English

Our KS3 learning journey is immersive and ambitious. Devised on a diverse range of topics and literary and non-fiction texts our students are provided with multiple and optimal opportunities to learn. Our spiral curriculum is sequenced for the development of skills whereby students will repeat concepts throughout that deepen in complexity as they secure and master skills which ensures that each of them are prepared for KS4.  We are constantly evaluating the curriculum map with new texts that offer challenges and inspire the students.

All of the schemes of work implement challenge and support for those that need it. Teachers are experienced as well as supported in differentiating these to meets the needs and abilities of each class and student. Our schemes of
work ensure that all students are enabled to access the curriculum. Over the six terms in KS3, our Year 7,8 and 9 students are exposed to 19th century literature, historical based modern literature and contemporary literature, poetry, Shakespeare, cultural diversity, the Gothic, political power, creative writing, non-fiction texts, and effective written and spoken rhetoric as well as knowledge of the etymology and history of language which is embedded into lessons. Each scheme enhances their ability to:

• Write accurately, fluently, effectively and at length for pleasure and information
• Consolidate and build on knowledge of vocabulary
• Speak confidently and effectively
• Know how language (including figurative language, vocabulary choice, grammar, text structure and features) presents meaning
• Find, evaluate and use relevant information
• Make inferences and refer to evidence in the text
• Write appropriately to purpose, audience and form
• Express own ideas and keep to the point
• Summarise and/or build on what others say
• Analyse historical and social context and how this can influence the meaning of a text and conceptions
• To challenge previous misconceptions
• Explore how and why an author crafts a novel to affect a reader
• Have deep knowledge of the rhetoric in oral and written compositions
• Make connections between linguistic knowledge and other domains and their connections as well as knowledge of the etymology and history of language.
• Develop knowledge so that pupils can evaluate and edit their own/peers’ writing.

Sequenced over four x1 hour lessons a week, this ensures that students have plenty of time to divulge into the texts and nourish a love for learning.  For Years 7 & 8, we have an additional lesson a week dedicated to a class reader novel whereby a reading for pleasure culture is fostered. This is complimented with a tri-weekly library lesson in which our students occupy the library and
immerse themselves in a book of their choice. Here students will participate in the Accelerated Book Reader program. The book choices are important and the class teacher will ensure that students are reading a range of texts/genres as well as ensuring that books are age appropriate.  The expectation is that students’ reading habits evolve and once a book is completed, AR tasks are
concluded to ensure texts are understood.  This gives teachers the opportunity to tackle any barriers to reading and address them directly.  With Accelerated Reader, we are able to track students’ progress with their reading and implement support where necessary.

Alongside our choice of texts in English and for class reader, we provide the opportunities for our students to visit the theatre and see live performances of our novels and plays.  We actively encourage students to participate and
develop their cultural capital.

Students’ books are marked regularly - every two weeks. This allows for us, as teachers, to address any misconceptions in relation to the learning. Students are receptive and appreciative of written formative and summative
feedback to continuously aid their progression. Spelling, punctuation and grammar errors are indicated and students are encouraged to correct appropriately.  It endorses an ownership of their work. In addition to teacher marking, students are guided to be able to self and peer-assess their work too. Success criterions are provided to govern this.  The ability to evaluate both themselves and peers is inherent in pupil progress. We set a broad range of homework tasks and activities that further deepen their learning and understanding to promote autonomy. This is set weekly with a realistic expectation due date which is achievable in the week that are given to complete it.

Our Year 7 curriculum allows our learners to learn and gain an awareness of the world around them through exploring creative texts with diverse themes. From the beginning of Year 7, we teach learners to begin to read books using critical perspectives and to express their opinions on important issues, themes and ideas.  We begin to embed skills and knowledge for academic and personal success.  With a range of tasks ranging from analysis of a text to creating monologues, we aim to build a passion for English.

In Year 8, our learners will make links and build upon their knowledge and skills from Year 7 as well as their enthusiasm for the subject. We explore themes ranging from racism and diversity, love and relationships and the ways Britain has changed through literature, encouraging students to use literature to develop their own world view.

In Year 9, our learning journey continues. We begin to introduce more challenging themes and texts that will give the students the foundation needed to prepare them for KS4. KS3 is about widening the pupils’ knowledge of their environment and improving their cultural capital. Throughout each
unit of work, we set differentiated independent learning tasks that deepen understanding and introduce students to a broad genre of texts, both fiction and non-fiction.

To build upon the ‘love of reading’, we have a guided reading lesson once a week with a visit to the library where students can participate in ‘Accelerated Learner’ – a proven programme to increase the reading ages in students. In these lessons we promote a love of reading and a curiosity for knowledge, exploring texts that boost learners’ knowledge through a variety of forms, including poetry, mythology, plays or graphic novels.

Overview of Curriculum

English - Year 7

English - Year 8

English - Year 9

In the English Department, we aim to provide students with an inspirational, rigorous and personalised curriculum which develops their written and spoken literacy whilst also instilling in them a genuine love of literature.  Our KS4 curriculum is immersive and ambitious.  We intend to teach students skills which can be usefully transferred to other subjects and also life skills which empower them in future study and work. We seek to maximise all students’ achievement, their progress exceeding that which is expected of them. We also have a commitment to students’ personal development and focus our teaching around texts that remain and emerge as culturally relevant and diverse.  Our intent is ensuring choices for the future for English students at Tabor. 

Through the challenging and ambitious KS3 curriculum, we aim to build upon skills as the foundations for successful KS4 students. Focusing on a spiral curriculum, in which key skills are presented repeatedly throughout the curriculum, but with deepening layers of complexity, or in different applications.  What we do in KS3, ensures successful students at KS4.  For those that fall behind, we are there to support whether that be necessary in the classroom, or within the larger school context. 

In KS4, all students study two GCSEs: English Language and English Literature. Coursework and controlled assessments are no longer undertaken; instead all pupils are assessed via examinations.  This entails reading a wider range of texts from: 19th century fiction, non-fiction and non-literary sources, also including short stories from contemporary writers and plays rich in British culture. Building on the skills and knowledge from KS3, pupils are challenged to apply these to their learning throughout KS4.  

For their Literature examinations, students will study Jekyll & Hyde, Lord of the Flies, Macbeth and the AQA Poetry Anthology ‘Power and Conflict cluster’. From 2024/2025, our Year 10s will be studying An Inspector Calls instead of Lord of the Flies.  The aim is for students to have a secure and in-depth knowledge of the key texts and be able to respond to a question linked by character or theme.

To prepare students for their English Language exam, there are two papers: Paper One has a fictional source in which they will answer questions and Paper Two is a non-fiction paper with sources from different time periods.  The sources could address themes ranging from the supernatural to religion.  There are a series of stimulating questions for the students to respond to, ensuring both reading and writing skills are challenged.

For English Language there is also a non-examined speaking and listening task that aims to develop effective communication skills. Building on their experience at KS3, students are supported throughout the course by their teachers and post-holders within the department. As part of their GCSE, students are expected to deliver a speech on a topic of their choice with the addition of answering questions from their peers.

Revision and intervention classes are run at certain points throughout the year to support students in their learning and their preparation for these important qualifications.  Please see below the assessment requirements for both the English Language and English Literature examinations, which will take place for our year Eleven in May/June 2025.

Overview of Curriculum

English-Year 10 – Literature and Language

Assessment:  All students have to sit an assessment during each half term. These scores and levels are recorded and monitored for progress. In addition to this several skills test with exam style questions are given to assess different topics. This will embed AQA Assessment Goals. Students are expected to attempt one HW on a weekly basis. Tasks will be provided by the teacher.

Students should have at least an extended piece of writing every 2 weeks. This should be teacher or peer assessed.

English-Year 11 – Literature & Language

Assessment:  All students have to sit an extended writing task each fortnight.  Levelled assessments at the end of the module.  These scores and levels are recorded and monitored for progress. In addition to this several skills test with exam style questions are given to assess different topics. This will embed AQA Assessment Goals. Students are expected to attempt one HW on a weekly basis. Tasks will be provided by the teacher.

Students should have at least an extended piece of writing every 2 weeks. This should be teacher or peer assessed.

Congratulations to the Year 11 students on achieving

68.7% grades 9-4 for English Language and

68.0% for English Literature

Congratulations to the Year 11 students on achieving

78.2% grades 9-4 for English Language and

80% for English Literature

Congratulations to the Year 11 students on achieving

80% grades 9-4 for English Language and

69% for English Literature

The majority of career paths require a grade 4 or above in English Language.

• Book club
• Creative writing club
• Nurture club

Resource/text books available for AQA English Language 9-1:

• New GCSE English Language AQA Revision Guide – for the Grade 9-1 Course Paperback – 4 Aug 2015 by CGP Books
• New GCSE English Language AQA Workbook – for the Grade 9-1 Course (includes Answers) Paperback – 10 Aug 2015 by CGP Books (Author, Editor)
• AQA GCSE English Language: Student Book 2: Assessment preparation for Paper 1 and Paper 2 Paperback – 12 Mar 2015 by Jane Branson and Peter Ellison

Resource/text books available on Amazon AQA English Literature 9-1:  (Ensure that you know which text your child is studying)

• New GCSE English Literature AQA Poetry Guide: Love & Relationships/Power and conflict  Anthology – the Grade 9-1 Course Paperback – 12 Aug 2015 by CGP Books (Author, Editor)
• Lord of the Flies: York Notes for GCSE Workbook: Grades 9-1 Paperback – 4 Aug 2015 by Ms Clare Constant (Author)
• Much Ado about Nothing: York Notes for GCSE Workbook: Grades 9-1 Paperback – 4 Aug 2015 by Mike Gould (Author
• Much Ado about Nothing: York Notes for GCSE (Grades A*-G) 2010 Paperback – 2 Jul 2010 by James Sale (Author)
• Jekyll & Hyde: York Notes for GCSE 2015 Paperback – 4 Aug 2015 by Lucy English (Author)
• Jekyll and Hyde: York Notes for GCSE (9-1) Workbook: YNA5 GCSE a Christmas Carol 2016 Paperback – 30 Mar 2016 by Ms Beth Kemp

Useful Links

• www.seneca.co.uk
• www.aqa.org.uk
• http://www.education.gov.uk/
• http://ofqual.gov.uk/
• http://www.rsc.org.uk/education/
• http://bbc.co.uk/schools/gcsebitesize/english_literature/
• http://www.poetryfoundation.org/
• http://www.bbc.co.uk/poetryseason/
• http://www.poetryarchive.org/poetryarchive/home.do