English

Introduction

english-department

Introduction

English should be a fun and creative subject where students are able to express themselves through the exploration of their ideas and development of new skills. Lessons are planned to be as engaging as possible. This emphasis on making learning fun is underpinned by a strong commitment to continually improve results.

In a mezzanine space between the ground and the first floor, our special suite of rooms includes 392 -399 (493). All rooms have interactive whiteboards. The EAL suite is also on this corridor and a large and generously stocked book cupboard.

Who we are?

Who we are

Natasha Jethwa – Head of English

Maegon Scott- KS Co-ordinator

Louise Burt- English Teacher

Lara Newby- English Teacher

Mark Powney- English Teacher

P Pahlan- EAL Co-ordinator

Amrita Kansagra- Trainee Teacher

Hannah Gibbons- Trainee Teacher

SLT link– Mr Aytac Ali (Deputy Head Teacher)

For more information on this curriculum area please contact:

Natasha Jethwa – Head of English – nsj@ccfplus.com

Aims and Enrichment

Aims & Objectives

The Faculty feels strongly that success in English will significantly improve the life chances of all of our students. As well as success through exam results, English lessons should equip students with the reading, writing and speaking and listening skills required to be successful in the wider work place.

Enrichment:

The English Department has a range of extra curricular activities which include: School newsletter and poetry club.

Key stage 3

KS3 Curriculum:

The English Key Stage 3 programme of study follows the new national curriculum.

Students are given opportunity to learn and develop the core skills that are necessary to enable them to be successful within this key stage and build a foundation for Key Stage 4.

The new national curriculum aims to ensure all students:

  • read easily, fluently and with good understanding
  • develop the habit of reading widely and often, for both pleasure and information
    acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
  • appreciate our rich and varied literary heritage
  • write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
  • use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
  • are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

Assessment
Students are assessed half-termly on either reading, writing or speaking and listening.

 

Key stage 4

KS4 Curriculum:

All assessments are compulsory.

GCSE English Literature:

Paper 1: Shakespeare and the 19th-century novel

What’s assessed

How it’s assessed

  • written exam: 1 hour 45 minutes
  • 64 marks
  • 40% of GCSE

Questions

Section A Shakespeare: students will answer one question on their play of choice. They will be required to write in detail about an extract from the play and then to write about the play as a whole.

Section B The 19th-century novel: students will answer one question on their novel of choice. They will be required to write in detail about an extract from the novel and then to write about the novel as a whole.

Paper 2: Modern texts and poetry

What’s assessed

How it’s assessed

  • written exam: 2 hour 15 minutes
  • 96 marks
  • 60% of GCSE

Questions

 

Section A Modern texts: students will answer one essay question from a choice of two on their studied modern prose or drama text.

 

Section B Poetry: students will answer one comparative question on one named poem printed on the paper and one other poem from their chosen anthology cluster.

 

Section C Unseen poetry: Students will answer one question on one unseen poem and one question comparing this poem with a second unseen poem.

GCSE English Language:

Paper 1: Explorations in Creative Reading and Writing

All texts in the examination will be unseen.

 What’s assessed?

Section A: Reading

  • one literature fiction text

Section B: Writing

  • descriptive or narrative writing

 

Assessed

  • written exam: 1 hour 45 minutes
  • 80 marks
  • 50% of GCSE

Questions

Reading (40 marks) (25%)– one single text

  • 1 short form question (1 x 4 marks)
  • 2 longer form questions (2 x 8 marks)
  • 1 extended question (1 x 20 marks)

Writing (40 marks) (25%)

  • 1 extended writing question (24 marks for content, 16 marks for technical accuracy)

 

Paper 2: Writers’ Viewpoints and Perspectives

What’s assessed

Section A: Reading

  • one non-fiction text and one literary non-fiction text

Section B: Writing

Writing to present a viewpoint

How is it Assessed?

  • written exam: 1 hour 45 minutes
  • 80 marks
  • 50% of GCSE

Questions

Reading (40 marks) (25%) – two linked texts

  • 1 short form question (1 x 4 marks)
  • 2 longer form questions (1 x 8, 1 x 12 marks)
  • 1 extended question (1 x 16 marks)

Writing (40 marks) (25%)

1 extended writing question (24 marks for content, 16 marks for technical accuracy)

Non-examination Assessment: Spoken Language

 What’s assessed

(AO7–AO9)

  • presenting
  • responding to questions and feedback
  • use of Standard English

Assessed

  • teacher set throughout course
  • marked by teacher

separate endorsement (0% weighting of GCSE)

Key Stage 5

OCR Literature (From September 2015)

This English Literature specification will encourage learners to be inspired, motivated and challenged by reading widely across a range of texts and developing their independent study skills. By A level, learners are cultivating their own critical responses and engaging with the richness of literature.

The OCR A Level in English Literature qualification will build on the knowledge, understanding and skills established at GCSE, introducing learners to the discipline of advanced literary studies, and requires reading of all the major literary genres of poetry, prose and drama.

The OCR A Level in English Literature will extend these studies in breadth and depth, further developing learners’ ability to analyse, evaluate and make connections. Learners are required to study a minimum of eight texts at A level, including at least two examples of each of the genres of prose, poetry and drama across the course as a whole.
This must include:
• at least three texts published before 1900, including at least one text by Shakespeare
• at least one work first published or performed after 2000
• at least one unseen text.

The OCR A Level in English Literature will require learners to develop judgement and independence as they synthesise and reflect upon their knowledge and understanding of a range of literary texts and ways of reading them. It will require learners to show knowledge and understanding of:
• the ways in which writers shape meanings in texts
• the ways in which texts are interpreted by different readers, including over time
• the ways in which texts relate to one another and to literary traditions, movements and genres
• the significance of cultural and contextual influences on readers and writers.

http://www.ocr.org.uk/qualifications/as-a-level-gce-english-literature-h072-h472-from-2015/

 

OCR Language (from September 2015)

The specification builds on the knowledge, understanding and skills established in GCSE English and in the National Curriculum Programmes of Study for Key Stage 4.

The English Language specification encourages students  to develop a critical awareness of the structure of English and the ways in which the language is used, and to become confident and skilled in using English accurately and creatively.  This specification therefore provides skills useful in a range of courses in Higher Education. Equally it is also suitable for learners of various ages and backgrounds as part of a course of general education and lifelong learning.

The aims of this specification are to encourage learners to develop their interest in and enjoyment of English as they:

  • develop and apply their understanding of the concepts and methods appropriate for the analysis and study of language
    • explore data and examples of language in use
    • engage creatively and critically with a varied programme for the study of English
    • develop their skills as producers and interpreters of language

The OCR AS Level in English Language specification is designed to give learners a well-structured, coherent and engaging course of study. The subject consists of two components that are externally-assessed.

Component 01 focuses on knowledge and understanding of language levels and application of critical analysis skills.

Component 02 includes an engaging writing production task where learners demonstrate their own language skills as well as engagement with topical issues, promoting the study of English Language as a modern, relevant topic. Component 02 also specifies interesting and varied contexts for further exploration of language in use: language and gender and language and power.

http://www.ocr.org.uk/qualifications/as-a-level-gce-english-language-h070-h470-from-2015/