English
Who are we?
Head of Department – Miss J Tunnacliffe
Second in Department – Mrs D Richardson
Teachers – Miss L Coen, Mrs M Eddleston, Ms L Harrison, Mr L Lyons, Miss S Rashid, Mrs S Roberts, Ms H Shah, Mrs A Yeoman
HLTA – Miss D Mitchell
Curriculum Intent
Reading is breathing in; writing is breathing out.
The English curriculum at North Huddersfield Trust School centres around the inter-relationship between reading and writing. We read a range of challenging texts with our students, enabling them to become critical thinkers who can analyse, evaluate and compare texts.
We explore writers’ ideas and messages through their representations of other worlds, outsiders and otherness and the themes of power, conflict and relationships; this reflects our core values of tolerance and empathy.
In turn, the ideas our students encounter in the texts they read and study inspire the creation of consciously-crafted written pieces, thus enabling their voices to be heard.
Curriculum Map
Curriculum Map
Click here to view the department curriculum map.
What do we do?
Key Stage 3
We have a tailored, interesting and challenging curriculum which aims to develop and build upon the skills students gained at KS2, whilst also introducing new ones. Students study a wide range of novels, plays, poems and non-fiction which are connected through themes and ideas. Many of the texts we study allow students to make links to real world examples, both past and present. Recall is embedded into our schemes to ensure students consolidate the learning and skills needed for success at Key Stage 4. Students have three formal assessments throughout each year of KS3.
Key Stage 4
Year 10:
At NHTS, students sit their final GCSE English Literature exams at the end of Year 10. This allows students to sit one of their GCSEs early and will enable them to focus on other subject areas in Year 11, as well as increasing their confidence in preparing for, and sitting, formal examinations.
In English Literature, students engage with, analyse and evaluate a variety of texts including novels, plays and a range of poetry. Whilst studying these texts, they will explore the contextual factors which influenced them along with writers’ messages. The ideas, genres and themes students encounter during their KS4 studies link directly back to those encountered during KS3.
The course is assessed through external examinations at the end of Year 10. Students sit two separate exams for English Literature (outlined below). GCSE examinations in English are not tiered; students of all abilities sit the same papers. We follow the AQA specification for English Literature and study the following texts:
- Macbeth by William Shakespeare (Paper 1)
- A Christmas Carol by Charles Dickens (Paper 1)
- An Inspector Calls by J.B. Priestley (Paper 2)
- AQA Power & Conflict Poetry Anthology (Paper 2)
- Unseen poetry (Paper 2)
Once the Literature examinations have taken place, all students also complete a compulsory speaking and listening assessment. This is part of their English Language GCSE and they are tasked with writing, and performing, a speech about an issue that is important to them. This does not contribute to their GCSE grade, but they will be awarded a pass, merit or distinction for this component.
Year 11:
All students study Edexcel English Language 2.0 in Year 11. This course is assessed through external examinations at the end of Year 11: students sit two papers of equal length and weighting (outlined below). GCSE examinations in English are not tiered; students of all abilities sit the same papers. Throughout the course, we analyse, compare and evaluate a range of both fiction and non-fiction texts. Students are encouraged to identify effective techniques used by writers, so that they can use these in their own written pieces.
Paper 1: 19th Century non-fiction texts and transactional (non-fiction) writing.
Paper 2: Contemporary texts and imaginative (fiction) writing.
| Consistency | We aim for consistency through the current development of schemes of learning (SOL.) These will be taught department wide, thus ensuring all students receive the same high-quality teaching. These SOL are designed to teach to the top, with scaffolding being provided on an individual basis as required. SOL also include tasks/assessments which all students within each year group are required to complete. The marking/feedback of tasks/assessments is being embedded into SOL so there is a shared experience regarding the type of feedback students receive. |
| Closing the Gaps | We monitor data to identify gaps in order that we can then design and implement strategies which aim to lessen these. We carry out targeted intervention which is personalised in response to student need. We offer opportunities for all students to attend extra-curricular events and activities, such as theatre trip visits, regardless of their socio-economic status. We ascertain the reading ages of all children in KS3 every term to ensure the reading material they encounter provides stretch and challenge regardless of their ability. |
| Community |
We aim to ensure all students achieve at least expected progress in this subject. We are aware of the importance of English Language as a GCSE which is required for entry to many college courses/apprenticeships. We liaise with parents/carers regarding their child’s progress. We also liaise with partner primaries in order to ascertain prior learning. In addition, we take a leading role in the school’s transition programme with students from Year 4 – Year 6. |