Implementation

Students in KS3 have four English lessons per week including a fortnightly library lesson which supports their love of reading. Students are set in classes based on ability and texts are selected from a bank of year-group-specific texts based on the ability level of the class. It is not uncommon for students in the same year group to study different texts as different texts are suited for different ability levels. A selection of texts, arranged by year group and cross-referenced by ability can be found on the document below.

As well as novels, students study plays, poetry and non-fiction text formats, and produce several written tasks each year, with a formal, extended writing task completely termly. Non-fiction texts for study and production can include Newspaper Articles, Autobiographies, Leaflets, Reports and diaries.

Students in KS4 are enrolled onto one of two pathways. Pathway A involves four lessons per week and sees students engage with GCSE English Language and Literature, following AQA exam specifications. These specifications include multiple forms of transactional writing, comprehension and the study of fiction and non-fiction texts including an in-depth analysis of "A Christmas Carol", "An Inspector Calls" and "Romeo and Juliet". Pupils will also study both pre-seen, and unseen poetry. Students will also complete a Spoken Language element which includes a presentation to their peers.

Pathway B, taught over three lessons per week, sees students enrolled onto AQA’s Step up to English qualification, an internally assessed, coursework-based qualification designed to prepare students for achieving a GCSE in English later in life. Every skill learnt on the Step Up course is transferrable to the GCSE, meaning that it is perfect preparation should pupils be able to access the GCSE in English Language at some point during KS4 or in the sixth form.

We are incredibly thorough in our evaluation of pupils and ensure that we enter pupils for courses which enable them to reach their potential whilst ensuring that expectations on pupils are appropriate and support their emotional development as well as their academic development.

If pupils are unable to access either the Entry Level Certificate or the GCSE, then they can work towards an internally awarded certificate which aims to recognise progress made in reading and writing at a lower level.

Impact

Over the past ten years the English department has celebrated almost yearly increases in both the number of pupils achieving external qualifications within the subject area, and in the level of qualification gained.

Beyond qualifications pupils also develop skills in; reading for meaning, writing for purpose and communicating with confidence. Students are engaged, enthused and challenged in equal measure and make outstanding progress. Students are able to recognise the real-world applications of English and explore further education and careers in writing, publishing and journalism.