English

 

Curriculum rationale:

Our vision is to nurture a passion for reading in our students so they read for pleasure across a wide range of genres and different cultures, to communicate effectively, to think critically and to problem solve in a timely manner within an academically challenging and stimulating environment. This includes Socratic Circles to develop student voice, critical thinking to develop metacognition and studying female writers to enrich students’ cultural and social awareness of the world around them and their place within it.

Our curriculum is the platform from which our students to articulate, communicate and express themselves as resourceful, creative and resilient citizens. In short, our curriculum is a curriculum for everyone underpinned by ten core offers to our student: teaching and learning is grounded in a rich heritage of literature; oracy and 4Rs are built into teaching and learning; Mastery of texts and techniques; guided class reading; vocabulary and knowledge rich and writing for different audiences and purposes. Each year’s schemes of work builds on the skills of the previous year to better equip and enable our students to respond to those challenges. Our KS3 curriculum is challenging. All students, regardless of ability, are entitled to achieve the very best that they can. We are a highly successful and ethnically diverse team. This has greatly enriched our teaching and learning and is reflected through our curriculum. Our diversity is celebrated as we learn together and from one another in a supportive, focussed, inclusive and innovative environment where everyone is a learner. We believe in pursuing excellence and equity for all.

Curriculum Design:

Our curriculum is designed to ensure that all students joining Sir Jonathan North will have a secure knowledge based understanding of the key elements of the English curriculum that will provide rich opportunities for all of our students to develop a passion for reading and writing, speaking and listening focusing on developing an informed personal response to English Language and English Literature that is creative, academic and technically accurate. Through a quality first teaching approach, students will be equipped with the skills, behaviours and habits to access opportunities to enable all students to make rapid and sustained progress throughout their five years.  

The curriculum designed around securing deep understanding of key knowledge and developing academic literacy. Principles for ‘making the learning stick’ are incorporated, including regular low stakes retrieval practice, elaboration and interleaving of key concepts.

Curriculum Plan:

 

                                   Year 7

                              Year 8

Year 9

 

Autumn Term
Inspirational Women/ Heroes and Villains

Autumn Term
Romance and Antipathy

Autumn Term
Aspects of Narrative and Literacy Genres 

Topics

Study of a novel: Ruby in the Smoke

Speeches: Inspirational women

 

Shakespeare play

Review based on a film, TV programme or a CD

A novel

Travel writing

 

Key Retainable Knowledge and skills

Narrative methods, the writer’s craft, social, historical contexts

Social context, dramatic method and style

 

Shakespeare’s themes, characters, language and stagecraft. Social/historical context

Format and style of a review including PAF

 

Narrative methods. Social, historical contexts

Format and style of a travel article including PAF. Research



Assessment

Literature essay focussing on characterisation informed by an extract

Essay based on an extract/scene

 

Evaluative literature essay based on an extract

 

 

Spring Term

Protest Writing  

Spring Term

Spring Term

Topics

21st Century Non-Fiction Persuasive Texts

Controversy and Socratic Circles

The Romantic poets

Magazine articles – topical issues

An Inspector Calls

War poetry Collection

Key Retainable Knowledge and skills

What / How / Why and a Non-Fiction vocabulary including PAF

Critical thinking skills

Poetic devices. Social/historical context. Genre

Format and style of magazine articles including PAF

 

Themes, characters, language and stagecraft. Modern drama

Understanding themes, poetic devices, the social and historical contexts. Comparing poems

 

Assessment

Analysis of a non-fiction text focussing on the Writer’s Craft

Comparative essay on 2 poems. (Blake and Wordsworth)

Literature essay informed by an extract

 

           Summer Term

Heroes and Villains

Summer Term

                          Summer Term

 

Topics

Collection of epic poetry and classical narratives

Shakespeare

19th Century Short Stories

Narrative Writing

War Poetry Collection

Formal talk - functional

 

Key Retainable Knowledge and skills

Social, historical contexts and heroic traditions

Shakespeare’s themes, characters, language and stagecraft. Social/historical context

 

Narrative methods. Social, historical contexts

Narrative writing skills (grammar through writing)

 

 

 

Understanding themes, poetic devices, genre, the social and historical contexts. Comparing poems

How to write and present a formal talk

 

Assessment

Analysing, writing and delivering a heroic speech

 

Thematic essay informed by an extract

 

Comparative analysis under timed conditions

 

 

 

Year 10

Year 11

 

Autumn Term

 

Autumn Term

Topics

Study of Macbeth

Non-Fiction Writing

Fiction Reading

 

Christmas Carol

Non-Fiction Reading / Writing

 

Key Retainable Knowledge and skills

Shakespeare’s themes, characters, language and stagecraft. Social/historical context

Informal / formal letter writing

Information retrieval / impression / evaluative /writer’s craft question types

Narrative methods, dramatic method, the writer’s craft and social, historical contexts

Informal / formal letter writing /

 

Assessment

Character evaluative essay

Analytical study of an extract

 

Evaluative / thematic study informed by an extract

Create a letter (functional / topical issues informed by community)

 

Spring Term

Revision and Exam Skills

Spring Term

Revision and Exam Skills

Topics

Poetry Anthology

Non-Fiction Writing informed by Non-Fiction reading

Unseen Poetry

 

 

 

Macbeth revision

Fiction reading and writing revision

Unseen Poetry revision

An Inspector Calls revision

Anthology Poetry revision

A Christmas Carol revision

Non-Fiction reading and writing revision

 

 

 

 

 

 

 

 

Key Retainable Knowledge and skills

Understanding themes, poetic devices, genre, writer’s craft and the social and historical contexts. Comparing poems

Article / speech writing and awareness of PAF

Understanding themes, poetic devices, writer’s craft and genre. Comparison.

Assessment

1Single then comparative analysis

Create a speech / article informed by Non-Fiction reading

 

 

Summer Term

Summer Term

Topics

An Inspector Calls

Narrative Writing – personal writing

 

Terminal examinations

Key Retainable Knowledge and skills

Modern drama, dramatic method, writer’s craft and social, historical contexts

Narrative methods, PAF and writer’s craft

Assessment

Evaluative study informed by an extract

Create a personal narrative based on real life

 

Curriculum Assessment:

At KS3 all students have three termly assessments and one Big Test at the end of each year.

Assessment follows College policy with students’ books marked twice per unit: one interim assessment and one end of unit assessment in line with dialogic feedback. Students act on the teacher’s purple pen prompts to challenge misconceptions, address any technical issues and give students an opportunity to improve their subject knowledge to help each student make progress from their starting point. 

 

Feedback is implicit to all of our lessons and underpins the dialogic assessment process. This usually takes the form of questioning, time to reflect, retrieval practice, peer or self feedback and use of knowledge organisers.

The same assessment methodology is used at KS4 students, but students are measured against the 9-1 (GCSE) grading system and a culmination of timed writing, speaking and listening assessment and teacher assessment are taken into account when tracking a student’s working at grade.