Curriculum Rationale in: English
KS3 Curriculum Overview:
Our aim in KS3 is to ensure students are exposed to all genres, all text types and a wide variety of time periods so that students are best prepared when it comes to beginning their GCSE studies. Not only this, but we also want to expose students to alternative topics and wider reading which we believe will strengthen their cultural capital and support understanding of inferences and nuances in set texts.
Each scheme of work in KS3 mirrors the skills and assessment objectives required by exam boards in KS4 but these requirements are staggered so that time can be taken to ensure skills are taught thoroughly before adding an additional component to students reading and writing ability.
Whilst we are very aware of the requirements exam boards set, we also ensure our syllabus covers the National Curriculum and KS3 Programme of Study. Not only that, but we also fill gaps with content and topics not listed on either the NC or the exam boards but hold a holistic importance to our students’ wider life beyond their academic journey with us. This includes ensuring we teach students about local culture and heritage in their own setting and therefore our KS3 curriculum is very personal to the students we teach in our academy.
Students skill set is nurtured and developed; students are encouraged to examine texts critically, make inferences and explore in depth. We ensure our students move from looking literally to examining more metaphorically and classroom discussion and support is crucial to their success.
Y9 Curriculum Overview:
Year 9 is an important transition point for our students and the starting point of their GCSE course. We feel it is of paramount importance to our students to give them a three year KS4 programme to ensure they receive sufficient support and knowledge needed to access the highest assessment criteria. The English Literature GCSE requires a wider cultural and historical appreciation to contextualise and develop an understanding of the writer’s intentions and the English Language GCSE echoes this implicitly. Therefore, we introduce our students to two of the GCSE set texts in Year 9 to allow ourselves the time needed to fully immerse students in the wider significance of the text.
We don’t limit our students to the set texts required for GCSE and deliver three schemes of work which are based on developing the skills required through a variety of different stimuli and texts. We have designed our schemes of work so that the topics engage boys and girls and can be accessed by all ability ranges.
The incremental development of key skills in KS3 ensures that by Year 9 students are equipped with the foundation needed to underpin KS4.
KS4 Curriculum Overview:
We deliver AQA English Language and Edexcel English Literature in KS4 and the reason for this divide is because we believe the specification of Edexcel Literature was better suited to our students’ needs; SPaG is only accessed in one component and splitting set text questions into 2 shorter essays. Both our English Literature and Language are 100% exam based.
Paper 1 – Shakespeare and Pre-1914 Play
Paper 2 – 19th Century Prose, Poetry and Unseen Poetry
Paper 1 – Fiction reading and writing
Pape 2 – Non-fiction reading and writing
Speaking and Listening component – internally assessed to validate the GCSE
Our aim is to ensure all students leave our academy not only with the skills required to pass their English Literature and Language GCSEs, but as well rounded, well-spoken young adults who have the earned advantage of choice.