English

Our Philosophy

English is at the heart of the education in the Academy. It is a subject in its own right and yet English is vital for communicating with others in school and in the wider World. It is fundamental to learning in all curriculum subjects as literacy informs achievement across the curriculum. In studying English, students develop skills in speaking, listening, reading and writing that they will need to participate in society and employment. Students learn to express themselves creatively and imaginatively and to communicate with
others confidently and effectively.

Whilst the study of language enables students to communicate more effectively in a range of ways, the study of literature offers a journey into different cultures, societies and history. It reflects the experiences of people from many countries and times and contributes to our sense of cultural identity. Students learn to become enthusiastic and critical readers of stories, poetry and drama as well as non-fiction and media texts, gaining access to the pleasure and world of knowledge that reading offers. Examining the patterns, structures, origins and conventions of English helps students to understand how language works. Using this understanding, students can and adapt what they say and write in different situations, as well as appreciate and interpret the choices made by other writers and speakers. Thus the study of English literature shapes our perception of the world - past, present and future whilst English itself furnishes students with a range of life skills.

Learning in English enables all young people to become:

• Successful learners who enjoy learning, make progress and achieve

• Confident individuals who are able to live safe, healthy and fulfilling lives

• Responsible citizens who make a positive contribution to society.

Aims:

• To encourage independent learning
• To encourage the pursuit of excellence
• To offer opportunities to demonstrate achievement
• To develop students' ability to use a wide range of ICT resources
• To give students access to a range of resources
• To provide opportunities for cross curricular collaboration
• To stimulate original thinking and critical habits of mind
• To develop the ability to construct an argument, both oral and written
• To develop skills in peer group learning and working in collaboration with a variety of people
• To promote students' competence in the interactive skills of talking, listening, reading and writing to develop their confidence in speaking clearly and fluently in a variety of situations using appropriate language and vocabulary in response to a range of purposes and audiences of increasing complexity and demands
• To develop students' confidence in listening with sensitivity and understanding in similar circumstances
• To enable students to read accurately, fluently, confidently with understanding and enjoyment, respond to, analyse and evaluate a range of different materials to extend their experience and insight in their learning that reading is necessary for their personal and working lives in a challenging society
• To enable students to write and convey meaning for a range of purposes and audiences in the appropriate style through the stages of: development of ideas, careful planning, drafting and editing for accuracy and relevance, thereby creating effective pieces of work, in which they can experience a sense of pride
• To develop students' empathy and understanding of others through all aspects of their writing, reading, speaking and listening work, in particular that connected with the local community
• To provide a supportive environment where effective teaching and learning can take place by having high expectations of everyone, assessing and carefully responding to the needs of all students by monitoring their progress and regularly evaluating practice
• To provide an awareness of the development of English literature, thereby enabling students to understand how writers work in relation to their literary tradition
• To encourage an understanding of the relation of literary works to their historical context

 English skills to be learned by students consist of the following:

Speaking and Listening;

discussion
problem solving
argument
debate
role play
drama
presentations

Reading

research
analysis
evaluation
comparison
media

Writing

creative writing
non-fiction
analysis
information
explanation
description
persuasion
discussion

 The English department consists of a strong team of dedicated and flexible specialists who work closely and collaboratively in all matters concerning the curriculum and school life.

As such, we have worked together to develop a modular system which offers a curriculum that is broad, balanced, differentiated and relevant, and which is constantly reviewed in the light of local and national needs and statutory requirements. Our curriculum meets the requirements of the National Curriculum and aims to promote the need for all students to become successful learners, confident individuals and responsible citizens.

Each module sets out clear aims and includes the National Literacy framework objectives; teacher's notes outline teaching approaches, leaning styles, use of ICT and differentiated activities. A wide range of resources is deployed to enhance teaching.

In Key Stage 3, it is our aim to equip all students with the language skills necessary for their personal, social and working lives. As such, there is a strong focus on speaking and listening skills and both drama and media studies have been successfully integrated into the curriculum in order that students can become critical thinkers, readers and writers. Drama is studied in each year group and at least one entire play written by Shakespeare is taught during the key stage. A wide range of reading skills is taught for practical purposes and to encourage reading for pleasure. There is a strong focus on literacy skills; the key stage 3 literacy strategy and functional skills are embedded into our programme of study and are supported by a cross curricular literacy initiative. Consequently, skills in punctuation, spelling and grammar are taught in English and reinforced in all other subject areas.

In Key Stage 4, specialists take responsibility for the teaching of these subjects though all staff are expected to teach the media coursework component of the GCSE syllabus. All students in Key stage 4 are currently following the AQA Specification A GCSE course in English and English Literature. We have a policy whereby the majority of students are entered early for their GCSE English in November; this venture has been very successful in raising aspirations and standards of attainment.

In both Key Stages, there is a structured assessment system that involves all students. One of the many strengths of the department lies in its organization and structure and its success lies in the commitment of the staff to these systems.

In the Sixth Form, students opt for GCE English Literature AQA specification A. There are plans at a later date to introduce a combined English Language and Literature course and an English Language course at A level.

The department is committed to raising achievement and has implemented a range of strategies to facilitate this. Our success is reflected in our students' results.

In addition to our subject-based work, as a department we also make a significant contribution to the extra-curricular life of the school. We arrange a number of theatre trips, workshops, visits, visiting speakers and a Bookweek festival amongst many other varied activities.