English

Head of Department: Mrs L Daly

‘Tell me and I forget. Teach me and I remember. Involve me and I learn.’

The English curriculum aims to inspire a love of language, literature and learning by enabling every student to read, write and speak with confidence to the best of their ability. For us, English expresses life experience in all its many forms and we want to empower students by giving them this realisation; allowing them to explore the world outside of their community whilst equipping them with the skills required for educational attainment, in order for them to cultivate their own life experiences and aspire to be the best they can be.

All learners at the Academy will meet the requirements of the National Curriculum by having the opportunity to develop literacy, oracy, critical, creative and evaluative skills whilst gaining knowledge of modern and pre- 1900 prose, poetry, drama and non-fiction texts as well as current affairs, different social and historical contexts and wider vocabulary.

The English Department aims to:

Provide an ambitious curriculum which maintains high expectations for all
Provide enjoyable lessons to help students engage in their learning journeys
Provide extra-curricular opportunities to enhance students’ cultural capital
Provide support for students who have difficulties in accessing the curriculum

We believe that our carefully planned, broad and balanced curriculum provides learners with coverage of the national curriculum, in clear programmes of study which build on prior learning in KS2, KS3 and KS4. In addition, our curriculum nurtures students to have broad cultural experiences; explore personal, social and emotional issues; grow in self-confidence and develop into mature, self-motivated students.

Our curriculum is implemented by ensuring that:

We have high expectations for all: every student is entered for both English Language and English Literature in year 11. We offer A Level English Literature post-16.
The KS3 curriculum provides additional VOR (vocabulary, oracy reading) lessons to close the vocabulary gap whilst Accelerated Reader for every student as well as reading intervention in year 7 aims to close the reading gap.
Teachers plan learning which allows learners to recall knowledge every lesson in order to embed learning into long term memory.
The expertise of teachers within the department provides opportunity for students to gain secure knowledge of a diverse range of texts and equip themselves with the skills needed to read, write and communicate effectively.

In Year 7

Exploring and Enjoying

Autumn Term: Thematic approach to studying fiction and non-fiction whilst developing creative and transactional writing skills. The theme for 2019-2020 is ‘The Twilight Zone’.

VOR – Vocabulary: Every week students have fun learning new words from the tier 2 vocabulary list. Teachers use dual coding and explain etymology, students have opportunities to remember the new words through chanting, drama and using the words in written work.

Spring Term: Study of a novel whilst continuing to develop creative and transactional writing. Novel choices for 2019-2020 include: ‘Abomination’ by Robert Swindells, ‘Holes’ by Louis Sachar, ‘The Boy in Striped Pyjamas’ by John Boyne.

VOR – Oracy: Every week students engage in class and group discussions of current issues in society. 2019-2020 issues include:

Is addiction to computer gaming a growing problem?

Should we stop using fireworks?

Should we eat less meat to save the environment?

Summer Term: Thematic approach to studying drama and poetry whilst further developing skills in creative and transactional writing. The theme for 2019-2020 is ‘War’ and students learn how to analyse war poetry as well as writing their own. Students also read ‘Macbeth’ by Shakespeare and gain insight into what life was like for British evacuees during WW2 in ‘Carrie’s War’.

VOR – Embedding Learning: Students revisit prior learning and produce a portfolio of writing which demonstrates their newly acquired knowledge. Example pieces of work: a letter to the Prime Minister requesting a ban on fireworks which contains new vocabulary taught in the autumn term.

Cultural Capital: Theatre visits; previous trips were a visit to the pantomime and watching a performance of ‘A Christmas Carol’. Creative Writing Club gives students the chance to enter a range of local and national competitions. Issues explored in novels and poetry often lead to students supporting charities in the local area. Learning is brought to life when students watch film or drama adaptations of the texts studied as well as watching interviews on You Tube which relate to their area of study. Students attend other local schools for partnership events, such as visits from famous authors.

In Year 8

Developing and Delighting

Autumn Term: Genre approach to studying fiction and non-fiction whilst developing creative and transactional writing skills. The genre for 2019-2020 is ‘Gothic’. Examples of modern and pre-1900 texts include: ‘The Woman in Black’ by Susan Hill and ‘Frankenstein’ by Mary Shelley.

Spring Term: Study of a novel whilst continuing to develop creative and transactional writing. Novel choices for 2019-2020 include: ‘Stone Cold’ by Robert Swindells, ‘Refugee Boy’ by Benjamin Zephaniah, ‘Lord of the Flies’ by William Golding.

VOR – Oracy: Every week students engage in class and group discussions of current issues in society. 2019-2020 issues include:

Is addiction to computer gaming a growing problem?

Should we stop using fireworks?

Should we eat less meat to save the environment?

Summer Term: Thematic approach to studying drama and poetry whilst further developing skills in creative and transactional writing. The theme for 2019-2020 is ‘Other Cultures’ and students develop analysis of poetry from other cultures as well as writing from their own experiences. Students also read ‘Romeo and Juliet’ by Shakespeare and gain insight into what life was like young men and women living in an Elizabethan society.

VOR – Embedding Learning: Students revisit prior learning and produce a portfolio of writing which demonstrates their newly acquired knowledge. Example pieces of work: a letter to the head of United Nations requesting a ban on forced marriage or a diary from the perspective of someone living in poverty in India.

In Year 9

I Know (focus on knowledge acquisition)

As a transitional year, we introduce GCSE texts and use them as a springboard to inspire students to develop skills acquired in KS3, whilst continuing to read for pleasure and developing knowledge of social, emotional, cultural and political issues. Oracy skills are developed through an increase in class / group discussion and debate. Vocabulary is developed through a subject-specific list of words we expect students to learn and use.

Autumn term 1: Students read ‘Macbeth’ by Shakespeare and discuss the social/ historical context of the play as well as the themes of revenge, power and supernatural. Creative and transactional writing skills continue to be developed.

Autumn term 2: Students read ‘Blood Brothers’ by Russell and discuss the social/historical/political context of the play as well as the themes of poverty, equality and nature versus nurture. Creative and transactional writing skills continue to be developed.

Spring term: Thematic approach to studying poetry. The theme for 2019-2020 is ‘Love, Loss and Relationships’. Students read and respond to a range of poetry written during different times whilst continuing to develop creative and transactional writing skills.

Summer term 1: Students start to read ‘A Christmas Carol’ for pleasure. They widen their knowledge of 19^th century writers by studying a range of prose extracts written by 19^th century authors. They take inspiration from the extracts to produce their own creative writing.

Summer term 2: Students finish reading ‘A Christmas Carol’ for pleasure. They consolidate knowledge of previous learning by reading a range of non-fiction which is linked to the topics raised in the texts read throughout the year. For example: ‘beliefs in the supernatural’, ‘modern day poverty’, ‘social media relationships’ and ‘unscrupulous employers / work-places’. They take inspiration from these articles to produce their own transactional writing.

Cultural Capital: Learning is brought to life when students watch film or drama adaptations of the texts studied as well as watching interviews on You Tube which relate to their area of study. Every student in year 9 is encouraged to enter the Academy prose competition in the summer term with prizes for the winners. Creative Writing Club gives students the chance to enter a range of local and national competitions. Issues explored in novels and poetry often lead to students supporting charities in the local area. Widening participation events are organised with post-16 organisations. For example: final year students from LIPA performed a series of short plays for year 9 which explored relevant social issues.

In Year 10

I Can (focus on developing skills)

Autumn term: Students develop analytical, critical and evaluative skills by analysing a range of extracts. They study language and structural analysis as well as gaining greater insight into writers’ methods and viewpoints. The extracts are taken from GCSE texts read for pleasure in year 9 as well as new GCSE exam material; they cover the scope of fiction and non-fiction. Students take inspiration from these extracts to improve their own creative and writing skills.

Spring term: Thematic approach to studying poetry. The theme for 2019-2020 is ‘Love, Loss and Relationships’. Students read and respond to a range of new poetry written during different times whilst continuing to develop creative and transactional writing skills.

Summer term: Students develop their essay writing skills. They learn how to improve their use of academic language, develop personal responses and interpret how writers have presented themes and characters. Themes explored are used as a springboard for students to write for creative and transactional tasks.

Cultural Capital: Every student in year 10 has the opportunity to either visit the theatre or watch a production in school of one of the texts they have read. Widening participation events are organised with local universities. For example, in 2020, Liverpool University will be carrying out a series of workshops on the topic of ‘Spoken English’. Learning is brought to life when students watch film or drama adaptations of the texts studied as well as watching interviews on You Tube which relate to their area of study.

In Year 11

I Will (consolidating learning and transferring it into exam success)

Autumn term: Students learn how to produce their best responses by practising skills and acting upon feedback for success in GCSE English Language Paper 1. They revise the selected 19^th century novel and GCSE anthology poetry.

Spring term: Students learn how to produce their best responses by practising skills and acting upon feedback for success in GCSE English Language Paper 2. They revise the selected Shakespeare play and modern play.

Summer term: Students complete bespoke revision dependent on their needs prior to the scheduled external English exams.

Cultural Capital: Every student in year 11 has the opportunity to either visit the theatre or watch a production in school of one of the texts they have read. For example, in 2019 every student was invited to see ‘Frankenstein’ performed at the Liverpool Playhouse Theatre and ‘Blood Brothers’ performed at the Empire Theatre funded through pupil premium. Widening participation events are organised with local universities. Learning is brought to life when students watch film or drama adaptations of the texts studied as well as watching interviews on You Tube which relate to their area of study.

6th Form

Year 12: Moving from General to Advanced – ‘Love Through The Ages’

Skills:

Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology
Use coherent and accurate written expression
Analyse ways in which meanings are shaped in literary texts
Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received
Explore connections across literary texts
Explore literary texts informed by different interpretations and critical views of others
Effective planning and time management
Essay writing skills
Extract analysis skills

Knowledge:

Genres, literary movements, literary critics and authors linked to the theme of love
Othello by William Shakespeare
The Great Gatsby by
Wider reading of novels and plays from the literary canon as well as modern literature
Collection of love poetry from pre-1900 and post-1900

Year 13: Achieving Advanced Level – ‘World War Two’

Skills:

Articulate informed, personal and creative responses to literary texts, using associated concepts and terminology
Use coherent and accurate written expression
Analyse ways in which meanings are shaped in literary texts
Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and received
Explore connections across literary texts
Explore literary texts informed by different interpretations and critical views of others
Effective planning and time management
Essay writing skills
Extract analysis skills

Knowledge:

Genres, literary movements, literary critics and authors linked to the theme of WW1
‘Journey’s End by Sherriff
‘The First Casualty’ by Ben Elton
‘Up the Line to Death’ by Brian Gardner
Revision of all set texts and prior knowledge
Exam expectations

Our subject curriculum has enabled our learners to:

achieve qualifications in both GCSE English Language and Literature
enter further and higher education at LJMU, Salford, Essex and Edge Hill University to study: Creative Writing, film, Politics and English
attain 61% grade 4 or above in 2019 GCSEs
attain high grades: in 2018, students attained 2 grade 9s and 2 grade 8s. In 2019, this increased with students attaining 1 grade 9 and 8 grade 8s
make good progress in new vocabulary acquisition with students from years 7 to 9, increasing baseline scores on average by 25%.