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English

“When I read great literature, great drama, speeches, or sermons, I feel that the human mind has not achieved anything greater than the ability to share feelings and thoughts through language.”

James Earl Jones

 

At B.G.G.S, we believe that the teaching of English can provide the foundations of all learning and provide students with a mastery of skills that they will utilise throughout their lives. We are passionate about instilling young people with insightful and perceptive knowledge of the workings of the English language, of cultivating a love of literature and developing high levels of literacy. What students learn in the classroom will equip them with the resilience to navigate the world outside. The thoughts, philosophies, concepts and controversies they come across will plant the seed for learning and exploring the world that they live in.

Our students will engage with the world around them, and that often starts in the classroom. They will ask questions, and feel they have a voice and the skills to articulate their thoughts and opinions.  They will be robust and be able to face difficult questions.  Our students will know their own mind and if they don’t, they will be able to look in the right places for knowledge, inspiration and ideas.

In English, students will develop their reading, writing and spoken language skills.  They will also develop skills of critical analysis, and explore the historical, social, and political landscape of a piece of writing or a performance. They will have a rich diet of language and literature, spanning non-fiction, poetry, prose, modern and literary heritage texts.  All these will be underpinned by the building blocks of written communication – spelling and grammar.

 We will promote student learning through our learning culture which challenges students and takes in to account their different experiences.  We will provide a broad curriculum that builds their cultural capital through classical texts, culturally diverse stories and poems, challenging ideas and thought-provoking concepts.

We will acheive this by modelling high quality analysis, incisive questioning, a robust feedback system, access to a range of texts, opportunities to participate in competitions, and encouragement to undertake wider reading. We will maintain our high aspirations for our young people, ensuring we continue to develop our own knowledge, practice and skills so that we can be the best for them.

The English team at Bordesley Green Girls' School and Sixth Form will provide students with an inclusive education that sparks the joy of learning and ensures our students become lifelong learners.

 Assessment

Year 7

Year 8

Year 9

Year 10

Year 11

Year 12

Year 13

GCSE Resit

KS3 English (Year 7)

Term

Topic/ Key Enquiry Question

Type of Assessment

Autumn

Autobiographical Writing

To explore transactional (non-fiction) writing with a focus on autobiographical writing based on the theme of Identity.

Students will develop Reading skills and analyse work by notable figures such as Barack Obama and Maya Angelou.

Students will need to understand the conventions of transactional writing and be able to apply it to their own work, developing Writing skills.

Writing Assessment: To write an imagined autobiography incorporating all features studied.

Purpose of Assessment:   To develop students’ writing skills by providing a stimulus and giving them an opportunity to demonstrate their creativity and understanding of the genre.

Pre-1914 Texts - Horror and Suspense

To explore the conventions of Horror and Suspense writing, with a focus on Gothic Fiction and short narratives: The Tell-Tale Heart, The Yellow Wallpaper and The Monkey’s Paw.

Reading Assessment: Students will need to demonstrate that they understand inference and are able to comment on writer’s language and structural choices.

Purpose of Assessment:   To expose students to the format of End of Year Exams and instil confidence.

Spring

Campaign for a Cause

To explore transactional writing further with a focus on politics: Students will be exposed to articles and speeches that have made an impact on the world, including: Malala Yousafzai, Nelson Mandela, Emmeline Pankhurst and Winston Churchill.

Debate Week: Students will be required to develop oracy through discussion and debate in lessons.

Writing Assessment: Students will be asked to write to Argue or Persuade.  They will need to write in one non-fiction form: article/letter/speech.

Purpose of Assessment: To demonstrate conventions and form of transactional writing.

Spoken Language Assessment: To develop oracy skills including organising speech and presenting before an audience.

Shakespeare: Heroes & Villains

To explore Heroes and Villains from different Shakespeare plays:

Students will develop confidence through exposure to a range of classical texts. They will also develop Reading Skills and writing in response to extracts.

Reading Assessment: Extract-based assessment exploring a character/theme from a Shakespeare Play.

Purpose of Assessment: To instil familiarity and confidence with Shakespeare texts.

To expose students to the format of GCSE Literature exams.

Summer

World Literature

To read a Class Novel under the Seminal World Literature category with a focus on understanding context, themes, plot, setting and characterisation.  Novels can include: Of Mice and Men, Noughts and Crosses, Iqbal and The Breadwinner.

 

Writing Assessment: Writing to describe/narrate.

Purpose of Assessment:   To develop students’ writing skills by using their class text as a stimulus to demonstrate their understanding.

Poetry from Different Cultures

Students will look at a range of different poems from and about different cultures.

Students will become familiarised with poetry terms, develop Reading and Writing skills in response to poetry.

Reading Assessment: Students to write a response to a poetry from those studied in class.

Purpose of Assessment: To demonstrate their understanding of Reading skills (what they understand of the text) and Writing Skills (how they articulate their ideas).

Extra-Curricular Activities/ How you can help at home:

Online: BGGS Firefly BBC Bitesize, Seneca, Quizlet, Oxford home schooling, The School Run, YouTube

Daily reading to enrich knowledge of the English language and English literature (Fiction or Non-Fiction books/poetry/newspapers/magazines/audiobooks – free on YouTube)

Watch Shakespeare’s plays (Hamlet, Macbeth, Romeo and Juliet, The Merchant of Venice). Students can visit local theatres or watch online at The National Theatre or YouTube.

Practice creative writing – write short stories and poems (Fact: every year, we have several students at BGGS who go on to become published poets with Young Writers.

By taking part in the above, it will ensure that your daughter will not only excel academically but also broaden her knowledge of the world around us.

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KS3 English (Year 8)

Term

Topic/ Key Enquiry Question

Type of Assessment

Autumn

Modern Prose & Non-Fiction

To enhance knowledge of transactional writing with a focus on exploring identity and conflict through a novel and linking it with non-fiction forms of writing.

Writing Assessment: Students will be asked to write to Argue or Persuade.  They will need to write in one non-fiction form: article/letter/speech.

Purpose of Assessment: To demonstrate understanding of none-fiction writing forms as well as understanding of the studied novel.

Pre-1914 Texts

To explore a Victorian text with a focus on understanding narrative features such as context, themes, plot, setting, and characterisation.

To develop understanding of writers’ intentions and understand their use of language and structure. Novel may include: Frankenstein, Jane Eyre, The Women in Black and Sign of Four.

Reading Assessment: Extract-based assessment exploring a character/theme from the chosen novel.

Purpose of Assessment: To instil familiarity and confidence with Pre-1914 texts.

To expose students to the format of GCSE Literature exams.

Spring

The Power of Communication

To explore non-fiction writing and literary non-fiction writing with a focus on political writing, emotional appeals, campaign speeches including those by: Martin Luther King, Barack Obama, Elizabeth I.

Debate Week: Students will be required to develop oracy through discussion and debate in lessons.

Writing Assessment: Students will be asked to write to Argue or Persuade.  They will need to write in one non-fiction form: article/letter/speech.

Purpose of Assessment: To demonstrate conventions and form of transactional writing.

Spoken Language Assessment: To develop oracy skills including organising speech and presenting before an audience.

Shakespeare – A Complete Play

To study a complete Shakespeare Text (chosen by the class teacher), demonstrating understanding of context, themes, plot, setting, and characterisation.   Choice of text: The Merchant of Venice, Julius Caesar, The Tempest, Anthony and Cleopatra, Midsummer Nights Dream, Othello or Much Ado About Nothing.

Reading Assessment: Extract-based assessment exploring a character/theme from a Shakespeare Play.

Purpose of Assessment: To instil familiarity and confidence with Shakespeare texts.

To expose students to the format of GCSE Literature exams.

Summer

Dystopian Fiction

To study a complete Dystopian novel under the Modern Prose category, with a focus on understanding context, themes, plot, setting and characterisation.  Possible texts include: Animal Farm, Lord of the Flies and War of the Worlds.

Writing Assessment: Writing to describe/narrate/entertain.

Purpose of Assessment:   To develop students’ writing skills by using their class text as a stimulus to demonstrate their understanding.

Poetry Through The Ages

Students will look at a range of different poems chronologically to develop their understanding of classical literary canon.

Students will become familiarised with more challenging poetry terms, and develop Reading and Writing skills in response to poetry, including comparative writing.

Reading Assessment: Students to write a response comparing two studied poems.

Purpose of Assessment: To demonstrate their understanding of Reading skills (what they understand of the text) and Writing Skills (how they articulate their ideas).

To expose students to the format of GCSE Literature exams.

Extra-Curricular Activities/ How you can help at home:

Online: BGGS Firefly BBC Bitesize, Seneca, Quizlet, Oxford home schooling, The School Run, YouTube

Daily reading to enrich knowledge of the English language and English literature (Fiction or Non-Fiction books/poetry/newspapers/magazines/audiobooks – free on YouTube)

Watch Shakespeare’s plays (Hamlet, Macbeth, Romeo and Juliet, The Merchant of Venice). Students can visit local theatres or watch online at The National Theatre or YouTube.

Practice creative writing – write short stories and poems (Fact: every year, we have several students at BGGS who go on to become published poets with Young Writers.

By taking part in the above, it will ensure that your daughter will not only excel academically but also broaden her knowledge of the world around us.

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KS3 English (Year 9)

Term

Topic/ Key Enquiry Question

Type of Assessment

Autumn

AQA GCSE Poetry – Power & Conflict

To study the last 9 poems from the AQA GCSE poetry Anthology considering language, structure, themes and ideas.

Students are given a free copy at the start of the course.

The Anthology can also be downloaded from the AQA Website.

Reading Assessment: Students to write a response comparing two studied poems.

Purpose of Assessment: To demonstrate their understanding of Reading skills (what they understand of the text) and Writing Skills (how they articulate their ideas).

To expose students to the format and requirements of GCSE Literature exams.

AQA GCSE English Literature – The Strange Case of Jekyll & Hyde

To study the GCSE Pre-1914 element with a focus on understanding narrative features such as context, themes, plot, setting, and characterisation.

To develop understanding of writers’ intentions and their use of language and structure.

Students to become familiar with GCSE exam questions, what they look like and how to respond to them.

Writing Assessment: Writing to describe/narrate/entertain.

Purpose of Assessment:   To develop students’ writing skills by using their class text as a stimulus to demonstrate their understanding.

Spring

Continued: AQA GCSE English Literature – The Strange Case of Jekyll & Hyde

Study of The Strange Case of Dr Jekyll and Mr. Hyde continues for a further 3 weeks.

Recommended: Students to buy their own copy of the text (any edition) in order to be able to make in depth notes over the 3 year course of their study.

Reading Assessment: Extract-based assessment exploring a character/theme from the text.

Purpose of Assessment: To instil familiarity and confidence with Pre-1914 texts.

To expose students to the format and requirements of GCSE Literature exams.

Spoken Language SKills

Students to develop their planning and oracy skills through exposure to exemplary speeches, researching speech topics, peer assessment and practicing in front of their class.

This module will be in preparation for GCSE Spoken Language exams which will take place in Jan/Feb when in Year 10.

 

Spoken Language Assessment: Presentation in front of the class on a topic of their choice.

Purpose of Assessment: To get students to start considering their topics for the Spoken Language exams.

To instil confidence in students through organising speech and presenting to an audience.

To familiarise students with the format of the GCSE Spoken Language exam.

AQA GCSE English Literature – Macbeth

To study the GCSE Shakespeare element with a focus on understanding dramatic features such as context, themes, plot, setting, and characterisation.

To develop understanding of writers’ intentions and their use of language, structure and dramatic features.

Students to become familiar with GCSE exam questions, what they look like and how to respond to them.

Recommended: Students to buy their own copy of the text (any edition) in order to be able to make in depth notes over the 3 year course of their study.

Reading Assessment: Extract-based assessment exploring a character/theme from the text.

Purpose of Assessment: To instil familiarity and confidence with Shakespeare texts.

To expose students to the format and requirements of GCSE Literature exams.

Summer

Modern Prose

To read a Class Novel under the Modern Prose category with a focus on understanding context, themes, plot, setting and characterisation.  Novels can include: I am Thunder, Kite Runner, My Sister Lives on the Mantlepiece and The Boy at the Back of the Class.

Writing Assessment: Writing to describe/narrate/entertain.

Purpose of Assessment:   To develop students’ writing skills by using their class text as a stimulus to demonstrate their understanding.

AQA GCSE Poetry: Power & Conflict

To study the first 6 poems from the AQA GCSE poetry Anthology considering language, structure, themes and ideas.

Students are given a free copy at the start of the course.

The Anthology can also be downloaded from the AQA Website.

Reading Assessment: Students to write a response comparing two studied poems.

Purpose of Assessment: To demonstrate their understanding of Reading skills (what they understand of the text) and Writing Skills (how they articulate their ideas).

To expose students to the format and requirements of GCSE Literature exams.

Extra-Curricular Activities/ How you can help at home:

Online: BGGS Firefly BBC Bitesize, Seneca, Quizlet, Oxford home schooling, The School Run, YouTube

Daily reading to enrich knowledge of the English language and English literature (Fiction or Non-Fiction books/poetry/newspapers/magazines/audiobooks – free on YouTube)

Watch Shakespeare’s plays (especially   Macbeth).  Students can visit local theatres or watch online at The National Theatre or YouTube.

Practice descriptive and creative writing – write short stories and poems (Fact: every year, we have several students at BGGS who go on to become published poets with Young Writers.

Consider perusing through past papers and reading Examiner Reports in order to gain familiarity with the GCSE requirements for both English Language and English Literature.

Research a topic in preparation for their Spoken Language exam which will take place in Year 10.

By taking part in the above, it will ensure that your daughter will not only excel academically but also broaden her knowledge of the world around us.

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KS4 English (Year 10)

Term

Topic/ Key Enquiry Question

Type of Assessment

Autumn

AQA GCSE English Literature – An Inspector Calls

To study the GCSE Post-1914 element with a focus on understanding narrative features such as context, themes, plot, setting, and characterisation.

To develop understanding of writers’ intentions and their use of language and structure.

Students to become familiar with GCSE exam questions, what they look like and how to respond to them.

Recommended: Students to buy their own copy of the text (any edition) in order to be able to make in depth notes over the remaining 2 years of their course.

Reading Assessments: To respond to essay questions based on characters/themes.

Writing Assessment: To write a creative response using the text as a stimulus, practicing for Language Paper 1.

Purpose of Assessments: To practice the skills necessary for this element of their GCSE exams.

To familiarise themselves with the format of the GCSE Literature exam (writing assessment addresses skills for Language Paper 1.

AQA GCSE English Language Paper 1

Students will be practicing their Reading and Writing skills based on GCSE Assessment Objectives in preparation for their GCSE Exams.

Students will do this through a combination of past papers, mini mocks and weekly tests.

Reading Assessment: Section A of Paper 1

Writing Assessment: Section B of Paper 1

Purpose of Assessment: To practice the skills necessary for this element of their GCSE exams.

To familiarise themselves with the format of the exams.

Spring

GCSE English Literature - Unseen Poetry

Students to practice responding to the Unseen Poetry element of their GCSE Literature exam.

Students to practice recognising and writing about poetry techniques, language and structural devices.

Writing Assessment 1: To respond to an unseen poem.

Writing Assessment 2: To compare two unseen poems.

Purpose of Assessment: To practice the skills necessary for this element of their GCSE exams.

To familiarise themselves with the format of the GCSE Literature exam.

GCSE Spoken Language Assessment (Jan/Feb)

Students should have been preparing this from Year 9/beginning of Year 10.

Details and assessment criteria for this component can be found on the AQA website, although students will be familiar with the mark scheme from lessons.

AQA GCSE English Literature – Macbeth

To study the GCSE Shakespeare element with a focus on understanding dramatic features such as context, themes, plot, setting, and characterisation.

To develop understanding of writers’ intentions and their use of language, structure and dramatic features.

Students to become familiar with GCSE exam questions, what they look like and how to respond to them.

Recommended: Students to buy their own copy of the text (any edition) in order to be able to make in depth notes over the remaining 2 years of their course.

Reading Assessments throughout the half term: Extract based questions on character/theme.

Purpose of Assessment: To practice the skills necessary for this element of their GCSE exams.

To familiarise themselves with the format of the GCSE Literature exam.

Summer

AQA GCSE English Language Paper 2 – Through a Text

Students will be practicing their Reading and Writing skills based on GCSE Assessment Objectives in preparation for their GCSE Exams through a non-fiction text. These can include texts by: Maya Angelou, Trevor Noah, Safraz Manzoor, Bill Bryson and Joe Simpson.

Reading Assessment: Based on Section A of Paper 2

Writing Assessment: Based on Section B of Paper 2

Purpose of Assessment: To practice the skills necessary for this element of their GCSE exams.

To familiarise themselves with the format of the exams.

AQA GCSE English Literature – Poetry Anthology

Students to revise poems and practice skills necessary to respond to exam question.

Reading Assessment: Students will do a past exam question comparing two studied poems – one seen and one unseen.

Purpose of Assessment: To practice Assessment Objectives and familiarise themselves with the format of the GCSE Literature exam.

AQA GCSE English Literature – Jekyll and Hyde

Students to revise text and practice skills necessary to respond to exam question.

Reading Assessment: Students will do a past exam question, responding to an extract based on character/theme.

Purpose of Assessment: To practice Assessment Objectives and familiarise themselves with the format of the GCSE Literature exam.

Extra-Curricular Activities/ How you can help at home:

Online: BGGS Firefly BBC Bitesize, Seneca, Quizlet, Oxford home schooling, The School Run, YouTube

Daily reading to enrich knowledge of the English language and English literature, as well as vocabulary and literacy.

Watch Shakespeare’s plays, especially Macbeth, in theatres or online.

Practice past papers, look at model responses, read Examiner Reports, use PiXL Lit app, create quote cards

Develop note taking skills, create a revision timetable, form a revision group online or in school.

By taking part in the above, it will ensure that your daughter will not only excel academically but also broaden her knowledge of the world around us.

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KS4 English (Year 11)

Term

Topic/ Key Enquiry Question

Type of Assessment

Autumn 1

AQA GCSE English Language Paper 1

Students will be practicing their Reading and Writing skills based on GCSE Assessment Objectives in preparation for their GCSE Exams.

Students will do this through a combination of past papers, mini mocks and weekly tests.

Reading Assessment: Section A of Paper 1

Writing Assessment: Section B of Paper 1

Purpose of Assessment: To practice the skills necessary for this element of their GCSE exams.

To familiarise themselves with the format of the exams, as well as the mark schemes and Assessment Objectives.

AQA GCSE Literature Revision – An Inspector Calls

Students to revise text and practice skills necessary to respond to exam questions.

Students to undertake past paper questions and mock exams.

Reading Assessments throughout the half term: Students will complete essay questions based on characters/themes.

Purpose of Assessments: To expose students to as many questions as possible, to familiarise students with the format of the exam questions. The Assessment Objectives and mark schemes, as well as the standard of responses expected to gain top marks.

Autumn 2

AQA GCSE English Language Paper 2

Students will be practicing their Reading and Writing skills based on GCSE Assessment Objectives in preparation for their GCSE Exams.

 

Reading Assessment: Section A of Paper 2

Writing Assessment: Section B of Paper 2

Students will be assessed through a combination of past paper questions, mini mocks and weekly tests.

Purpose of Assessment: As outlined previously.

AQA GCSE Literature Revision

Students to revise text and practice skills necessary to respond to exam questions.

Students to undertake past paper questions and mock exams. Students will revise: Jekyll and Hyde, Romeo and Juliet

Reading Assessments throughout the half term: Students will complete essay questions based on characters/themes.

Purpose of Assessments: As outlined previously.

MOCK EXAM IN NOV/DEC

Spring 1

AQA GCSE English Language Paper 1

Students will be practicing their Reading and Writing skills based on GCSE Assessment Objectives in preparation for their GCSE Exams.

Students will do this through a combination of past papers, mini mocks and weekly tests.

Reading Assessment: Section A of Paper 1

Writing Assessment: Section B of Paper 1

Students will be assessed through a combination of past paper questions, mini mocks and weekly tests.

Purpose of Assessment: As outlined previously.

AQA GCSE Literature Revision – Romeo & Juliet

Students to revise text and practice skills necessary to respond to exam questions.

Students to undertake past paper questions and mock exams.

Reading Assessments throughout the half term: Students will complete essay questions based on characters/themes.

Purpose of Assessments: As outlined previously.

Spring 2

AQA GCSE English Language Paper 2

Students will be practicing their Reading and Writing skills based on GCSE Assessment Objectives in preparation for their GCSE Exams.

Students will do this through a combination of past papers, mini mocks and weekly tests.

Reading Assessment: Section A of Paper 2

Writing Assessment: Section B of Paper 2

Students will be assessed through a combination of past paper questions, mini mocks and weekly tests.

Purpose of Assessment: As outlined previously.

MOCK EXAM IN MARCH

AQA GCSE Literature Revision – Jekyll & Hyde

Students to revise text and practice skills necessary to respond to exam questions.

Students to undertake past paper questions and mock exams.

Reading Assessments throughout the half term: Students will complete essay questions based on characters/themes.

Purpose of Assessments: As outlined previously.

Summer

AQA GCSE Language – Section B

Students will practice their writing skills for section b of paper 1 and 2.

Students will do this through a combination of past papers, mini mocks and weekly tests.

Writing Assessments: Section B Paper 1 and 2

Students will be assessed through a combination of past paper questions, mini mocks and weekly tests.

Purpose of Assessment: As outlined previously.

AQA GCSE Literature – Paper 1 and 2

Students to revise all Literature texts in preparation for the exams: Romeo & Juliet , An Inspector Calls, Poetry Anthology, Jekyll & Hyde

Reading Assessments: Weekly Literature Essays

Purpose of Assessment: As outlined previously.

Extra-Curricular Activities/ How you can help at home:

Online: BGGS Firefly BBC Bitesize, Seneca, Quizlet, Oxford home schooling, The School Run, YouTube

Daily reading to enrich knowledge of the English language and English literature, as well as vocabulary and literacy.

Watch Shakespeare’s plays, especially Romeo & Juliet, in theatres or online.

Practice past papers, look at model responses, read Examiner Reports, use PiXL Lit app, create quote cards

Develop note taking skills, create a revision timetable, form a revision group online or in school.

By taking part in the above, it will ensure that your daughter will not only excel academically but also broaden her knowledge of the world around us.

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Year 12   KS5 English

Term

Topic/ Key Enquiry Question

Type of Assessment

Autumn

‘Nineteen Eighty-Four’ by George Orwell. Students will be introduced to key themes and ideas arising from the text.

Students will have access to a wealth of contextual information surrounding the text and will learn about the main critical theories centred on the text.

Students will know about the assessment objectives required for this unit and will have access to plenty of exemplary materials from OCR to help and support them in their study of the novel.

Assessment:

Students will have a timed essay to complete at the end of the half term.

The essay will be based on a character or theme, including context.

In addition to the timed essay, students will be expected to write essays throughout the half term. These will be set every two or three weeks.

‘Maud’ by Alfred Lord Tennyson.

Students will study the epic monodrama ‘Maud’ by Alfred Lord Tennyson.

They will understand key themes and ideas arising from the poem, as well as have a detailed understanding of characters, including the speaker.

Students will have access to a wealth of contextual information surrounding the poem as well as information about the Life of Tennyson.

Students will also learn about the main critical theories in literature that can be linked to the poem.

Assessment:

Students will have a timed essay to complete at the end of the half term.

The essay will be based on a character or theme, including context

In addition to the timed essay, students will be expected to write essays throughout the half term. These will be set every two or three weeks.

Spring

‘Hamlet’ by William Shakespeare

Students will learn about the key themes arising from the text and will develop a detailed understanding of character presentations.

Students will also learn about the contexts surrounding the play as well as established critical theories in connection to the play.

Assessment:

Students will produce a timed essay at the end of each half term in Spring. The essay will be similar in style to the exam paper.

In addition to the timed essay, students will be expected to write an essay to demonstrate their learning every two or three weeks.

 

Coursework Preparation

Students will prepare for their first and second coursework pieces.

Students will learn about the poems of Carol Ann Duffy and Wilfred Owen and will be set tasks on various poems by these poets.

Students will also prepare for their second coursework, which will be a comparison piece.

They will learn about writers such as Arthur Miller, Maya Angelou, Toni Morrison and others. They will study extracts from texts by these authors and others,

Students will practise writing critical appreciations of unseen dystopian texts.

Links will be made to other dystopian texts students have read.

Students will write essays on tasks set on the poems, plays or novels studied throughout the half term.   These will be set every two or three weeks.

Assessment:

Students will write a critical appreciation of an unseen dystopian text in timed conditions

In addition students will also write a critical appreciation every two or three weeks.

Summer

Unseen Dystopian Texts

Students will practise writing critical appreciations of unseen dystopian texts.

Links will be made to other dystopian texts students have read.

Students will also begin their study of Webster’s Duchess of Malfi.

Students will learn about the key themes and ideas arising from the text and will be taught a wealth of contextual information surrounding the text.

Students will also learn about the key critical theories surrounding The Duchess of Malfi.

Assessment:

Students will complete a timed essay at the end of half term.

This will be on:

A critical appreciation of an unseen dystopian text, and

An essay on The Duchess of Malfi.

In addition, students will be expected to write an essay on the relevant text being studied every two or three weeks.

 ‘The Handmaid’s Tale’ by Margaret Atwood.

Students will learn about the key themes and ideas arising from the text and will be taught a wealth of contextual information surrounding the text,

Students will also learn about the key critical theories surrounding ‘The Handmaid’s Tale’.

Students will revise themes, characters, context and criticism of 1984 by George Orwell.

Students will practise writing higher level essays following modelling and scaffolding by the teacher.

Assessment:

Students will write a timed essay at the end of the half term.

The essay will be on:

The Handmaid’s Tale, and

1984

In addition to this, students will be expected to write an essay on the relevant text being studied every two or three weeks.

Extra-Curricular Activities/ How you can help at home:

Students to ensure that they undertake wider reading, articles, journals, critical readings of their exam texts.

Daily reading to enrich knowledge of English literature, improve vocabulary and literacy.

Watch performances of key texts or other, to build cultural capital. Can be watched in theatres or online.

Practice past papers, look at model responses, read Examiner Reports.

Develop note taking skills, create a revision timetable, form a study group online or in school.

By taking part in the above, it will ensure that your daughter will not only excel academically but also broaden her knowledge of the world around us.

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Year 13 KS5 English

Term

Topic/ Key Enquiry Question

Type of Assessment

Autumn

Coursework 1 / ‘The Duchess of Malfi / ‘The Handmaid’s Tale’

Students will spend the first two weeks completing their first piece of coursework.

Students will learn about the main themes and ideas prevalent in Atwood’s ‘The Handmaid’s Tale’

Students will have access to a wealth of contextual and critical material related to ‘The Handmaid’s Tale’

Students will also learn about the key themes and ideas in Webster’s ‘The Duchess of Malfi’ They will also have a detailed insight on the main characters and critical interpretations of the text.

Assessment

Students will complete a timed essay on:

The Handmaid’s Tale, and

The Duchess of Malfi.

In addition, students will produce essays on their texts every two or three weeks.

Students will submit the final coursework pieces for coursework 1.

Coursework 2 &

Preparing for Exams: Comparative Writing

Students will find connections between the ideas, themes and contexts of The Handmaid’s Tale and 1984, along with The Duchess of Malfi and the poetry of Tennyson.

Students will plan how to draft comparison essays on these texts using modelling and scaffolding of exemplary material from OCR.

Students will spend the last two weeks of Autumn completing the second coursework pieces.

Assessment.

Students will write a timed essay on:

Comparing The Handmaid’s Tale and 1984, and

Comparing The Duchess of Malfi and Tennyson.

In addition students will submit their second coursework piece, and

write a comparison essay for their texts every two or three weeks.

Spring

‘Hamlet’ Revision

Students will revise the key scenes, themes and characters in Hamlet.

Students will practise responding to exam style questions focussing on the respective assessment objectives for both questions.

Assessment

Students will write an essay in timed conditions on:

Hamlet section a – extract question, and

Hamlet section b – essay question

In addition, students will produce a response to either Hamlet task every two or three weeks.

Unseen Dystopian Revision

Students will read various unseen dystopian texts and write critical appreciations of the texts making links to wider reading.

 

Assessment.

Students will write a critical appreciation of an unseen dystopian text in timed conditions.

In addition, students will write a critical appreciation to an unseen dystopian text every two or three weeks,

Summer

Ongoing Revision

Students will revise various texts covered over the two year course in preparation for their exams.

 

SUMMER EXAMS

Extra-Curricular Activities/ How you can help at home:

Students to ensure that they undertake wider reading, articles, journals, critical readings of their exam texts.

Daily reading to enrich knowledge of English literature, improve vocabulary and literacy.

Watch performances of key texts or other, to build cultural capital. Can be watched in theatres or online.

Practice past papers, look at model responses, read Examiner Reports.

Develop note taking skills, create a revision timetable, form a study group online or in school.

By taking part in the above, it will ensure that your daughter will not only excel academically but also broaden her knowledge of the world around us.

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KS5 English Retake

Term

Topic/ Key Enquiry Question

Type of Assessment

Autumn

Students to revise and demonstrate skills for Sections A and B of AQA Language Paper 1.

Students to practise skills in analysing language, structure and forming evaluations of ideas and methods used by the writer.

Students gain proficiency in descriptive writing

Mini mocks followed by Paper 1 exam – both Sections A and B.

The purpose of the exam is to provide students with confidence in approaching the exam paper and demonstrate the skills they have practised during lessons in timed conditions.

Students to revise and demonstrate skills for Sections A and B of AQA Language Paper 2.

Students to practise skills in writing synthesise, analysing language and comparing ideas and methods used by writers.

Students gain proficiency in transactional writing and know features for various writing genres.

November retake exam – All students entered.

Students complete both Papers 1 and 2.

Spring

Students to revise and demonstrate skills for Sections A and B of AQA Language Paper 1.

Students to practise skills in analysing language, structure and forming evaluations of ideas and methods used by the writer.

Students gain proficiency in descriptive writing

Mini mocks followed by Paper 1 exam – both Sections A and B.

The purpose of the exam is to provide students with confidence in approaching the exam paper and demonstrate the skills they have practised during lessons in timed conditions.

Students to revise and demonstrate skills for Sections A and B of AQA Language Paper 2.

Students to practise skills in writing synthesise, analysing language and comparing ideas and methods used by writers.

Students gain proficiency in transactional writing and know features for various writing genres.

Paper 2 exam – both Sections A and B.

The purpose of the exam is to provide students with confidence in approaching the exam paper and demonstrate the skills they have practised during lessons in timed conditions.

Summer

Students will spend their lessons practising writing creative and transactional writing for Sections B of both papers.

Students will complete Sections B of both papers in timed conditions.

The purpose of the assessment is to enable students to demonstrate their learning in timed conditions for the upcoming exams in summer.

Students will gain confidence in using features of descriptive writing to respond to an image. They will also gain confidence in structuring stories.

Students will gain confidence in writing transactional texts; understanding the key features of the main writing genres.

Students will sit their GCSE examinations.

Extra-Curricular Activities/ How you can help at home:

Online: BGGS Firefly BBC Bitesize, Seneca, Quizlet, Oxford home schooling, The School Run, YouTube

Daily reading to enrich knowledge of the English language and English literature, as well as vocabulary and literacy.

Practice past papers, look at model responses, read Examiner Reports

Develop note taking skills, create a revision timetable, form a revision group online or in school.

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How we assess the impact of what your child is taught:

ENGLISH

How will classwork be marked/ monitored/ graded/ self-assessed?

KS3

Once every 3 weeks.

KS4

Once per fortnight.

KS5

Two essays every half term.

What classwork will be marked?

KS3

·         Teachers mark using purple pens. 

·         One piece of independent work every three weeks has evidence of detailed marking in the form of comments or questions and/or grades for work. 

·         WWW (What Worked Well) & EBI (Even Better If…) used.

KS4

·         Teachers mark using purple pens. 

·         One piece of independent work a fortnight has evidence of detailed marking.  This may include comments or questions and/or grades for work.

·         Student notes analysing texts for Literature need not be marked, however students need to label each page as ‘class notes’.

·         WWW (What Worked Well) & EBI (Even Better If…) used.

KS5

Teachers mark essays twice every half term.

·         WWW (What Worked Well) & EBI (Even Better If…) used.

How will students ‘reflect’ on marking/ feedback?

KS3/KS4/KS5

Students allocated about ten minutes ever two to three weeks to respond to feedback ‘GAP TASK’ or ‘GREEN PEN WORK’.  Students respond to teacher questions or instructions using green pen in silence; either directly underneath the written prompt by the teacher or at the end of the piece of work.

How will Homework be marked/ monitored/ graded?

KS3

SAM Learning™ automated sheets provided with marks.

KS4

Essay (Literature questions) or Language tasks set for homework are marked.  SAM Learning™ automated summaries provided with marks.

KS5

Essays will be marked

What are the formal Assessments? When are they marked?

 

KS3 - Reading/Writing tasks once every half term. STAR rating used for feedback following assessments.

 KS4 - Exam style questions every half term. Evaluation sheets using AO’s used following assessments.

 KS5 - Past exam question paper once every half term. Evaluation sheets with Assessment Objectives used following assessments.