August 25th 2022English (Literature and Language)
What our students think about English
Intent
The intent of our English Curriculum is to close and surpass any vocabulary gaps ensuring socioeconomic equity for students whilst developing cultural capital that ensures parity amongst contemporaries as well as access to literary arts and the lifelong joy of spoken word.
VIDEO: Learn more about English at MHS
Learning hours
| Year Group | 7 | 8 | 9 | 10 | 11 |
|---|---|---|---|---|---|
| Learning hours per week | 4 | 4 | 4 | 4 | 4 |
Knowledge, understanding and skills
| Year group | 7 | 8 | 9 | 10 | 11 |
|---|---|---|---|---|---|
| Topics covered | A Monster Calls, Crime and Punishme-nt, Romeo and Juliet | Dystopia and Dictators, Gothic Literature, The Tempest | Anita and Me, Diverse Shorts, Transactional writing, Gothic Fiction - Dorian Gray and Robert Louis Stevenson | Jekyll and Hyde, Power and Conflict Poetry, Fiction Analysis, Creative Writing, Transactional Writing |
An Inspector Calls, Macbeth, Unseen Poetry, Jekyll and Hyde, Power and Conflict Poetry, Non-Fiction Analysis, Transactional Writing, Fiction Analysis, Creative Writing |
| Knowledge and understanding |
Knowledge and understanding of grammatical functions and sentence crafting. Beginning to recognise grammatical terminology, and linguistic conventions. Beginning to understand subject terminology for language and structural devices Knowledge of the plot, action and characters within the literature texts studied Understanding how to use literary devices in their own writing Understand spoken language and delivery skills |
Knowledge and understanding of grammatical functions and sentence crafting. Recognising grammatical terminology, and linguistic conventions. Beginning to understand subject terminology for language and structural devices Knowledge of the plot, action and characters within the literature texts studied Understanding how to use literary devices in their own writing Understanding how to write for a specific effect and/or purpose Understand spoken language and delivery skills |
Knowledge and understanding of grammatical functions and sentence crafting. Recognising grammatical terminology, and linguistic conventions. Beginning to understand subject terminology for language and structural devices Knowledge of the plot, action and characters within the literature texts studied Understanding how to use literary devices in their own writing Understanding how to write for a specific effect and/or purpose Understanding the conventions of different transactional forms Understand spoken language and delivery skills |
Knowledge and understanding of grammatical terminology, and linguistic conventions for reading, writing and spoken language Knowledge of subject terminology for language and structural devices Knowledge of the key contextual factors surrounding the Literature Texts studied Knowledge of the plot, action and characters within the literature texts studied Understanding how to write for a specific effect and/or purpose Understanding the conventions of different transactional forms Knowledge of the structure of the GCSE papers Understand spoken language and delivery skills |
Knowledge and understanding of grammatical terminology, and linguistic conventions for reading, writing and spoken language Knowledge of subject terminology for language and structural devices Knowledge of the key contextual factors surrounding the Literature Texts studied Knowledge of the plot, action and characters within the literature texts studied Understanding how to write for a specific effect and/or purpose Understanding the conventions of different transactional forms Knowledge of the structure of the GCSE papers Understand spoken language and delivery sk |
| Skills |
Able to read a wide range of texts fluently and with good understanding Write effectively and coherently using Standard English appropriately Use grammar correctly, punctuate and spell accurately Acquire and apply a wide vocabulary Use spoken Standard English effectively. Employ descriptive techniques within writing. |
Able to read a wide range of texts fluently and with good understanding Write effectively and coherently using Standard English appropriately Use grammar correctly, punctuate and spell accurately Acquire and apply a wide vocabulary Use spoken Standard English effectively. Employ descriptive techniques within writing. Begin to employ structural techniques within writing |
Able to read a wide range of texts fluently and with good understanding Write effectively and coherently using Standard English appropriately Use grammar correctly, punctuate and spell accurately Acquire and apply a wide vocabulary Use spoken Standard English effectively. Employ descriptive techniques within writing. Begin to employ structural techniques within writing Use the correct conventions appropriate for transactional tasks |
That they are able to read a wide range of texts fluently and with good understanding Read critically and use knowledge gained from wide reading to inform and improve their own writing Write effectively and coherently using Standard English appropriately Use grammar correctly, punctuate and spell accurately Acquire and apply a wide vocabulary Employ descriptive techniques within writing. Employ structural techniques for impact Use the correct conventions appropriate to Genre, Audience, Purpose and Style Use spoken Standard English effectively. -AO1 Identify and interpret explicit and implicit information and ideas -AO2 Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views - AO3 Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts -Compare texts: compare two or more texts critically with respect to the above. -AO4 Evaluate texts critically and support this with appropriate textual references |
That they are able to read a wide range of texts fluently and with good understanding Read critically and use knowledge gained from wide reading to inform and improve their own writing Write effectively and coherently using Standard English appropriately Use grammar correctly, punctuate and spell accurately Acquire and apply a wide vocabulary Employ descriptive techniques within writing. Employ structural techniques for impact Use the correct conventions appropriate to Genre, Audience, Purpose and Style Use spoken Standard English effectively. -AO1 Identify and interpret explicit and implicit information and ideas -AO2 Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views - AO3 Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts -Compare texts: compare two or more texts critically with respect to the above. -AO4 Evaluate texts critically and support this with appropriate textual references |
5 year learning journey
5yr-Language-Curriculum-river.pptx.pdf
5-year-journey-English-Literature.pdf
Specification
https://qualifications.pearson.com/en/qualifications/edexcel-gcses/english-language-2021.html
https://www.aqa.org.uk/subjects/english/gcse/english-literature-8702/changes-for-2022
Careers
The skills you gain through studying English are marketable in most sectors. The major strength of studying English is the ability to communicate effectively, both orally and in writing. Some of the careers linked to the study of English are:
Assessment
Each unit that students study is assessed through formative marking and feedback sheets.
Students will sit a knowledge checkpoint quiz in Half Term 1, 3 and 5 and an EOT assessment in Half Term 2, 4 and 6. In Key Stage 4, English Language and Literature are taught as separate subjects and assessed using past exam papers in preparation for the GCSE at the end of Year 11.
Feedback
Marking sheets are used to check the presentation of the student's books as well as re-calling key vocabulary, that the students should use in a sentence, as well as containing a ‘do now’ task. These tasks are chosen based on the misconceptions found in 5 a day and application activities.
Teachers will give 1 piece of detailed feedback per half term. This should be on a piece of extended writing that is planned into the MTP’s. Students should be given a clear WWW and EBI in order to make improvements on their work. The English department use the feedback grids that are based off of the assessment criteria, teachers should mark as to where the students are within that criteria.
Learning beyond the classroom
Poetry live in London
Globe Theatre Trips
Witness for the prosecution theatre trip
Clubs:
Thursday Lunchtime Film Club with Miss McCluskey
Reading time: Every Break and Lunch in the Library
For supporting your creative writing:
The Thinking Shed - THE LITERACY SHED A great website full of ideas to inspire your creative writing
For helping you to choose a good book:
School reading list - recommended books for children and teens. Reading is such an important part of English and at Meridian we encourage students to read independently and widely - this is a great site for ideas for year 7-11 students. So... Keep Reading!
For support with GCSE Language and Literature texts:
https://senecalearning.com good revision site to help you learn faster and memorise better
Mr Bruff - YouTube Really good lessons on all of the literature and language topics to watch and revise from
GCSE and A Level Revision | S-cool, the revision website
http://www.englishbiz.co.uk/ English Language and Literature revision guides and practical strategies for writing and analysis.
Gojimo | the UK's most popular revision app popular revision app for English literature and language
SparkNotes: Today's Most Popular Study Guides Sparknotes is a good resource for revision of the key Literature texts
GCSE English | CGP Books Physical revision guides to purchase for Language and Literature in KS3 and 4.
