English


English

Faculty of English


Staff

Mrs K Holden - Head of Faculty and Assistant Head teacher

Mrs A Cunningham Acting Head of Faculty

Mr G Kay Key Assistant Subject Leader

Ms S Dempsey Deputy head teacher

Mr A Montrose Deputy Head teacher

Mrs M Leatherbarrow Key Stage coordinator 

Ms C Chapman English teacher

Mrs H Hutchence study room

Ms S Hussain English teacher

Ms F Dunlop Literacy Coordinator

Ms E Davie English teacher

Mr L Dunlop study room


Progression

A-level English Language and Literature
AS English Language and Literature
A-level English Language
AS English Language

Ethos

  • At St Peter's RC High School we are committed to ensuring that all our students become competent and confident young men and women, who are able to communicate successfully in all situations, with an understanding and appreciation of the world and their role in it through the study of English and Literature.
  • All students study English for five years. We engage them through the study of a wide range of literature, novels, plays and poems, both classical and contemporary. We are committed to the study not only of English Literature but of literature from other cultures as well as texts displayed on page and on screen, in images and in words. We focus on both literary and non-literary texts, exploring the ways texts are constructed, read, interpreted and used.

Aims

Our aim is to promote the development of literacy, based on the pleasures and demands of reading, writing, speaking and listening. We believe that the study of literature within cultural and historical contexts challengers students to articulate and defend ideas, to appreciate ideas different from their own, and to respect diversity. They are encouraged through their own writing to develop independent thinking skills in a variety of situations and for a variety of purposes.

 


KS3 Curriculum 2019-2020


Years 7, 8 and 9

Intent

In Key Stage Three we aim to promote a love of learning within English, whilst also focusing on developing the literacy skills needed for success in later life. Pupils study a wide range of texts from a variety of genres, time periods and cultures. Pupils learn to write accurately, fluently, effectively and at length, whilst developing their knowledge of grammar and vocabulary, as well as how to articulate themselves effectively, using Spoken English.

 Pupils are given a range of opportunities to develop a love of reading, expand their understanding of cultures through texts, and develop their knowledge of ‘big ideas’ and concepts which writers deal with in their texts.

Content

In Years 7 and 8, pupils are taught in mixed ability groups. As pupils begin to prepare for the GCSE course in Year 9, we then set according to academic ability in order to ensure that every pupil is taught at a level appropriate to his or her own stage of development. All classes cover the same academic content. For those pupils with special needs in Literacy, extra help, either in small groups or individually is available, and similar help and support is provided for those pupils who are gifted at English. We also ensure that anyone who is not achieving their potential in English, for whatever reason, is given individual, personalised support.


KS4 Curriculum 2019-2020


Year 10 and Year 11

Intent

In Key Stage Four we aim to further develop pupils’ love of learning within English lessons, whilst preparing for their GCSE examinations. Pupils continue to study a wide range of texts from a variety of genres, time periods and cultures. Pupils develop their ability to write accurately, fluently, effectively and at length, whilst building on their knowledge of grammar and vocabulary, as well as how to articulate themselves effectively, using Spoken English.

Pupils are given a range of opportunities to develop a love of reading, expand their understanding of cultures through texts, and develop their knowledge of ‘big ideas’ and concepts which writers deal with in their texts.

 

Content

At KS4 we follow the new GCSE AQA English and Literature Specifications.

Each qualification is assessed on 100% examination.

Pupils are entered for the English Literature examinations in Year 10 and the English Language examinations in Year 11.

 

AQA GCSE English Language - 100% exam - No coursework

 

Year 10

English Literature Paper 1 - pupils are given extracts from a 19th Century novel (Frankenstein), and a Shakespearean play (Macbeth), and have to provide an analytical response.

English Literature Paper 2 - pupils have to answer a question on a Modern Text (the play, An Inspector Calls) for Section A, as well as responding to questions on a range of Pre-studied poems for Section B (Love and Relationships Anthology Poetry) and Unseen Poems for Section C.

 

Year 11

English Language Paper 1:    

Section A – Reading

One extract from a novel/short story.

Q1 – List four things you learn (4 marks)

Q2 – How does the writer use language? (8 marks)

Q3 – How does the writer use structure? (8 marks)

Q4 – To what extent do you agree with the statement? (20 marks)

Section B – Creative Writing

Write a story/description

Choice of two tasks – one based on an image (40 marks)

 

English Language Paper 2:

Section A – Reading

Two non-fiction extracts – one from 19th century.

Q1 – Identify the four true statements (4 marks)

Q2 – Summarise the differences/ similarities (8 marks)

Q3 – How does the writer use language? (12 marks)

Q4 – Compare the writers’ attitudes (16 marks)

Section B – Writing to express an opinion

Write a letter/speech/article/leaflet to give your opinion on a given topic (40 marks)

 

Literacy

In all examinations pupils are awarded marks for the quality of Spelling, Punctuation and Grammar. Pupils are therefore reminded constantly of the importance of ‘SPAG’ in all English lessons, across other subject areas and during morning registration periods. At Key Stage 3, all lessons begin with a specific literacy focus, including spelling, reading, speaking and listening. At Key stage 4, pupils continue to focus on skills such as speaking and listening, reading for pleasure and spelling within their English lessons and units of work.

 

Weighting of assessment objectives for GCSE English Language

Assessment objectives (AOs)

Component weightings (approx %)

Overall weighting (approx %)

Paper 1

Paper 2

Spoken Language NEA

AO1

2.5

7.5

N/A

10

AO2

10

7.5

N/A

17.5

AO3

N/A

10

N/A

10

AO4

12.5

N/A

N/A

12.5

AO5

15

15

N/A

30

AO6

10

10

N/A

20

AO7

N/A

N/A

endorsement

0

AO8

N/A

N/A

endorsement

0

AO9

N/A

N/A

endorsement

0

Overall weighting of components

50

50

0

100

 

Weighting of assessment objectives for GCSE English Literature

Assessment objectives (AOs)

Component weightings (approx %)

Overall weighting (approx %)

Paper 1

Paper 2

AO1

15

22.5

37.5

AO2

15

27.5

42.5

AO3

7.5

7.5

15

AO4

2.5

2.5

5

Overall weighting of components

40

60

100

 

Assessment weightings

The marks awarded on the papers will be scaled to meet the weighting of the components. Students’ final marks will be calculated by adding together the scaled marks for each component. Grade boundaries will be set using this total scaled mark. The scaling and total scaled marks are shown in the table below.

Component

Maximum raw mark

Scaling factor

Maximum scaled mark

Shakespeare and the 19th-century novel

64

x1

64

Modern texts and poetry

96

x1

96

 

 

Total scaled mark:

160

 

Curriculum Maps

Year 7 - Curriculum Map 2019-20

Year 8 - Curriculum Map 2019-20

Year 9 - Curriculum Map 2019-20

Year 10 - Curriculum Map 2019-20

Year 11 - Curriculum Map 2019-20