|Subject Leader||Miss J Kilmore|
|Second in English||Mrs E Brameld|
|English Teacher||Mr C Thompson|
|English Teacher||Ms R Wharton|
|English/History Teacher (Assistant Principal)||Mr J Bennett|
|English Teacher||Ms A M Stead|
|Core Skills Coach||Mrs S Parkinson|
The Axholme Academy English team strives to ensure that all pupils enjoy and engage fully in the English curriculum, whilst achieving high academic standards. The English Language and Literature curriculums are sequenced separately to support pupils in their progression towards two distinct qualifications at GCSE, enabling all of our students to access the post-16 pathway they aspire to. We aspire for our students to become effective communicators and confident speakers who are able to meet the requirements of the world beyond our school community. We commit to nurture a love of Literature, to provide a challenging and diverse range of reading materials and to promote Literature as an attractive option for post-16 study.
The Literacy curriculum is designed to foster a love of reading. We encourage students to read independently and respond to a wide range of texts, whilst also monitoring the progress of students in reading, and offering interventions to those students who are below a reading age of 11. Within Literacy, we will address knowledge gaps relating to spelling, punctuation and grammar and equip students with a broad and sophisticated vocabulary. The Literacy curriculum will also support Literacy across the wider curriculum.
The English curriculum consists of:
- KS3 NC Programmes of Study
- GCSE English Language
- GCSE English Literature
- Entry Level English certificate
- Post 16 - Related A level/Vocational qualifications. Taster sessions are delivered in school to encourage the take up of English post-16
The subject content contained within our curriculum is fully compliant with KS3 statutory content, and fully compliant with the statutory content outlined in KS4.
English Language & Literature Curriculum Model
All students develop their skills in the three main strands of English Language which progress throughout KS3 and KS4. The strands are:
- Speaking and listening
In addition, all students develop their skills in English Literature which progress throughout KS3 and KS4. The objectives are:
- Read, understand and respond to texts.
- Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.
- Show understanding of the relationships between texts and the contexts in which they were written.
Students also study a wide variety of literary texts, novels, plays and poems, within English Language and English Literature lessons. These texts range from classics to modern texts and are chosen to enable our students to explore potentially challenging and diverse themes in order to broaden their understanding of the world around them.
The English curriculum model allows students to visit each element of curriculum content at several points in KS3 and KS4 in both English Language and English Literature. Students revisit a subject or skill several times throughout their school career, the complexity of the subject, text or skill increases with each revisit, therefore new learning has a relationship with previous learning allowing students to progress and reach their full potential. Using this model enables knowledge and skills to be reinforced and solidified each time the students revisit. It allows a logical progression from simplistic skills to highly developed skills in reading, writing and speaking and listening, and students are encouraged to apply the early knowledge to later course objectives.
English is taught in mostly mixed-ability groupings, which we believe ensures best progress for all students of all abilities. To support this approach, our lessons incorporate a variety of differentiation strategies. The use of modelling and scaffolding is embedded in our pedagogy to enable all students to access the learning at the highest possible level. A range of assessment approaches are used to identify gaps in learning and address them. Low-stakes retrieval assessment tasks are used frequently to consolidate skills or knowledge. Live marking is also embedded in department pedagogy to allow students instant feedback on their work and quickly address misconceptions.
Students keep all work, including assessments, in their exercise books or in a Google Classroom, so that they are able to track their progress, and reflect on and refer to prior learning.
Students who excel in English have the opportunity to extend learning through enrichment activities and opportunities which are available across both KS3 and KS4. These include A-level taster sessions with local colleges. Students have the opportunity to extend learning through enrichment activities and opportunities which are available across both KS3 and KS4.
In English lessons, students develop their employability skills. Progress in reading and spelling is monitored closely in KS3 Literacy lessons. As well as progressing in reading skills, in English lessons students develop their skills in functional writing and communication & presentation skills. In addition, Students are further encouraged to develop employability skills by effective communication, planning, organising, self-management, teamwork, presenting, problem solving, creativity, initiative, aiming high, leadership and staying positive.
We have also forged links with local colleges for the provision of an employability session on career paths linked with English.
Progression from KS2
We ensure that Year 7 effectively builds upon content delivered during Key Stage 2 by analysing and sharing KS2 test data with colleagues teaching year 7 to allow appropriate interventions to be put in place where needed.
Skills in reading, spelling and punctuation are consolidated during Year 7 Literacy lessons and low-stakes retrieval activities in English lessons. There is intervention for students with average reading scores below 100.
Links with other curriculum areas
The skills which are developed in English provide the building blocks which allow students to access many other curriculum areas effectively. There are some links between content and knowledge.For example, in English ‘An Inspector Calls’ and ‘A Christmas Carol’ are introduced as GCSE Literature texts in year 10. In History, there is an ILT project rotation across KS3 for both of these texts, to develop students’ knowledge of the context of the texts. We are able to refer to this prior learning in our teaching.
The Literacy curriculum has links with many subject areas, such as Science,Geography, PE, RE and History. KS3 students are taught the meaning of the command words used in many subject areas through a sequence of themed units of work.
We develop students’ Cultural Capital whilst studying English through our involvement with the whole school pledge.