, verbs, adjectives, adverbs, pronouns, prepositions, conjunctions and demonstratives; the use of full stops, question marks, exclamation marks, commas, semi-colons, colons, inverted commas, apostrophes, brackets, dashes and hyphens.


Students should be encouraged to consider apt and imaginative choices of vocabulary and the precise use of words, including consideration of synonyms and double meanings. The use of dictionaries and thesauruses should be encouraged whether in printed form or use of ICT/Internet based dictionaries and thesauruses.


Year 11 2014/15 English examinations Examination entry Higher for Candidates A*-D and Foundation for Candidates C-G. In addition to this, we also currently offer IGCSE to students who are in sets 4-6. This year we will begin teaching English literature In Year 10 and students will then sit GCSE English language in Year 11. This will be the arrangement for both GCSE and IGCSE. English Language (4705) Controlled Assessments

Moving Image (2 Hours)

Recreations (2 hours)

Spoken Language (2 Hours)

Extended Reading (4 Hours) Speaking and Listening

Presentation Task

Role Play

Discussing and Listening Terminal Examination – 2 Hours 15 Minutes Non-Fiction – to be completed in January 2013 Section A: Reading (Three texts and questions) Section B: Writing (Two Tasks) English Literature – 4710 Unit 1: Exploring modern texts External examination: 40% of the total marks (1 hour 30 minutes) Section A: Modern prose or drama (20% of the total GCSE marks) Section B: Exploring cultures (20% of the total GSCE marks) Unit 2: Poetry across time External examination: 35% of the total GSCE marks (1 hour 15 minutes) Section A: Poetry cluster from the Anthology (23% of the total GCSE marks

45 Minutes) Section B: Responding to an unseen poem (12% of the total GCSE marks – 30

minutes) Unit 3: The significance of Shakespeare and the English Literary Heritage Controlled Assessment: 25% of the total GCSE marks – 3-4 hours

English Language and English

Literature

Key Stage 4 2010 Years 10 and 11


AO1 Speaking and Listening

Speak to communicate clearly and purposefully; structure and sustain talk, adapting it to different situations and audiences; use standard English and a variety of techniques as appropriate.

Listen and respond to speakers’ ideas and perspectives, and how they construct and express meanings

Interact with others, shaping meanings through suggestions, comments and questions and drawing ideas together

Create and sustain different roles. AO2 Study of spoken language

Understand variations in spoken language, explaining why language changes in relation to contexts

Evaluate the impact of spoken language choices in their own and others’ use. AO3 Studying written language

Read and understand texts, selecting material appropriate to purpose, collating from different sources and making comparisons and cross-references as appropriate

Develop and sustain interpretations of writers’ ideas and perspectives

Explain and evaluate how writers use linguistic, grammatical, structural and presentational features to achieve effects and engage and influence the reader.

AO4 Writing

Write to communicate clearly, effectively and imaginatively, using and adapting forms and selecting vocabulary appropriate to task and purpose in ways that engage the reader

Organise information and ideas into structured and sequenced sentences, paragraphs and whole texts, using a variety of linguistic and structural features to support cohesion and overall coherence

Use a range of sentence structures for clarity, purpose and effect, with accurate punctuation and spelling.

English Language Year 11 (KS4)

AQA (4710)


Aims GCSE courses based on this specification should encourage candidates to be inspired, moved and changed by following a broad, coherent, satisfying and worthwhile course of study. They should extend learners’ interest in and enthusiasm for literature as they develop an understanding of the ways in which literature is rich and influential. They should prepare learners to make informed decisions about further learning opportunities and career choices.

Understand that texts from the English, Welsh or Irish Literary Heritage have been influential and significant over time and explore their meaning today

Explore how texts from different cultures and traditions may reflect or influence values, assumptions and sense of identity

Connect ideas, themes and issues, drawing on a range of texts

Become critical readers of fiction and non-fiction prose, poetry and drama

Experience different times, cultures, viewpoints and situations as found in literary texts.

Objectives Candidates must demonstrate their ability to: respond to texts critically and imaginatively; select and evaluate relevant textual

detail to illustrate and support interpretations explain how language, structure and forms contribute to the writers’ presentation

of ideas themes and settings

make comparisons and explain links between texts, evaluating writers’ different ways of expressing meaning and achieving effects

relate texts to their social, cultural and historical context; explain how texts have

been influential and significant to self and other readers in different contexts and at different times.

English Literature Year 11 (KS4)

AQA (4710)


Quality Assurance Process The overall aim of the quality assurance policy is that we can increase the percentage of good or better lessons to 95% plus and no inadequate lessons. Effective quality assurance at Shirebrook Academy is concerned with an accurate appraisal of the quality and standards of teaching and learning within the school and diagnosing what needs to be done to improve them. The new quality assurance process will allow staff to be actively involved in their own development through feedback from the quality assurance process

Targets The most recent QA process (October 2013) graded the department as Outstanding. Department Quality Assurance is carried out yearly. This involves a meeting with the

HoD, learning walks, book scrutiny, a review of data, interviews with students and a final written report grading Attainment, Achievement, Teaching and Learning, Leadership and Management, Behaviour and Safety and the views of students. Recommendations will be made for future progress. These reviews will be carried out using outside consultants and SLT. Governors will also be involved in the process. After the departmental report the Academy will trial a whole school review of its performance using outside consultants.

The Head of department will observe one lesson formally (usually for performance management) and organise informal lesson observations/learning walks as a part of the continuing evaluation and review of the department.

The Head of department will organise observations of members of their department during the course of each academic year.

The Head of department will be observed by their SLT line manager. The Head of department will complete a lesson observation form and a lesson

observation report form for each lesson and for each teacher. A copy of the lesson observation report form will be given to the observed teacher and a copy of both forms to TC within 48 hours of the observation.

The Head of department will maintain a lesson observation annual review form at the end of the observation cycle and a copy of this will be passed to TC. This will include all SLT and departmental observations.

Lesson observation information will inform the department self evaluation and review discussions with the SLT line manager.

Information from these observations may be used to inform individual, department and whole school agendas for becoming more effective.


Monitoring

The Head of department will monitor student work as a part of their continuing evaluation and review of the department.

The Head of department will organise the scrutiny of a sample of student work from each teacher in the department at least once per half term.

The Head of department will complete a Work Scrutiny Form for the department. The suggested model of completing this exercise is for the whole department at a department meeting. Everybody checks each other’s books and comments upon strengths and areas for development.

This scrutiny will pay particular attention to the extent to which the teacher:

1. sets high expectations so as to challenge and inspire students and deepen their knowledge and understanding;

2. employs methods, which match curricular objectives and the needs of the students;

3. marks work thoroughly, systematically and constructively, and uses assessment to inform subsequent teaching and learning;

4. teachers use their planners effectively. And evidence that students:

1. present and organise their work well; 2. record and complete tasks set; 3. take account of their teachers’ comments; 4. acquire new knowledge and skills, develop new ideas and increase

understanding; 5. complete a good quantity of work.

To develop students’ understanding of the spoken word and the capacity to express themselves effectively in a variety of speaking and listening activities, matching style and response to audience and purpose. To develop students’ ability to read, understand and respond to all types of writing, as well as to develop their information retrieval strategies for the purpose of the study. To develop the students’ ability to construct and convey meaning in written language, matching style to audience and purpose. Objectives The objectives at KS3 and KS4 are inseparable from the programmes of study. These programmes of study are found in the national curriculum. The objectives for


the KS3 strategy are linked to the programmes of study and are reproduced in the appendices. AT1. Speaking and Listening Students should demonstrate in conversation, discussion and writing that they can: recount personal experience, views and feelings; share and exchange views and ideas; use language to inform and explain; plan and take part in group presentations; show an awareness of how spoken communication varies according to situation,

purpose and audience. AT2. Reading Students should demonstrate in conversation, discussion and writing they can: read a wide range of texts (including fiction, poetry, texts from other cultures,

non-fiction, Multi-media texts and drama) accurately and with confidence; respond to literature; appreciate the characteristics of non-literary and media texts and evaluate the

effectiveness of their use; select, retrieve, evaluate and combine information from a range of reference

materials and texts; appreciate how writers make use of language and how language changes over

time and due to accent and dialect. AT3. Writing Students should demonstrate in their writing that they can: make use of different forms of writing to suit a range of purposes and texts; plan, organise and paragraph, using appropriate punctuation and punctuation for

effect; choose a vocabulary which is suited to its purpose and audience, and use correct

grammar and standard English where appropriate; correct, edit and revise their own writing; show an awareness of how language is used in writing; spell common words; write legibly and present finished work clearly and attractively.


English is vital for communicating with others in school and in the wider world, and is fundamental to learning in all curriculum subjects. In studying English, pupils develop skills in speaking, listening, reading and writing that they will need to participate in society and employment. Pupils learn to express themselves creatively and imaginatively and to communicate with others confidently and effectively.

Key Stages 3 and 4 Although Speaking and Listening is no longer formally assessed at GCSE, we still place a huge emphasis on its importance and contribution to success in English. Range

The range of speaking and listening activities should include:

e. prepared, formal presentations and debates f. informal group or pair discussions g. individual and group improvisation and performance h. devising, scripting and performing plays.

The range of purposes for speaking and listening should include:

f. describing, instructing, narrating, explaining, justifying, persuading, entertaining, hypothesising; and exploring, shaping and expressing ideas, feelings and opinions.

Standard English and Language Study Students should be taught to be fluent, accurate users of Standard English vocabulary and grammar, and to recognise its importance as the language of public communication. They should be taught to speak appropriately and to be confident users of Standard English in formal and informal situations. Students should consider how usage, words and meanings change over time; linguistic borrowing, coinage, origin of words and current influences; attitudes to language use; differences between speech and writing; the vocabulary and grammar of Standard English and variations.

Speaking and Listening


Key Stages 3 and 4 Range

The texts chosen should be:

j. of high quality, among the best of their type, that will encourage pupils to appreciate their characteristics and how, in some cases, they have influenced culture and thinking

k. interesting and engaging, allowing pupils to explore their present situation or move beyond it to experience different times, cultures, viewpoints and situations

l. challenging, using language imaginatively to create new meanings and effects, and encouraging pupils to try such writing for themselves.

The range of literature studied should include:

m. stories, poetry and drama drawn from different historical times, including contemporary writers

n. texts that enable pupils to understand the appeal and importance over time of texts from the English literary heritage. This should include works selected from the following pre-twentieth-century writers: Jane Austen, Elizabeth Barrett Browning, William Blake, Charlotte Brontë, Robert Burns, Geoffrey Chaucer, Kate Chopin, John Clare, Samuel Taylor Coleridge, Charles Dickens, Arthur Conan Doyle, George Eliot, Thomas Gray, Thomas Hardy, John Keats, John Masefield, Christina Rossetti, William Shakespeare (sonnets), Mary Shelley, Robert Louis Stevenson, Jonathan Swift, Alfred Lord Tennyson, HG Wells, Oscar Wilde, Dorothy Wordsworth and William Wordsworth

o. texts that enable pupils to appreciate the qualities and distinctiveness of texts from different cultures and traditions

p. at least one play by Shakespeare.

The range of non-fiction and non-literary texts studied should include:

q. forms such as journalism, travel writing, essays, reportage, literary non-fiction and multimodal texts including film

r. purposes such as to instruct, inform, explain, describe, analyse, review, discuss and persuade.

Key Stage 3 The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the

Reading












spoken written word, and to develop their love of literature through widespread reading for enjoyment. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Reading: Pupils should be taught to:

develop an appreciation and love of reading, and read increasingly challenging material independently

understand increasingly challenging texts

read critically Writing: Pupils should be taught to:

write accurately, fluently, effectively and at length for pleasure and information

Plan, draft, edit and proof-read Spoken English: Pupils should be taught to:

Speak confidently and effectively Additionally, students in Year 7-9 have a weekly Reading lesson. These lessons consist of thirty minutes reading time and then the rest of the lesson is dedicated to exploring spelling, punctuation and grammar. Also, each half term students will present at a reading showcase which will celebrate their achievements during that half term. Following on from the national curriculum review for English all year groups will be exposed to read a wide range of fiction and non-fiction including high quality English literature both pre-1914 and contemporary, including prose, poetry and drama. Also two Shakespeare plays and seminal world literature. Key Skills Students should be taught to extract meaning beyond the literal, explaining how choice of language and style effects implied and explicit meanings; analyse and discuss alternative interpretations, unfamiliar vocabulary, ambiguity and hidden meanings; analyse and engage with the ideas, themes and language in fiction, non-fiction, drama and poetry. Students should reflect on ideas, characters, plot and overall impact of a text; distinguish between the attitudes and assumptions of characters and writers; appreciate characteristics that distinguish literature of high quality; appreciate the significance of text whose language and ideas have been influential; consider how texts are changed when adapted to different media.


Students should read factual and informative texts in order to select information; compare and synthesise information drawn from different texts; make use of information in their own work; evaluate how information is presented; sift the relevant from the irrelevant; distinguish between fact and opinion, bias and objectivity. Key Stages 3 and 4 Range In their writing pupils should:

f. develop ideas, themes, imagery, settings and/or characters when writing to imagine, explore and entertain

g. analyse and evaluate subject matter, supporting views and opinions with evidence

h. present ideas and views logically and persuasively i. explain or describe information and ideas relevantly and clearly.

The forms for such writing should be drawn from different kinds of:

j. stories, poems, play scripts, autobiographies, screenplays, diaries, minutes, accounts, information leaflets, plans, summaries, brochures, advertisements, editorials, articles and letters conveying opinions, campaign literature, polemics, reviews, commentaries, articles, essays and reports.

Language structure and variation

The study of English should include, across speaking and listening, reading and writing:

a. the principles of sentence grammar and whole-text cohesion, and the use of this knowledge in pupils’ writing

b. variations in written standard English and how it differs from standard and non-standard spoken language

c. the significance of standard English as the main language of public communication nationally and globally

d. influences on spoken and written language, including the impact of technology.

Students should write for a variety of purposes and audiences, and in a range of forms. Purposes: aesthetic and imaginative to inform through instruction, explanation, argument, narration, reportage,

description, persuasion and paraphrase

Writing



to develop thinking through review, analysis, hypothesis, recollection and

summary. Examples of forms: notes, diaries, personal letters, formal letters, chronological accounts, reports, pamphlets, reviews, essays, advertisements, newspaper articles, biography, autobiography, poems, stories, play scripts, screenplays. Key Skills Students should improve their writing through planning, drafting, redrafting and proof reading. Students should analyse critically their own and others’ writing. Students should be taught to write with fluency and, when required, speed. Students should be taught to present writing as well as possible, when appropriate. Narrative: students should draw on their knowledge of good fiction, develop their use of techniques and use their knowledge of story structure, description of settings, organisation of plot and means of conveying characters and relationships. Poetry: students should draw on their experience of a range of poetic forms, develop their use of poetic devises, write poetry closely related to the poems they read and also poetry based on their own experiences. Scripts and dialogue: students should use their experience of reading, performing and watching plays and develop their use of dialogue to convey character. Non-fiction: students should use their experience of reading a wide range of non-fiction texts and use their knowledge of the distinctive ways of organising and expressing ideas and information in discursive, argumentative, persuasive and other types of non-fiction writing and take notes from written and oral sources in order to summarise carefully and report accurately. Functional skills: students should be taught and helped to improve their spelling, grammar and to use neat, legible handwriting by the teaching of Functional skills; ultimately the skills they need to succeed in education and in the world beyond. Standard English and language study: students should be encouraged to be confident in the use of formal and informal written Standard English, when appropriate. They should be taught about variation in written forms and how these differ from spoken forms. Students should learn about the structure of whole texts; paragraphing; the use of complex grammatical structures; the use of main and subordinate clauses and phrases; word-stems; prefixes; suffixes; inflection; functions of nouns, verbs,


adjectives, adverbs, pronouns, prepositions, conjunctions and demonstratives; the use of full stops, question marks, exclamation marks, commas, semi-colons, colons, inverted commas, apostrophes, brackets, dashes and hyphens. Students should be encouraged to consider apt and imaginative choices of vocabulary and the precise use of words, including consideration of synonyms and double meanings. The use of dictionaries and thesauruses should be encouraged whether in printed form or use of ICT/Internet based dictionaries and thesauruses.


Year 11 2014/15 English examinations Examination entry Higher for Candidates A*-D and Foundation for Candidates C-G. In addition to this, we also currently offer IGCSE to students who are in sets 4-6. This year we will begin teaching English literature In Year 10 and students will then sit GCSE English language in Year 11. This will be the arrangement for both GCSE and IGCSE. English Language (4705) Controlled Assessments

Moving Image (2 Hours)

Recreations (2 hours)

Spoken Language (2 Hours)

Extended Reading (4 Hours) Speaking and Listening

Presentation Task

Role Play

Discussing and Listening Terminal Examination – 2 Hours 15 Minutes Non-Fiction – to be completed in January 2013 Section A: Reading (Three texts and questions) Section B: Writing (Two Tasks) English Literature – 4710 Unit 1: Exploring modern texts External examination: 40% of the total marks (1 hour 30 minutes) Section A: Modern prose or drama (20% of the total GCSE marks) Section B: Exploring cultures (20% of the total GSCE marks) Unit 2: Poetry across time External examination: 35% of the total GSCE marks (1 hour 15 minutes) Section A: Poetry cluster from the Anthology (23% of the total GCSE marks

45 Minutes) Section B: Responding to an unseen poem (12% of the total GCSE marks – 30

minutes) Unit 3: The significance of Shakespeare and the English Literary Heritage Controlled Assessment: 25% of the total GCSE marks – 3-4 hours

English Language and English

Literature

Key Stage 4 2010 Years 10 and 11


AO1 Speaking and Listening

Speak to communicate clearly and purposefully; structure and sustain talk, adapting it to different situations and audiences; use standard English and a variety of techniques as appropriate.

Listen and respond to speakers’ ideas and perspectives, and how they construct and express meanings

Interact with others, shaping meanings through suggestions, comments and questions and drawing ideas together

Create and sustain different roles. AO2 Study of spoken language

Understand variations in spoken language, explaining why language changes in relation to contexts

Evaluate the impact of spoken language choices in their own and others’ use. AO3 Studying written language

Read and understand texts, selecting material appropriate to purpose, collating from different sources and making comparisons and cross-references as appropriate

Develop and sustain interpretations of writers’ ideas and perspectives

Explain and evaluate how writers use linguistic, grammatical, structural and presentational features to achieve effects and engage and influence the reader.

AO4 Writing

Write to communicate clearly, effectively and imaginatively, using and adapting forms and selecting vocabulary appropriate to task and purpose in ways that engage the reader

Organise information and ideas into structured and sequenced sentences, paragraphs and whole texts, using a variety of linguistic and structural features to support cohesion and overall coherence

Use a range of sentence structures for clarity, purpose and effect, with accurate punctuation and spelling.

English Language Year 11 (KS4)

AQA (4710)


Aims GCSE courses based on this specification should encourage candidates to be inspired, moved and changed by following a broad, coherent, satisfying and worthwhile course of study. They should extend learners’ interest in and enthusiasm for literature as they develop an understanding of the ways in which literature is rich and influential. They should prepare learners to make informed decisions about further learning opportunities and career choices.

Understand that texts from the English, Welsh or Irish Literary Heritage have been influential and significant over time and explore their meaning today

Explore how texts from different cultures and traditions may reflect or influence values, assumptions and sense of identity

Connect ideas, themes and issues, drawing on a range of texts

Become critical readers of fiction and non-fiction prose, poetry and drama

Experience different times, cultures, viewpoints and situations as found in literary texts.

Objectives Candidates must demonstrate their ability to: respond to texts critically and imaginatively; select and evaluate relevant textual

detail to illustrate and support interpretations explain how language, structure and forms contribute to the writers’ presentation

of ideas themes and settings

make comparisons and explain links between texts, evaluating writers’ different ways of expressing meaning and achieving effects

relate texts to their social, cultural and historical context; explain how texts have

been influential and significant to self and other readers in different contexts and at different times.

English Literature Year 11 (KS4)

AQA (4710)

English Year 7 11 (KS3 and...

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