English

Welcome to the English Faculty curriculum pages, which include the subjects English  Language, English Literature and Film Studies.

English at The de Ferrers Academy aims to inspire and motivate students through a demanding, stimulating and dynamic curriculum. We firmly believe, as the department that delivers literacy to over 2,000 students, that we have a pivotal role to play in the academy’s overall achievements. The knowledge and skills gained through the delivery of high-quality lessons delivered by self-reflective staff will foster a life-long love of reading in a world where technology has made this goal all the more challenging. We aim to provide a variety of stimuli in the texts that we offer to open up our students to different viewpoints and cultures and to allow them to develop their own standpoints as independent learners. Within the Faculty, through careful mapping, students will build core, transferable knowledge and skills (including ICT) which will ultimately prepare them for the challenges of the 21st century. 

Curriculum Intent

The progressive curriculum journey we have created builds on the experiences of students at Key Stage 1 and 2. They will be introduced to literature spanning the ‘classics’ to modern popular fiction. These texts will seek to inspire our students to read for pleasure as well as academic study. Building on their learning from Key Stage 2, our students will deepen their understanding of authorial intent, the writer’s craft and technical accuracy at Key Stage 3 in order to appreciate and emulate successful writing. These three elements are revisited, throughout their curriculum journey, to enable students to appreciate the subtleties of an author’s work and how knowledge of this will support their own work in English. A love and appreciation of English, both the spoken and the written word, underpins our curriculum map. Our teachers aim to foster an enthusiasm for reading and support this via book recommendations, the use of the library and the text choices they make for our students. Within the thematic curriculum of Key Stage 3, designed to embed a love of reading and exploring of literature, our pupils will look at a range of poetry, prose, drama and non-fiction to build on their prior knowledge at Key Stage 2, nurture a critical mind, hone their literacy skills and expand their literary horizons. We also build on the literacy skills acquired in primary school with designated lessons in Years 7 and 8 where the emphasis is placed on reading for pleasure, reflection and progression through the use of myON and Sparx Reader.

As our pupils enter Key Stage 4 they will continue to study many well-loved classics such as Shakespeare’s Macbeth, An Inspector Calls, A Christmas Carol and an Anthology of Power and Conflict Poetry for their English Literature GCSE. The universal messages of these texts will provide our students with relevant and moral messages. Our pupils will also hone their reading and creative writing skills as they explore the English Language GCSE. We also offer GCSE Film Studies as a pathway to post-16 qualifications and to equip our students with the requisite cine-literacy skills.

At Key Stage 5, our A Levels in English Literature and English Language continue to extend the knowledge and learning acquired lower down the school by our students with the ultimate goal of equipping them with a plethora of transferable skills that will prepare them for their future role in society. Similarly, our qualifications in Film and Media are designed to imbue our students with the media and cine-literacy skills to scrutinise the messages that they receive from social and mass media and to develop their global-cultural knowledge base.

We endeavour to develop independent learners who are ready to learn at school and are prepared for life beyond the classroom, with all that that entails. The skills developed in the English classroom are transferrable across the curriculum, providing pupils with the toolkit they need to succeed. By providing opportunities for pupils to explore increasingly complex texts, through developing different reading skills and encouraging curiosity, discussion and debate, we build resilience. The range of texts studied across all key stages encourages exploration of different contexts and cultures, fostering understanding and respect for others in our society, for cultural and socio-historical backgrounds as well as for their own developing moral viewpoints. Listening with a critical ear and speaking with clarity and confidence are also goals, to encourage self-confidence and respect for others. We encourage reading for pleasure and entertainment from the work of writers in the literary canon and contemporary authors in different genres. Responsibility for themselves and their progress as effective and creative communicators is our focus and we reiterate the need for the use of Standard English sentence structures, spellings, vocabulary, punctuation and grammar in situations that require it.

Aims & Objectives

1.         To inspire students to be life-long readers.

2.         To prompt engagement in a wide variety of spoken, written and reading activities.

3.         To encourage students to produce their own texts that will engage with their intended audience.

4.         To critically evaluate and understand fiction and non-fiction texts.

5.         To develop a critical understanding of the impact of English on daily life and the wider world.

Curriculum Implementation: Delivery & assessment

In KS3, the programmes of study are sequenced to ensure continuous interleaving and development of skills in reading and writing.  Pupils are exposed to an increasingly complex range of texts from the three literary and various non-fiction genres in each academic year and the reading skills they acquire, they revise and build on incrementally as they progress through the key stage. The focus moves from developing different ways of reading and interpreting meaning and expressing personal evaluation and responses at the start of Y7 to critical analysis and evaluation of how meaning is created and conveyed by the end of Y9. Texts are used as models for pupils’ own writing in different forms, for different purposes and different audiences. Pupils are guided to develop planning strategies and writing skills across the key stage and to turn a critical eye on their own work.  We endeavour to make writing relevant to real world scenarios as well as a creative and satisfying experience. Speaking and listening skills are developed across the key stage through discussion (small group and class with a focus on the etiquette of involvement); reading aloud (with a focus on prosodic features such as pace and volume, as well as developing confidence); and presenting ideas in lessons (with a focus on the organisation and clarity of communication as well as engaging the audience). Pupils are encouraged to use the PETAL approach when analysing texts, DAFOREST when creating non-fiction and we have a standardised approach to marking across the faculty involving:

Regular assessment and longer writing are completed in exercise books to build the written stamina required in our subject. These will be marked formatively with individual targets and a minimum of one close-marked paragraph using our agreed method of symbols (SEE SEPARATE MARKING CODES FOR LANGUAGE AND LITERATURE). Shorter tasks and annotations may be completed on iPads with feedback given in oral and written form, the latter can be found within a feedback folder on Showbie as required.

As well as developing skills we employ a thematic approach to our curriculum that runs as a distinct thread from 11-18. Students are introduced to the fundamental values of our role within community, wider society and the world around us. This can be seen predominantly in our text choice where a line runs through texts like The Graveyard Book, poetry from other cultures, Lord of the Flies, Wolf Brother, Millions, Blood Brothers, The Crucible, Animal Farm and Of Mice and Men at Key Stage 3, A Christmas Carol and An Inspector Calls at Key Stage Four and The Great Gatsby and The Handmaid’s Tale at Key Stage Five.

In a similar vein, our choice of Shakespeare texts employs a progression of difficulty and maturity of themes from extracts in Year Seven, A Midsummer Night’s Dream in Year Eight to Romeo and Juliet in Year Nine. Macbeth is studies in Year Eleven as the move from comedy to tragedy develops, culminating in Othello in Year Twelve.

Sequencing:    In KS4, the language and literature programmes of study are complimentary and sequenced to ensure continuous interleaving and development of skills in reading, writing, speaking and listening.  In language lessons, pupils are exposed to a wide range of extracts, from both literary and non-literary texts, on a range of topics that promote discussion and debate.  Across the key stage, they continue to build incrementally on the reading skills that are required to enable them to enjoy and succeed as readers. The four key foci, understanding, analysis, comparison and evaluation, are interleaved to ensure that revision and practice reinforce their learning. Writing skills are also continuously reviewed using different topics to improve the production of different forms, for different purposes and different audiences using exemplar material from high quality sources. Pupils are reminded to turn a critical eye on their own work at each turn, as developing a critical evaluation of this creates better writers.  As we move into Y11 there is a greater focus on examination-style questioning. In literature lessons, texts are visited multiple times with layering understanding and analysis as the focus; we read for understanding of plot, setting and characterisation and how these are presented to the reader: we then focus on themes and patterns in the texts; finally, revision sessions explore the links between these elements and a critical response to the texts in exam-style formats. As at KS4, oracy skills are reinforced through discussion, reading aloud and presentations to ensure pupils become more confident and competent as speakers and listeners.

As with KS3, Pupils are encouraged to use the PETAL approach when analysing texts and DAFOREST when creating non-fiction. Given exam board advice though, there is scope for teachers to move away from these frameworks, particularly with higher band groups, to encourage students to produce a more independent approach to their writing. We maintain a standardised approach to marking across the faculty involving regular assessment and longer writing are completed in exercise books to build the written stamina required in our subject. These will be marked formatively with individual targets and a minimum of one close-marked paragraph using our agreed method of symbols (SEE SEPARATE MARKING CODES FOR LANGUAGE AND LITERATURE). Shorter tasks and annotations may be completed on iPads with feedback given in oral and written form, the latter can be found within a feedback folder on Showbie as required.

Sequencing:   In KS5, all our courses are developed to ensure continuous interleaving and development of skills in reading texts (literary texts, media texts and non-fiction material) and writing critical responses to them.

Language:  In language lessons, initially the focus has to be on developing an understanding of new linguistic elements or frameworks that look at how language works on different levels. Students are exposed to a wide range of texts, from both literary and non-literary sources, on a range of topics that provide them with opportunities to explore language use on a detailed linguistic level. They are encouraged to develop their own glossaries of terminology and theorists from the very beginning of the course to aid recall/retrieval. The four key foci - understanding, linguistic analysis, comparison and evaluation - are interleaved to ensure that revision and practice reinforce their learning. Theoretical ideas and principles are introduced alongside topics of study and pupils are encouraged to research for themselves to develop more independence and resilience. Topics are sequenced to engage the students by focussing on more familiar aspects of the course before moving on to wider, less familiar issues later. 

Literature: In English Literature, the programmes of study are sequenced to ensure students are exposed to all elements of literary study in an order that allows them to develop their understanding and skills of analysis; this means first grasping the elements of genre with the most suitable texts, before introducing some of the more complex content. Pupils are exposed to an increasingly complex range of texts from across their two areas of study, they are responsible for revising and building on their knowledge incrementally as they progress through the key stage whilst also growing more confident with the assessment objectives that will be used in the examination. In Year 12 much of the time is spent focusing on texts and how this will be applied within the genres; in Year 13 the focus shifts to examination techniques and revision of the content. Pupils are guided to establish the most important parts of the texts they are studying in order to revise effectively, regular exam practice helps them apply their knowledge and identify further areas for revision.                                                                            

Media Studies: In KS5, the programmes of study are sequenced in order to establish and secure knowledge initially and then apply this knowledge to key texts to practical work, following professional practice. The course begins with teaching of the basic key concepts and fundamental terminology which allows pupils to analyse broadcast, e-media and print texts in isolation and then begin to make comparative points across texts. Theoretical ideas are then taught alongside practical production practices  throughout the two year course. In year 12, pupils are all aspects of pre-production requirements for a professional Media text . A range of  tasks are given to prepare a portfolio of work for submission for internal assessment in the final half-term of year 12. Revision of the case studies and key theories is continued throughout year 12, in preparation of an external examination in the summer term.  In Year 13,  skills developed in pre-production practices are utilised in the realisation of a final film production, worked on throughout Year 13.  Previous skills are also assessed in a timed external assessment, working towards a fixed brief set by the examination board. 

Film Studies: In KS4, the programmes of study are sequenced in order to establish and secure knowledge initially and then apply this knowledge to key texts to develop analytical skills. The course begins with teaching of the basic key concepts and fundamental terminology which allows pupils to analyse fiction and documentary films. Theoretical ideas are then taught alongside the relevant close study texts throughout the two year course. In year 10, pupils are taught to analyse a range of texts from different eras and genres across both examined components. Students also learn application of film narratives through screenplays and storyboarding. A range of tasks designed towards this target area are given in order to prepare for the NEA (non-exam assessment) tasks which are given in the final half-term of year 10. Revision of the Yr10 components and key theories is continued in year 11, alongside completion of the NEA.          

Film Studies: In KS5, the programmes of study are sequenced in order to establish and secure knowledge initially and then apply this knowledge to key texts to develop analytical skills. The course begins with teaching of the basic key concepts and fundamental terminology which allows pupils to analyse fiction and documentary films. Theoretical ideas are then taught alongside the relevant close study texts throughout the two year course. In year 12, pupils are taught to analyse a range of texts from different eras and genres across both examined components. Students also learn filming and editing techniques using digital cameras and iMovie. A range of tasks using this software is given in order to prepare for the NEA (non-exam assessment) tasks which are given in the final half-term of year 12. Revision of the Yr12 components and key theories is continued in year 13, alongside completion of the NEA.          

Literacy

Literacy Implementation: 

In Years Seven and Eight the literacy lessons are built around a tight structure of vocabulary checks to enhance range and spelling, time for individual, private reading which gives the teacher an opportunity to hear students read and to assess their fluency, whole class reading where students can be read to as well as incorporating a range of inclusive strategies and the use of a logbook for personal reflection on the lesson. Currently this approach relies on Sparx Reader which guides students towards appropriate books for their level of reading as well as constantly checking their comprehension. This is also used for homework to ensure that the good work being undertaken in the classroom is continued in the home environment. We also use physical books and MyOn for the whole class readers with the teacher selecting appropriate material for the class.

Literacy Impact:

Sparx allows teachers to quickly view the progress of their students in terms of reading ability and to intervene at the earliest opportunity when necessary. Reading and spelling interventions in Years 7 and 8 are targeted at those not meeting age-related expectations. In Year 9 ‘closing the gap’ interventions enable students to meet the demands of KS4. In Year 11, tutor time and P5 enrichment are staffed by English and Maths teachers.

SEND & EAL

SEND Intent:

 Full access to an inclusive, broad and balanced curriculum is offered to SEND students with appropriate adaptations.

 We aim to ensure that students are prepared for their next phase in education / prepared for adulthood.

We aim to ensure students with SEND achieve their best by minimising barriers to learning and having high expectations for all students.

SEND Implementation:

Reading data is used to identify students for Lexia intervention to aid reading growth. This takes place in small ‘alternative curriculum’ groups run by the SEND department and further targeted SEND intervention during form time with the SEN register used as identification.

Implementation of reasonable adjustments takes place in lessons and assessments.

Adaptive teaching practice is adopted to meet the needs of all learners through quality first teaching.

Where appropriate, we implement advice and supportive strategies from external agencies and stakeholders.

Children with SEND make progress.

In English, SEND students are supported through the following adaptations:

The teaching of content, methods, skills and strategies is sequenced to focus on core content, develop motivation and allow more breadth and depth later. The English Department have regular discussions about how to balance the demands of new learning with rehearsal and refinement of previously learnt skills. Students benefit from responding to marking and studying exemplar responses. They practise applying these skills in timed conditions. Teaching draws attention to important content and terms, and frequently revisits these. Regular retrieval opportunities are built in to support the secure retention that will unlock later recognition of these terms and to incorporate oracy skills. Students are appropriately paced through content and there are opportunities for some students to master the same content through overlearning opportunities. Sparx reader is a prime example of this where students work at a commensurate pace with their ability through clear differentiation. Students more likely to struggle or those at risk of falling behind are given more time to complete tasks, rather than different tasks or a reduced curriculum offer, so that they can commit core content and methods to long-term memory. Some use a task board to access and navigate core lesson content. Other methods of teachers assessing learning include: recall tasks in lessons, frequent opportunities for low stakes testing, learning checks and reviews as well as summative end of topic assessments/PPEs. Each year re-teaching opportunities are considered and implemented as each cohort’s progress is reviewed to determine when more challenging content and skills should be introduced. VI students have all resources enlarged to the appropriate-sized font.

SEND Impact:

Students with SEND are happy, feel safe and secure, they develop independence and resilience and they achieve their full potential.

Students with SEND have full engagement with the curriculum.

Early identification of SEND is central to ensuring that de Ferrers can offer the maximum amount of impact.

Literacy Intent:

At de Ferrers, we aim to foster a love of reading and progression in fluency through a variety of approaches. All students in year seven receive a free book at the start of their time at the academy and we have a designated period of literacy every week in years seven and eight. The through curriculum into Year Thirteen involves a range of genre from the literary canon that exploits our thematic, sequenced approach with increasing difficulty and an awareness of the world around us and the individual’s place within it.

EAL:

- Our most in need EAL pupils have EAL Passports that suggest teaching strategies based on their current progress. This is provided for EAL pupils with a proficiency between A-C.

- There is a bespoke short-term programme for EAL pupils who cannot access the curriculum due to the language barrier, and this consists of: Flash Academy (Phonics, survival language, and subject-specific content lessons), EAL CGP Workbooks, Bilingual Audio Pens, digital library of dual-language e-books, and English for Everyone practice books and course books. This is delivered in the hub/library by staff trained to support EAL pupil progress. We also have a Young Interpreters programme that supports these pupils, in class and around the academy.

- We believe in quality first teaching therefore all pupils are provided with the opportunity to access the same ambitious curriculum with adaptations for EAL that deliver the same curriculum broken down into smaller chunks of knowledge and skills.

- We explicitly teach tier 2 and tier 3 vocabulary and create opportunities for pupils to encounter complex vocabulary in a variety of contexts to build understanding.

- We believe in explicitly teaching writing in a granular manner at word level, sentence level, and at essay-length.

- We create opportunities for oracy at KS3 in order to create space for our pupils to be confident.