English

Vision/Intent:

The English Department at New Line Learning Academy strives for excellence in all aspects, from student experience to classroom practice. The team consists of enthusiastic, hard-working and dedicated staff, who aim to help every child to reach their full potential; we are committed to ensuring that pupils leave us with a developed skill set, and a sense of pride in what they have achieved in the subject.

In English, we aim to deliver an outstanding programme of study for every student, in every year group; we believe that this develops our pupils into independent and creative learners, and provides them with an ethos which will allow them to flourish in any future endeavour.

We aspire to ensure that every learner:

  • Becomes a creative and driven individual, who is supported in making excellent progress in the subject
  • Has a heightened cultural awareness, which they can apply to non-educational environments
  • Has the ability to communicate effectively (both verbally and in written forms), and can collaborate with a range of individuals to achieve a desired outcome.

The department covers a diverse range of texts and skills in each year group, in order to supply pupils with a programme of study which challenges, inspires and motivates them.

The Department:

The Department has 7 learning environments. Each room has a range of learning tools which pupils can access, and staff are well equipped to ensure that they can deliver varied and engaging lessons. 

Miss L. Green- Head of English

Miss L. Meek- Second in Department- English

The Curriculum:

KS3

The sets which pupils are placed in at KS3 are informed by KS2 data and baseline testing which takes place upon their entry. At KS3, pupils will partake in a minimum of four hours of English a week. Pupils are assessed once a term on the skills which they are developing during lessons, in order to provide a rigorous assessment model, in addition to a well-informed view of how pupils are progressing.

In order to best prepare pupils for the demands of the GCSE programme of study in KS4, we take an ambitious approach with our chosen texts at KS3, meaning that pupils will be exposed to a range of challenging reading material from the time that they join us. We aim to foster a love of both reading and writing in the pupils, through using innovative and creative teaching methods.

KS3 Topic Overview and Assessment

Year 7 Year 8 Year 9

War Through the Ages:

Grammar Focus: Parts of Speech

The Mind:

Key Text: 'The Yellow Wallpaper' by Charlotte Perkins Gilman

Grammar Focus: Sequencing and Coherence 

Extracts from Fantasy Fiction:

Grammar Focus: Sequencing and Coherence

War Through the Ages: 
 

Skill Focus: Punctuation

The Mind:

Key Text: 'The Tell-Tale Heart' by Edgar Allan Poe

Skill Focus: Punctuation

Writing Unit: 

Key Text: 'I Know Why the Caged Bird Sings' By Maya Angelou

Grammar Focus: Syntax

Crime and Punishment
(Macbeth Key Text Focus)

Grammar Focus: Syntax

Gender: 

Key Text: 'Othello' by William Shakespeare

Grammar Focus: Syntax

Renaissance Literature and Shakespeare

Extracts from: Romeo and Julliet, Othello, and Macbeth

Grammar Focus: Syntax

Crime and Punishment
(Macbeth Key Text Focus)

Grammar Focus: Parts of Speech

Gender:

Key Text: Of Mice and Men by John Steinbeck

Grammar Focus: Sequencing and Coherence

The Victorians

Grammar Focus: Sequencing and Coherence

Poverty (Skellig Key Text)

Skills Focus: Punctuation

Society:

Extracts from Dystopian Literature

Skills Focus: Punctuation

Post-War Disillusionment

Skills Focus: Punctuation

Poverty (Skellig Key Text)

Grammar Focus: Syntax

Society:

Literature from Different Cultures

Grammar Focus: Syntax

Writing Unit:

Extracts from Non-Fiction Texts

Pupils in KS3 will be summatively assessed once a term. Pupils will complete an assessment based on the key skills which they have been taught leading up to the assessment date. They will then receive timely, focused feedback from the classroom teacher, which identifies their strengths and areas for development. Pupils will then engage in a redrafting session, which allows them to hone their skills and use the feedback provided to them in order to further develop. The assessment outcomes are used to inform each report cycle, allowing caregivers the assurance that each child’s progress is being closely monitored.

KS4

The Key Stage 4 programme of study at New Line Learning Academy entails the in-depth deconstruction of all key texts which feature in the GCSE examinations, (with pupils already having a firm knowledge base of specified texts) and the revisiting of key skills and exam techniques. Pupils are carefully set in each year, meaning that they can be appropriately challenged and prepared for their examinations by their teacher. The curriculum focuses on the linear 9-1 examinations, as prescribed by the government.

Pupils follow the Edexcel GCSE syllabus for both English Literature and English Language. The course content is as follows:

KS4 Topic Overview and Assessment

GCSE Language

Paper 1: Fiction and Imaginative Writing

  • 1 hour 45 minutes
  • The paper is worth 40% of the English Language GCSE.
  • Pupils will receive one 19th century fiction extract with four reading questions.
  • Pupils will complete one imaginative writing task.
  • Skills will involve: retrieving information, identifying devices employed by a writer, explaining and analysing a text, evaluating a text, and writing for purpose.

Paper 2: Non-Fiction and Transactional Writing

  • 2 hours 05 minutes
  • The paper is worth 60% of the English Language GCSE.
  • Pupils will receive two non-fiction extracts, with seven reading questions.
  • Pupilss will complete one transactional writing task. This will be based upon advising, informing, or persuading.
  • Skills will involve: retrieving information, identifying devices employed by a writer, explaining and analysing a text, evaluating a text, comparing texts and writing for purpose.

GCSE Literature

Paper 1: Shakespeare and and Post-1914 Literature

  • 1 hour 45 minutes
  • Section A: Romeo and Juliet: Pupils will complete an analysis of an extract from the play, and then answer a question based on the rest of the text.
  • Section B: Journey’s End: Pupils will answer a question based on the whole text.

Paper 2: 19th-century Novel and Poetry since 1789

  • 2 hours 15 minutes
  • Section A: A Christmas Carol: Pupils will complete an analysis of an extract from the play, and then answer a question based on the rest of the text.
  • Section B: Conflict Poetry and Unseen Poetry: Pupils will complete an analytical comparison of two seen poems from the Conflict section of the poetry anthology and then an analytical comparison of two unseen poems

Pupils will be summatively assessed each term using exam questions linked to the topic of study in each term. Once fully prepared, pupils will them sit a pre-public examination, which can be used to inform further teaching prior to the GCSE examinations. Pupils will then receive timely, focused feedback from the classroom teacher, which identifies their strengths and areas for development. Pupils will then engage in a redrafting session, which allows them to hone their skills and use the feedback provided to them to further develop in each assessed area.

Opportunities:

Studying both the English Language and English Literature specifications provides a thorough basis for any English A-level. Additionally, the study of both GCSEs will also provide the skills necessary for any course which pupils may choose to take following their study with us. Following A-level, studying English can lead to careers in journalism and writing, teaching, social media, and business and marketing.

Enrichment

The English department have provided a range of enrichment opportunities, which vary each year. In the past, pupils have had the opportunity to meet and work with directors and writers. The department has also taken pupils on external theatre visits, trips designed to expand their cultural understanding, and the department have also arranged for performances of key texts to take place within the academy. 

The department has introduced a literacy teacher, who works with targeted groups of pupils to ensure the development of this key skill. Additionally, the department also offers a range of clubs to support pupils in their development, including two GCSE sessions per week and two sessions for Key Stage Three pupils. 

Assessment Key & Performance Indicators  

Assessment:

Assessment at Key Stage 3:

Pupils are assessed summatively twice a term in English against the key assessment objective which they have primarily worked on across the term. This allows for the teacher and subject lead to assess the progress made in key skills across the year. Pupils are assessed in a skills-based manner, which is relevant to their wider achievement across the curriculum and terminal examinations in Year 11. Assessments can be found within the progress folders. Assessments will be marked for the pupil against their KPI grades and then fine-graded by the teacher for data input.

In addition, staff will mark pupil books fortnightly in-line with the academy policy. Staff will address misconceptions and technical errors, reward work, and further challenge pupils.

Assessment at Key Stage 4:

Pupils are assessed summatively twice a term in English in Year 10 against the key assessment objective which they have primarily worked on across the term. This alters within Year 11, where pupils will often complete an assessment on full examination papers of a full PPE series, in which case, pupils will be assessed once within the term to ensure that key content can be delivered across the year. Pupils are assessed in a skills-based manner, against the GCSE examination assessment objectives. Assessments can be found within the progress folders. Assessments will be marked for the pupil against their KPI criteria.

In addition, staff will mark pupil books fortnightly in-line with the academy policy. Staff will address misconceptions and technical errors, reward work, and further challenge pupils.

How do staff and pupils within the department use KPIs?

Staff use the KPIs to grade work against examination assessment objectives at years 10 and 11. Year 9 are also graded against the 1-9 criteria in staff mark sheets and when data drops take place, however, pupils will only receive an Emerging, Developing, Secure or Mastering grade on assessments to fit in-line with academy policy.

Staff will fine-grade assessments at Years 7 and 8 using the KS3 criteria, and will translate these grades into an Emerging, Developing, Secure or Mastering grade on assessments using the department flight plan. 

Where are the KPIs located?

KPIs are located in the first two wallets of pupils’ progress folders. 

Where will assessed work be found?

Progress folders will be accessible on pupils’ desks in each lesson. Assessments from the previous year can also be located in the back of pupils’ folders, which allows staff to track development from the previous year. 

How often will pupils complete an assessed piece of work?

In years 7-10, pupils will complete a piece of assessed work at the beginning and end of the term. These will focus on specific assessment objectives, in order that their progress across the term can be closely monitored. 

In Year 11, pupils will complete a minimum of one assessment per term, however, these may reflect a full examination paper, or set of examination papers, in which case, pupils will not be re-assessed in that term to ensure that there is adequate time for delivery of key content across the year. 

What measures does the department complete to ensure the assessment outcomes are accurate?

Prior to each data drop, a moderation of both Key Stage 3 and Key Stage 4 work will take place. Staff will focus on key sub-groups, to ensure that data entry is accurate in targeted areas. Staff will bring examples of work, and grades will be agreed upon as a department, using marking criteria. In addition to the moderation process, Year 11 teachers will complete further examination training to ensure accurate grading of PPE papers.

Quality assurance is completed by the subject lead and KS3 lead for each year group. Anomalies are queried and grades referenced against staff tracking systems. 

Rationale behind marking within your department.

Book marking takes place fortnightly in-line with academy policy. Marking is used to develop pupil understanding, challenge misconception, reward pupils and address literacy or technical errors within work. Book marking is used to ensure that pupils make good progress across each term, however it is not focused on grading pupils, but allowing them to further develop their understanding and key skills within the subject.

Assessment marking takes place at years 7-10 twice a term and in Year 11 a minimum of once a term. Pupils are assessed against key assessment objectives which appear in both the national curriculum and the terminal examinations completed by pupils. Pupils are assessed against the same key skills twice within the term in order to assess the progress made in the key focus area for the scheme of learning. This allows staff and subject leaders to closely monitor key skills and address areas of weaker attainment. 

Key Performance Indicators: