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English

The key to success in life is the ability to express your ideas, thoughts and beliefs clearly and coherently, be this through speech, the written word or media. Communication allows us to interact, participate and think thus, making us valuable members of society.

Good communication is based on a deep understanding of the power of words. This profound understanding of words is gleaned and developed by consuming words; reading gives us the opportunity to do this. Reading opens the mind; it takes us on journeys, it provides us with information, it allows us to listen to voices previously unknown, it tells us about history and opinions, it is the basis of modern communication.

It is with this knowledge of words we can begin to experiment in our own writing and verbal communication. Armed with words, punctuation and grammar we can become proficient wordsmiths and influence others, drive opinions, support ideas, create wonderful places and take others on our word journeys.

‘Without knowing the force of words, it is impossible to know men’ - Confucius

Teaching

Teachers are encouraged to be creative in all lessons in order to ensure that students become independent learners; students should take the lead in the lessons and feel they have ownership of their learning. Schemes of work, provide guidance for teachers and ensure common outcomes are achieved at the end of each half term.

The department is well resourced and has a broad range of fiction and non-fiction texts. It is essential that we teach students using both books and new media, therefore every classroom is well equipped. It is through texts that language is explored and analysed. Many moral and ethical issues are raised through reading and students should question opinions and thought, and learn to formulate their own views on society and the world. It is essential they are provided with opportunities to question and debate.

It is our aim to develop students who speak fluently and listen closely thus ensuring they can articulate and deal with the successes and stresses of living in the modern world.

Classes

Students are set on ability. There are 4 one hour lessons a week for KS3 and 5 for KS4, with additional literacy support where necessary in KS3.

Homework

Homework is set twice a week and every week for every class. Specifically, KS3 students are set 30 minutes of reading once a week and students have a specific reading record book where all reading homework is recorded and parents are encouraged to comment on their child’s progress. All homework should be recorded in the planner and students who miss homework will find the homework set for the week on the front of the classroom door.

Lessons

In English lessons students will concentrate on the three main skills of speaking and listening, reading and writing. They will be given opportunities to speak, formally and informally, and listen to others with understanding in a variety of settings.  They will also learn the appropriate forms of spoken English for different situations.

They will read a wide variety of novels, poetry and plays, including Shakespeare, and discuss and write about what they have read.  They will also be able to borrow books from the school library and be encouraged to read for their own enjoyment. They will learn how to write in a variety of forms and styles so that they can express themselves confidently and clearly on paper.  The skills of spelling, punctuation and grammar are taught as an integral part of this.

Key Stage 3

Term

Year

SOW

Suggested Outcomes - see SOW for more detail

Reading

Writing

S&L

Autumn 1

7

Autobiography

Deduce and infer from biographical writing

Memorable moment

My life so far

8

Shakespeare

Character analysis

Review of Globe trip

Role play of a scene

9

War Poetry

Poetry analysis

Letter from the trenches

Dramatic interpretation of a poem

Autumn 2

7

The development of English

Character study

Describe a pilgrim

Role play of a tale

8

Contemporary Play

Analyse a theme

Showing Empathy

Debate an issue from the play

9

Non-Fiction. Travel Writing

Language analysis

Persuasive piece

Presentation of favourite holiday

Spring 1

7

Contemporary Novel

Intro to P.E.E

Writing as a character

Devised scene from novel

8

Media

Analysis of adverts

Storyboard

Group presentation of a product

9

Novel

Character analysis

Letter from a character

Discussion of issue from novel

Spring 2

7

Contemporary Novel

P.E.E on language

Review of novel

Discussion on a theme

8

Poetry

Poetry analysis

Storyboard

Presentation of the effectiveness of language techniques in a poem

9

Creative Writing

Analysis of descriptive and narrative pieces

Narrative and descriptive

Role play of a narrative piece

Summer 1

7

Narrative Writing

Study of narrative structures

Narrative piece on given topic

Role play a fairy tale

8

Contemporary Novel

Context links

Describe a place in the novel

News report

9

Play

Theme analysis

Showing Empathy

Devised scene from play

Summer 2

7

Contemporary Play

Character analysis

Letter from the director to an actor

Role play of a scene

8

Contemporary Novel

Language analysis

Speech about issue from novel

Performance of speech

9

Speaking and Listening

Analysing Speeches

Writing speeches

Presentation of speech

 

Additional Support with Reading

Within the English department there is a team of three specialist teachers, dedicated to the teaching of literacy.  They work principally with those in Years 7 - 9.

On transition from primary to secondary school, we have a great deal of helpful information from Year 6 teachers.  At the start of Year 7 we screen all students and use all this data to inform decisions about who would benefit from the literacy programme. 

Small groups have either two or three lessons a week.  Depending on the level, they follow a tightly structured programme of work from dedicated texts, on a wide variety of themes which are written specifically to appeal to teenagers.  The topics covered are often challenging and provoke fascinating discussions.

Our aim is to offer intensive input to support reading in the first few years at secondary school to enhance later results at GCSE and beyond.  This happens in a supportive environment, often allowing nervous or reluctant readers to blossom.

Key Stage 4

Year 9 / Year 10

Years 9 and 10 are working towards the Eduqas (WJEC) English Language and English Literature where they will sit the exams in June of Year 11.

Language Course Outline:

Component 1 - 20th Century Literature Reading and Creative Prose Writing (exam - 1 hour 45 minutes).

Component 2 - 19th and 21st Century Non-Fiction Reading and Transactional/Persuasive Writing (exam - 2 hours).

Component 3 - Spoken Language (Internally assessed).
 

Literature Course Outline:

Component 1 - Shakespeare and Poetry.  Students will either study:  Macbeth, Much Ado About Nothing or The Merchant of Venice, and an Anthology of Poetry from 1789 to the present day (exam - 2 hours).

Component 2 - Post 1914 Prose/Drama, 19th Century Prose and Unseen Poetry.  Students will either study:  Lord of the Flies and Silas Marner, or The Woman in Black and Jekyll and Hyde, or Blood Brothers and A Christmas Carol.  There is an unseen poetry question as well (Exam - 2 hours and 30 minutes).


Year 11

Year 11 are working towards the Cambridge English Language IGCSE where they will sit the exam in November or June.

Course Outline:

There are 3 pieces of coursework to be completed.  Each piece of coursework should be 500 - 1000 words.  There is a speaking and listening assessment and 1 exam to gain the English Language Qualification.

Coursework 1: informative, analytical and/or argumentative.

Coursework 2: imaginative, descriptive and/or narrative.

Coursework 3: a response to a text or texts chosen by the teacher, with input from the students.

Speaking and Listening - individual task which can be a presentation or monologue (3 - 4 minutes).  Discussion where students discuss with the teacher/examiner prepared questions (6 - 7 minutes).

Exam Paper - to be taken in June.  Examined on reading and writing skills (Non-fiction).



Year 11 are also working towards the AQA English Literature IGCSE where they will sit the exam in June.

Course Outline:

Coursework - One piece of coursework will be completed.  The task is to compare a theme across at least two texts, i.e. compare the representation of racism in To Kill a Mockingbird and Of Mice and Men.  Student can study any two texts as long as they are not on the exam paper.

Exam - To be taken in June.  Study of one of the following:  Curious Incident of the Dog in the Night-time, Journeys End or A View from the Bridge (poetry analysis).

Key Stage 5

Year 12

Year 12 are starting the new specification from Edexcel and will gain an 'A' Level at the end of Year 13.  All exams will be taken in June of Year 13.

Course Outline:

Component 1: Drama - a study of one Shakespeare text and one other drama text using critical essays to analyse the ideas presented (exam 2 hours and 15 minutes).

Component 2: Prose - a study of two texts creating a comparative essay (exam 1 hour).

Component 3: Poetry – a study of poetry from a specific literary period or movement (exam 2 hours and 15 minutes).

Component 4: Coursework – a study of at least two texts across a given theme.  Independent work is encouraged as much as possible with this unit (2500 to 3000 word comparative essay).


Year 13

Year 13 are continuing on to the 'A2' Level Edexcel course adding a further 2 units to their 'AS' level qualification to gain their 'A' Level qualification.

Course Outline:

Unit 3 - Prose and poetry, including texts published after 1990.  Three prescribed texts from a choice of six, including at least one text published after 1990 and both prose and poetry. Unit 3 is assessed through an exam in June.

Unit 4 - Content Summary: Poetry, prose or drama for independent study from a free choice of texts.  Assessment is through coursework of 2500-3000 words maximum, including quotations.  Either one extended study, or two shorter studies, or a creative response with a commentary.

 

Equipment

Students are required to provide their own pens, pencils and coloured pencils.  It is also advisable for each student to have his/her own pocket-sized dictionary and thesaurus.

How Parents Can Help

By providing their child with a quiet place to complete homework. By encouraging them to join a local library and to read and write for their own enjoyment. By encouraging them to read non-fiction such as newspapers.

Prospectus

We invite you to take a look through the Knole Academy prospectus to discover the wealth of opportunities available.

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