English is at the heart of everything we do as people. It’s about communication, it’s about creativity, it’s about culture and identity, and it’s about making sense of (and questioning) the world around us. English at Pilton aims to stimulate inquisitive minds which value alternate viewpoints and opinions. English at Pilton promotes independence in learning, challenging pupils to think, research, discuss and debate topics which matter to them. Whether we’re exploring literary heritage texts or deconstructing modern media, we’re passionate about our subject and enjoy sharing that passion with our pupils.

 

Key Stage 3

Units of work, Grouping of students, assessment and expected standards

In Years 7 and 8, and 9 pupils are encouraged to develop their own writing skills and encounter a wide range of reading material, including literature, non fiction, and media texts. In following the guidelines set out in the National Literacy Strategy for Key Stage 3 and The National Curriculum, we seek to promote a love of reading and an appreciation of quality writing.

 

Pupils are taught in their mixed ability tutor groups with differentiation and a comprehensive intervention programme used to ensure maximum progress for every pupil. Pupils are assessed through reading, writing and speaking and listening tasks. A comprehensive assessment and target setting system is in place, ensuring pupils know how to progress in each area. Assessment tracking and teacher referral are used to target potential areas of underachievement.

 

Key Stage 4

Units of work, Grouping of students, assessment and expected standards

In Years 10 and 11 the majority of pupils follow the AQA English Language/English Literature GCSE course, awarding two GCSEs. A small number of pupils follow the AQA English course, receiving one GCSE. Both courses enable pupils to study works by contemporary and pre-twentieth century writers. Elements of the course also require study of the media and a detailed knowledge of different non-fiction genres. Creative elements include writing for a specific purpose (to argue, to describe, to persuade etc.) and writing a commissioned piece. Pupils will also investigate spoken language and take part in group, paired and individual speaking and listening assessments.

Pupils are taught in small mixed ability groups. This is designed to create an inclusive and supportive arena which promotes the exploration of a diverse range of viewpoints, therefore promoting critical reflection and alternative interpretations which is key to reaching A* at GCSE. Assessment at GCSE is through controlled assessment, speaking and listening tasks, and external examination.

Controlled Assessment = Preparation for the task is undertaken with the support of the teacher. The creation of the final assessed piece is undertaken in controlled conditions within the classroom. These conditions include working independently and working within a finite time frame (usually 4 hours).

Speaking and Listening Tasks = All students will complete at least one individual contribution (e.g. presentation, speech), discussion (this may be formal or informal), and a role play (may be fictional or based on literary/ non fiction texts).

External Examination = Parts of the English or English Language/ English Literature GCSE courses will be assessed through an examination which will take place in the exam hall.

 

Home Learning Opportunities

Home learning reinforces and extends the work done in the classroom. It may take a variety of forms, including: reading, researching, note-making, planning, writing, editing, creating visual texts, and the revision of key terms and/or texts.

 

Gifted & Talented Opportunities

The English department provides a range of opportunities for ‘Gifted and Talented’ pupils as well as collaborating with other departments on cross curricular initiatives. These include:

 

• Kids’ Lit Quiz   www.kidslitquiz.com

• Spelling Bees

• Poetry/ Creative writing competitions, both internal and external

• Poetry/ Creative writing workshops led by professional writers

• Presentations by published authors/ Q&A opportunities

• Cross phase projects which provide our pupils with the opportunity to lead/ mentor younger pupils. This has included acting as reading mentors, teaching/assisting with a range of KS2 projects, and providing animation workshops.

• Visits to the theatre and cinema which enrich students’ understanding of stagecraft and moving image, whilst broadening pupils’ cultural knowledge.

• Youth Speaks (in collaboration with the ‘Debate Club’)

 

This is a sample, as opposed to a comprehensive list. As responsive teachers we are always looking for new and inventive ways to provide challenging and engaging experiences tailored to the needs of our pupils.