English is taught by

M H Gera Curriculum team leader
Ms R Hamid Lead practitioner, English teacher
Mrs A Jahan KS4 co-ordinator
Ms A Khanum Joint KS3 in charge
Ms A Kandola Joint KS3 in charge
Ms S Ali Part time, English teacher
Ms Ratna Begum English teacher
Ms Rumina Begum Transition co-ordinator, English teacher
Mr M Hutchinson English teacher
Ms S Begum English teacher
Ms A Appiah English teacher, reading co-ordinator
Ms O Ojuku English & media teacher
Ms R Walsh English teacher
Ms H Marriott SLT & English teacher

Curriculum Overview & Aims (KS3 & KS4)

Year 7 & 8

In Key Stage 3, we want to enable students to pursue a wide variety of academic interests to their potential. At Little Ilford School all our teachers believe in promoting high standards of language and literacy in all forms; writing, reading, speaking and listening. Our curriculum at Little Ilford School aims to inspire and motivate our students with a love for reading and literature, challenging them to be creative and articulate thinkers, to be open minded when approaching varying texts in class.

Year 9

In Year 9, we want to foster a love of learning independent of exams and encourage inquisitive, motivated and creative thinkers. In Year 9, the English department encourages a great range of reading, writing, and speaking, whilst introducing pupils to the richness of our literary heritage in English.

In Year 9, students will be following the new AQA English curriculum with a summative assessment at the end of each module. This will test skills in line with the new assessment objectives. One key change is that students must now analyse, evaluate and compare a range of sources such as letters, articles, biographies, speeches and accounts.

Developing writing skills also plays an integral role in KS3 English; students will learn a range of effective strategies to write descriptively and persuasively for a particular audience and purpose. As well as preparing them for their GCSE exams, this will provide them key life skills for the wider world. Literature preparation will continue to build on analytical and evaluative skills, drawing on social and historical contexts, language choices and structure.

KS3 Curriculum Overview

KS3 Curriculum content & aims

Year 9

Over the course students will cover the following units:

  • 19th Century Literature: A Christmas Carol - This topic allows students to learn and develop the skills needed for the Pre-1914 section in the GCSE English Literature exam. They will also develop comprehension skills needed for the GCSE English Language exam.
  • Creative Writing: ‘The Outsider’ - This topic allows students to learn and develop the creative writing skills needed for the GCSE English Language exam.
  • Relationship Poetry - This topic allows students to explore the poetry anthology they will use in the GCSE Literature exams. Students will practise independent poetry analysis, as well as learning the skills to compare different poets’ work.
  • Shakespeare: Othello – This topic allows students to identify and comment on the writer’s purposes and effect of the play on an audience.
  • Presenting a Point of View – This topic allows students to produce texts which are appropriate to task, audience and purpose.
  • Transition Unit: Language Paper - This topic allows students to learn and develop the non-fiction reading and transactional writing skills needed for the GCSE English Language exam. They will also develop comprehension skills needed for the exam.

Details of studies per year

Year 7

The texts we study at KS3 encourage our students at Little Ilford School to explore the world around them, reflecting on past and present matters and the issues are facing our communities today. Year 7 are deliberately exposed to a range of texts; some of these texts include gothic writing, narrative writing and writing for specific purposes.

Year 8

In Year 8 students will study Charles Dickens, exploring the rich language and British hereditary texts enabling them to appreciate a wide scope of literary conventions. In addition to this, students also write for a range of genres, looking at narrative writing, descriptive writing and writing to argue using film as a stimulus.

Year 9

In Year 9, we ensure that essential reading and writing skills are acquired, practised and deepened. The curriculum shadows that of year 10, to ensure that students are fully prepared for the challenges of their GCSE courses in English Language and English Literature.

How are they assessed

Year 7 & 8

Formative assessment made by the teacher (micro marking), target application.

Summative assessments every 7 weeks which is an extended writing opportunity.

Year 9

We ensure that challenge is appropriate and support is focused and timely through constant monitoring of students’ progress through their performance in lessons and through their written work. More formal, summative assessment is carried out at the end of each term, where the development of students’ reading and writing skills is assessed through tests carried out under exam conditions.

Summative assessments are always relevant sections of GCSE papers for English Literature or English Language, marked using criteria issued by the examinations boards. This information is then used to ensure that we plan appropriately for each individual student. Please see the attached KS3

Overview for specific termly assessments.

Home learning (frequency and expectations)

Year 7 & 8 - home learning set every week.

Year 9 - homework is embedded into each SOL and plays a crucial role in the lesson. This will be a mixture of reading, writing or research tasks, and will be on a weekly basis. Students will start to undertake independent research tasks to promote their own learning. Checking ‘Show My Homework’ and school diary for homework should become part of their daily routine to allow for their own time management.

How parents/carers can support their child

Regular reading of both fiction and non-fiction texts is essential. Students should aim to read a variety of texts for 30 minutes a day. If your child is unable to access the internet, please do encourage the use of the school library which is open before and after school. The more exposure your child has of a variety of texts, the better!

Year 9

For the Literary analysis this year, our reading focusses on ‘A Christmas Carol’, ‘Othello’ as well as Relationships poetry. To achieve their potential, students should develop their confidence in exploring Literary language. There are many excellent free resources in London which your child could take full advantage of. Spending the weekends visiting museums and workshops, will allow them to connect further to the English Literary Heritage.

Useful websites

http://www.bbc.co.uk/education/subjects/z3kw2hv

http://www.bbc.co.uk/skillswise/english

www.educationquizzes.com/ks3/english/

https://www.cgpbooks.co.uk/interactive_ks3_english

Name of person in the English department who parents can contact if they need more information about your syllabus.

Please contact your child’s English teacher, or Ms Amina Qureshi (Year 7 & 8 English Co-ordinator) or Amandip Kandola (Year 9 English Co-ordinator).

KS4 Curriculum Content & Aims

Exam Board: AQA

English GCSE Specification presentation

The new GCSE specification for English (AQA) will enable students of all abilities to develop the skills they need to read, understand and analyse a wide range of different texts covering the 19th, 20th and 21st century time periods as well as to write clearly, coherently and accurately using a range of vocabulary and sentence structures.

As a department we aim to create and deliver a robust, engaging and creative curriculum that will enrich our students’ language and literature skills while fostering a love of English.

Curriculum content and aims

English Language Paper 1: Explorations in Creative Reading & Writing

What is assessed.

At the start of the learning journey share with pupils the assessment criteria as well as the expectations of the exam. It is important that pupils have a full and detailed understanding of what is expected of them and how they need to approach the exam. This is an excellent assessment for learning strategy and it enables the teacher to make expectations clear.

In addition, the unit aims to also demonstrate how you can use extracts from the novel your group is studying to practise some of the questions that they will need to face in the exam. It is sensible to expose pupils to these exam type questions and comprehensions throughout the year rather than just as a single exercise before the exam.

Section A: Reading: one literature fiction text

Section B: Writing: descriptive or narrative writing
How it is assessed

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

Questions

Make pupils aware of the importance of using their time well. The timings below can be used as a suggested framework to work within as pupils often don’t factor planning or checking time into their planning. Statistically the best responses are the ones which are planned and have been checked.

Reading (40 marks) (25%)– One Single Text

1 short form question (1 x 4 marks) (10 Minutes)
2 longer form questions (2 x 8 marks) (15 Minutes each)

1 extended question (1 x 20 marks) (20 Minutes)

Writing (40 marks) (25%) (30 Minutes – and 15 Minutes for Planning and Checking)

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

AQA GCSE English Language 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
One extended writing question (24 marks for content, 16 marks for technical accuracy)

How it’s assessed

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

Exam Questions

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

One short form question (1 x 4 marks)

Two longer form questions (2 x 8 marks)

One extended question (1 x 20 marks)

Writing (40 marks) (25%)

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

Assessment Objectives

Assessment objectives (AOs) are set by Ofqual and are the same across all GCSE English Language specifications and all exam boards. The exams and Spoken Language endorsement will measure how students have achieved the following assessment objectives.

The AOs in red are assessed in paper 2 and the grid illustrates the weighting (click the image to enlarge or it is found here). Use this to guide planning and allocation of time to skills.

AQA GCSE English Literature Paper 1:

How the unit is assessed:

1 hour 45 minute written exam
64 marks
40% of GCSE

Exam Questions

Section A

In Section A, students will respond to a Shakespeare play that they have been taught in preparation for the examination. The paper will contain an extract about which students will need to write and then use this as a springboard to branch out across the rest of the text. The specific focuses for each year will be announced in the Spring term.

Section B

This section will focus on the study of a 19th Century novel: like Section A, students will respond to one question based on a book that they have read in preparation for the examination. Again, they will be required to write about an extract from the novel and then use this as the basis for a discussion about the whole text.

Aims & Learning Outcomes

This GCSE English Literature specification is intended to provide students with an opportunity to develop a range of skills and aptitudes associated with the study of literature. The specification is designed such that students develop the skills to be confident readers, critical thinkers and articulate writers. Equally, it is hoped that through their successful study of literature, students will find their passion for reading and this will provide a platform for the study of literature at a higher level.

The core skills that this specification intends to teach students are:

  • to read a wide range of literature, critically and evaluatively
  • to develop the habits associated with regular wider reading
  • to develop an appreciation of the best that has been written and thought
  • to write accurately, coherently and analytically about their reading

Shakespeare- Macbeth

The new specification places an emphasis on the study of whole-texts. In turn, for this unit, students will be required to study one text from the list below, in detail, and be able to demonstrate knowledge and understanding of the whole text.

19th Century Literature- A Christmas Carol

The Scheme of Work (SOW) on A Christmas Carol will be focused on.

Key themes which will be explored in this text are:

  • family
  • generosity
  • forgiveness
  • traditions

AQA GCSE English Literature Paper 2:

Modern Texts and Poetry

Students will study one from a choice of 12 set texts, which include post-1914 prose fiction and drama. Students should study the whole text.

  • What’s assessed
  • Modern texts
  • Poetry
  • Unseen poetry

How it’s assessed

2 hour 15 minute written exam
96 marks
60% of GCSE

Exam 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 each of two unseen poems and one comparative question.

Skills Development

In studying the set texts students should have the opportunity to develop the following skills.

Reading Comprehension and Reading Critically

  • Literal and inferential comprehension: understanding a word, phrase or sentence in context; exploring aspects of plot, characterisation, events and settings; distinguishing between what is stated explicitly and what is implied; explaining motivation, sequence of events, and the relationship between actions or events
  • Critical reading: identifying the theme and distinguishing between themes; supporting a point of view by referring to evidence in the text; recognising the possibility of and evaluating different responses to a text; using understanding of writers’ social, historical and cultural contexts to inform evaluation; making an informed personal response that derives from analysis and evaluation of the text
  • Evaluation of a writer’s choice of vocabulary, grammatical and structural features: analysing and evaluating how language, structure, form and presentation contribute to quality and impact; using linguistic and literary terminology for such evaluation
  • Comparing texts: comparing and contrasting texts studied, referring where relevant to theme, characterisation, context (where known), style and literary quality; comparing two texts critically with respect to the above

Writing

  • Producing clear and coherent text: writing effectively about literature for a range of purposes such as: to describe, explain, summarise, argue, analyse and evaluate; discussing and maintaining a point of view; selecting and emphasising key points; using relevant quotation and using detailed textual references
  • Accurate Standard English: accurate spelling, punctuation and grammar

Modern Text- An Inspector Calls

This scheme of work provides you with 12 lessons with a strong exam focus which can be taught over four weeks assuming you have 3 lessons a week to deliver the text. A summative assessment point is built into the scheme of work, but at various points pupils are exposed to exam type questions to enable them to familiarise themselves to a more linear approach.

Some themes which are explored in An Inspector Calls are:

  • Responsibility
  • Class
  • Gender
  • Generations
  • Capitalism v Socialism

Modern Text- Animal Farm

The summative assessment for Animal Farm will be assessing the students’ Language and Literature skills. They will focus on Assessment Objectives from the new specification. Some themes which are explored in Animal Farm:

  • Power
  • Leadership
  • Corruption
  • Dreams
  • Hopes and Plans

Poetry-  Love and Relationships Anthology Scheme

The anthology is assessed on Paper 2 (Modern Texts and Poetry) of the Literature examination. The duration of the paper is 2 hrs 15mins and it is a closed book examination. The paper as a whole is worth 60% of the GCSE. There are four questions on the examination paper: one on modern prose or drama (marked out of 34); one on the anthology (marked out of 30 marks); and two questions on unseen poetry (one worth 24 marks and one worth 8 marks).

In the examination students will be presented with one of the poems from the anthology and asked to compare it to another poem of their choice from the anthology.  They must be prepared to answer on any of the poems. The sample question on the specimen paper is ‘Compare how poets present attitudes towards a parent in ‘Follower’ and in one other poem from ‘Love and relationships’.

This guide provides suggested ways to teach this poetry. As well as analysing the poems in the collection, there are also suggestions for approaches to take and activities to complete with students. The lessons plans do not follow the order in which the poems are listed in the collection, but rather are grouped according to similarities between the poems themselves.

Unseen Poetry

Scheme of Learning

This is a 4 week Scheme of Learning based on 4 lessons a week. It will initially build students’ confidence when approaching unseen poetry by working through subjects, themes and gradually looking at building interpretations of a poem (AO1). Once students are comfortable with this more generic analysis, it will move into AO2 – looking at the specifics of language, structure and form and how they create effects. Finally, there will be some comparative work and some specific exam preparation lessons.

How the students are assessed

Students will be asked to write analytical paragraphs often using a specific structure. These will be marked formatively, so that personalised targets can be given. It is very important that students are offered the time to act on these targets in order to make progress.

At the end of the units, there will be mock exams for students to complete. This will be summative marking to track the progress of the students against their target grades.

HOME LEARNING

The students will be assigned weekly homework which may be research based and/or written.

Please visit MLE for additional information on the specifications for Language and Literature. Also, the following websites are useful in supporting you and your child with understanding and accessing the New Specification further.

http://theday.co.uk/

http://www.bbc.co.uk/education/subjects/zr9d7ty

http://www.englishbiz.co.uk/

http://www.aqa.org.uk/subjects/english/gcse/english-language-8700

http://www.aqa.org.uk/subjects/english/gcse/english-literature-8702

Google classroom for year 10 and 11 have been set up; your child should have their classroom codes in their planners. Please ensure they use the resources effectively.

Useful books to purchase

  • CGP AQA Anthology on poetry- Love and Relationships cluster: The poetry guide
  • A Christmas Carol by Charles Dickens
  • Macbeth by William Shakespeare
  • An Inspector Calls by J. B Priestley
  • CGP GCSE English Language & Literature- Grade 1-9 Workbook
  • Hodder Education: SUCCESS- AQA GCSE English Language: Get the Grade
  • Cambridge publications: Student workbook for ‘Macbeth’, ‘An Inspector Calls’, ‘A Christmas Carol’ and ‘Poetry’.

Please contact your child’s English teacher or Mrs. Jahan if you have any queried regarding the curriculum.

Name of person in your department who parents can contact if they need more information about your syllabus.

Please contact your child’s English teacher or Mrs Jahan if you have any queries regarding the curriculum.

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