Intent

We believe that a high-quality education in English will teach pupils to think critically and imaginatively, to speak and write fluently so that they can communicate their ideas and emotions to others and, ultimately, foster an appreciation of literature and the power of language. Studying English as a discipline is essential to participating fully as a member of society; through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development.

Our English curriculum is developed to equip our pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for pleasure. Only by immersing our pupils in rich reading materials can they develop their own language abilities – the depth of their vocabulary, their handling of grammatical structures, their comprehension skills, their ability to write with a strong voice, and with confidence and expertise. Our curriculum supports pupils in becoming effective communicators who understand the need to adjust the language they use to meet different contexts.

At PMGHS, our pupils experience challenging and thought-provoking texts to appreciate the ideas, concepts and stories that have shaped the world. As literature is about the human experience, it is our conviction that the universal themes of literature are also the universal themes of writing more generally; knowledge of key literary domains also unlocks knowledge of non-fiction.

Our curriculum draws on a wide range of texts from different periods, places and traditions. Pupils study heritage texts from the literary canon in addition to being exposed to modern writers from diverse backgrounds to appreciate how great literature evolves. We want the texts we have chosen to reflect reality for our pupils whilst also providing them with the opportunity to discover worlds less familiar to them and therefore equip our pupils for the modern world. We aim to continue the discussion that pupils and teachers have had during past experiences of texts, making comparisons and drawing connections as we return to key concepts and practices previously covered in the curriculum. Ultimately, we want to foreground the knowledge which is unique to our subject so that pupils learn to read, think and write critically and with independence. We believe that our curriculum will enable pupils to foster an appreciation of literature and the power of language which will stay with them after they leave us.

The personal, social, spiritual and academic development of all our pupils is at the core of our English curriculum. The texts we study help to ensure that our pupils are able to deal with issues on a personal level, develop their resilience in the face of adversity, and understand that these issues are universal across the diverse world they live in.

The core ideas we focus on are:

• Knowledge about language – how it is used in context and how to read it closely and critically. We ask our pupils to consider the stylistic choices made by writers for particular purposes.
• Knowledge needed to be able to communicate effectively, and in different contexts – through writing and speaking
• Knowledge about how texts ‘work’. We ask pupils to explore characterisation, narrative perspective, manipulation of genre, as well as the choices writers make about language, structure and form.
• Knowledge about how texts were received in their own period, as well as in our own times. We ask our pupils to consider why particular texts are still popular, significant and relevant today.
• Knowledge about how different readers approach the texts.
• Knowledge of the historical or literary context of a text that genuinely throws light upon the text itself and allows pupils to make meaningful connections between a range of texts studied.
• Knowledge of what questions and ideas are central to English studies at school and beyond, of what it means to study a text.
• Knowledge of how to read/respond complex passages confidently and methodically, to breakdown the language and structure to establish and analyse meaning.
• Knowledge of how to demonstrate mastery of reading through discussion and writing.
• Knowledge and skills of articulating and expressing their ideas, views and opinions about a wide range of topics clearly, confidently and respectfully.
• Developing their character, including resilience, confidence and independence, so that they contribute positively to the life of the school and the local and wider community.

Key Stage 3

Our curriculum enables pupils to consider texts in dialogue with one another. For example, some of the themes we explore with pupils are internal/external conflict, loss and identity, love and relationships, injustice and abuse of power; in Year 7 pupils learn about external conflict, loss and identity and injustice through the protagonist Alem, in Refugee Boy. In Year 8, our pupils then learn about inner conflict and turmoil through Conor and his denial of his mother’s illness, in A Monster Calls. Whilst in Year 9, pupils experience these themes and more through reading and exploring a range of work by important, influential writer/poets. Throughout Key Stage 3, pupils are exposed to an array of different genres and text types, where they are then provided with multiple opportunities to practice these skills.

Key Stage 4

The curriculum is in line with the DFE recommendations that ‘the key stage 3 curriculum should prepare pupils for the reading demands of key Stage 4, including literature on the GCSE examination syllabus’. Our curriculum ensures that by the time pupils reach Key Stage 4, they are well placed to consider the exploitation of Bob Cratchit at the hands of Scrooge, Juliet’s inner conflict in Romeo or the injustice of Eva Smith in an Inspector Calls. The study of these core themes is invaluable when preparing our pupils who move onto study English at Key Stage 5. 

Implementation

In Years 7 and 8, pupils have 4 x 50-minute lessons per week, all taught by subject specialists; in Year 9, pupils have 5 x 50-minute lessons, all taught by subject specialists. At Key Stage 4, pupils experience 5 x 50-minute lessons a week across both years of study, again all taught

by subject specialists. All pupils are entered for the AQA GCSE English Language and AQA GCSE English Literature qualifications.

The English faculty are a collaborative team. We plan, devise, review and refine long term and medium-term schemes of learning – taking care to adapt to whole school policies and pedagogical research and thinking. Lesson planning considers that learning should be sequential, progressive and embedded into pupils’ long-term memory. Each lesson begins with a ‘starter’ activity which will involve pupils having to think back to prior learning from days, weeks, or months earlier. Other regular opportunities for retrieval practice occur through

repetition of facts relating to texts, teachers’ questioning skills, recollection of quotes, use of Sims and Seneca for homework tasks and we also have lessons in Key Stage 4 that regularly draw upon prior knowledge.

We have, planned and implemented an interleaving curriculum in which key themes and concepts reoccur across topics such as:

• Linguistic and literary devices
• Formality and academic register,
• Historical and social context
• Form and structure

In English lessons, we encourage our pupils to engage with and interrogate language to appreciate a writer’s craft and the power of words. Through ‘Keyword’ activities and Bedrock Learning pupils are exposed to vocabulary and grammar which enriches pupils’ experiences as independent readers and writers whilst also raising their cultural capital.

In every year group, pupils will encounter a range of texts from the literary heritage. Our texts across the curriculum represent different experiences, cultures and periods of history and come in the form of prose fiction, non-fiction, poetry and/or drama. Equally important is the development of writing skills. We seek to create writers who are imaginative, confident, engaging and technically accurate, who learn from a range of influential expert writers and speakers.

Key Stage 3 Programme of Study:

• three novels in depth, Refugee Boy/ The Boy at the back of the class, A Monster Calls and Of Mice and Men
• two full Shakespeare plays; A Midsummer Night’s Dream and Macbeth- interleaved with sonnet reading and writing activities
• a range of pre 19^th century extracts from the literary canon
• short stories by influential writers – Roald Dahl, Sherlock Holmes
• a range of non-fiction texts to support wider reading for the novels, plays and poems studied
• poetry from a range of times and cultures, including John Agard, Moniza Ali, Robert Browning, Ted Hughes, Amina Atiq and many others.

Our Key Stage 3 the curriculum is planned to enable pupils to utilise this learning in a sequential and progressive manner when later studying ‘the required texts in Key Stage 4.

Key Stage 4 AQA Language and Literature Programme of Study:

• Romeo and Juliet
• A Christmas Carol
• An Inspector Calls
• Power and Conflict Anthology
• Language Paper 1 fiction reading and writing
• Language Paper 2 non-fiction reading and writing

Impact

Formative assessments include Regular use of teacher questioning, self and peer assessments, Self and peer RAG marking, discussion/oracy tasks, recall, think, pair, share and quality of work.

High expectations across the department are reflected in pupil work. ‘Beautiful Books’ are an expectation and pupils are required to take pride in the presentation and quality of their work. Book scrutiny has shown English are successful is instilling this routine. We regularly celebrate pupil work through the school’s social media accounts. This seeks to increase pupil engagement and celebrate success. Successful responses are also shared and used as model answers across the department to support marking and self-assessment.

English Faculty Assessment for KS3

Our curriculum revisits previous learning adding on new knowledge that is age and stage appropriate. We aim to move from concrete understanding to increasingly abstract understanding and higher order thinking. Our assessment practices are well established throughout the department. Each thematic unit develops a series of skills leading to the production of a significant written response. This is either an essay-based response testing reading skills or a piece of extended writing (creative, transactional or persuasive) in a range of forms across the key stage. Work is marked in accordance with the whole school marking policy. Close marking occurs once each half term at KS3 with pupils receiving personalised feedback. Each assessment task is carried out in timed conditions and access arrangements accounted for. Faculty moderation of assessment is carried out as part of monitoring to ensure assessment is standardised across all teaching groups. At each whole school data drop, English class teachers will provide a pupils’ current levels of attainment in English informed by performance in assessment tasks

English Faculty Assessment for KS4

We deliver a two-year GCSE course in both English Language and English Literature to all pupils in the cohort. Each half-term focuses on both courses. All units are structured around the GCSE English Language and English Literature assessment objectives in order to develop and embed the skills necessary for success in both subjects. Pupils are familiar with the language of the assessment objectives. Close summative marking occurs each half term at KS4. Pupils receive personalised feedback, marking sheets and work is standardised through departmental moderation sessions. Misconceptions identified in formative and summative assessments are expected to be ironed out in future lessons. Each assessment task is carried out in timed conditions and those with access arrangements have their needs catered for. At each whole school data drop point, English teachers will provide a pupils’ current level of attainment in English Language and English Literature, informed by performance assessment tasks.

Results at GCSE continue to show that achievement and progress in English is high. The 2022 GCSE results, for example, show that 97% of pupils achieved a standard pass (Grade 4+) in English whilst almost 48% achieved the highest grades of a 7-9. Both figures are considerably higher than national averages. This can only be achieved through a rigorous, challenging yet inspiring 5-year curriculum, experienced and committed teachers, who plan and deliver engaging lessons.

Reading

The English department at PMGHS, not only promote reading for enjoyment to ignite a curiosity in pupils, but also as a way of acquiring knowledge and exploring the world in ways that develop a pupil’s cultural and emotional intellect. Our English Curriculum recognises the barriers pupils face in accessing challenging texts such as: complexity of narrator, non-linear time sequences, complexity of story or archaic texts and encourages pupils to confidently explore and probe the literal and layered meanings in the texts they read. Through our curriculum we actively encourage pupils to develop their close reading skills so they can confidently and methodically break down the language and structure of a complex passage to establish and analyse meaning. Furthermore, to develop accountable and independent readers, we have designed a curriculum which requires different types or layers of reading which is supported by text dependent questions and where possible, with mastery shown through a range of writing opportunities. As our pupil’s progress through the English curriculum, they are continually developing their close reading skills through exposure to increasingly challenging fiction and non-fiction, which include works by 19th, 20th and 21st century writers. We want our pupils to be able to engage with a range of texts with confidence and to develop their skills in decoding difficult texts, gathering carefully selected evidence, evaluating texts in detail and possessing the ability to explore multiple texts simultaneously to formulate and articulate personal viewpoints. The development of these skills feeds directly into their study of spoken language and the importance of verbal communication in accessing the world around them.

Appendix 1: reading progression map

Writing

Confidence, control and accuracy in a range of writing is developed through frequent opportunities to write for a range of audiences and purposes. It is important that pupils use writing as an opportunity to formulate and develop their ideas and in using writing as a way to think critically about a topic and express their point of view. Across all writing activities, pupils are exposed to the importance of accuracy and the ability for pupils to construct and revise sentences for effect and impact is vital. To develop their skills, pupils are encouraged to expand their use of vocabulary through probing and investigating the nuances of language in order to enhance their written expression and clarity.

Appendix 1: writing progression map

Spoken Language

Spoken language is the foundation life skill, underpinning the ability to learn, make friends and manage behaviour. The evidence to support this is strong. Language underpins good literacy development. Successful development of literacy depends on good spoken language skills. If children struggle with spoken language at an early age it puts them at risk for literacy difficulties

later on. The English team focus on developing our pupils’ knowledge of mastering the ‘spoken language’ skills needed for their future pathways.  Throughout the curriculum, the department focuses on developing vocabulary, mastering grammar and exposing pupils to different forms of spoken language, where they can understand the value of communicating clearly and accurately.  Within our curriculum, there are numerous opportunities for pupils to debate and discuss their ideas through a range of individual and group presentations, speeches, performing plays and reading aloud. We firmly believe that exposure to a range of opportunities builds confidence in pupils and allows them to develop their life-long skills in verbal communication

We embed within our curriculum the following:

• Talking to others: talk in purposeful and imaginative ways to explore ideas and feelings, adapting and varying structure and vocabulary according to purpose, listeners, and content.
• Talking with others: listen and respond to others, including in pairs and groups, shaping meanings through suggestions, comments and questions.
• Talking within role-play and drama: create and sustain different roles and scenarios, adapting techniques in a range of dramatic activities to explore texts, ideas and issues.
• Talking about talk: understand the range and uses of spoken language, commenting on meaning and impact and draw on this when talking to others

PMGHS English department- Mastery curriculum

What skills should pupils have in each year group in order to meet the needs of the highly scholastic final exams?