English
Curriculum Aim
English at Chapel House aims to promote a holistic approach to learning that includes building cultural capital, creating a love of reading to develop high standards of language and literacy and by effectively equipping CYP with strong skills in reading, writing, and speaking across the English curriculum. We incorporate spelling, punctuation and grammar throughout all aspects of teaching and learning. Fostering a love of literature and reading is an integral component of the subject. Expanding vocabulary and grammatical knowledge, and enabling clear and confident communication to prepare CYP for further education and participation in society is an important part of the English curriculum at Kingfisher. Key objectives include ensuring fluency, promoting cultural and personal development through diverse texts, and building a solid foundation for success in all subjects.
Context
CYP at Chapel House may have gaps in their education due to time out of school and our curriculum is designed so that CYP can access learning whatever their starting point. It is usual for CYP to join Chapel House at different points in the year – this can have in impact on our curriculum planning and means that our learning packages are often bespoke to enable CYP to progress well and fulfil their potential.
Curriculum Overview
The KS3 curriculum runs over a 2-year rolling programme that incorporates the revisiting of skills – this gives CYP multiple opportunities to build upon skills and consolidate learning. This is integral for CYP at Chapel House, as they can join us at any point in the school year.
At KS4, CYP follow either Cambridge IGCSE or AQA GCSE English Language – for this, links to previous learning are considered. For Literature, CYP follow the AQA GCSE specification. There is also a bespoke programme of learning in place for Pearson Edexcel functional skills English; from entry level 1 up to and including level 2. The curriculum incorporates bespoke elements that are tailored to specific CYP needs. The skills in both Cambridge and AQA are the same, and in Year 10 CYP are taught the skills required for GCSE English. In Year 11, some CYP will follow the Cambridge specification and will begin coursework. At this point, lessons for these CYP are delivered differently to reflect the way Cambridge IGCSE is assessed. CYP following the AQA specification will continue to build upon skills for the AQA GCSE English exams. Both exam boards require CYP to complete a piece of descriptive, narrative and persuasive writing – the skills between the 2 exam boards are interchangeable.
Key concepts, skills and knowledge
Core skills
Reading: Read fluently with good understanding, develop a habit of reading widely, and be able to comprehend complex texts.
Writing: Write clearly, accurately, and coherently, adapting style for different purposes and audiences. This includes creative writing and analytical writing.
Speaking: Explain ideas clearly, use appropriate rhetorical devices, and speak with confidence.
Listening: Listen carefully to understand and respond appropriately to others.
Key concepts and knowledge
Grammar and vocabulary: Possess an extensive vocabulary and a command of grammar and linguistic conventions for both reading and writing.
Literary analysis: Understand how writers use language and structure for effect. This includes analysing poetry, drama, and prose, and understanding figurative language.
Context: Have knowledge of literary heritage, social, political, and historical contexts, and how these elements influence texts.
Communication: Understand that language is used for different purposes, such as to persuade, inform, or entertain.
Interpersonal skills: Consider the needs of an audience and develop social and emotional skills to communicate effectively with different groups.
Applying knowledge and skills
Integration: Use an integrated approach that combines the four skills in tasks, such as reading a text, then discussing it, and finally writing about it.
Purposeful language: Adapt language and style based on purpose, audience, and context.
Argue and persuade: Build well-reasoned arguments supported by textual evidence and a knowledge of the subject matter.
Critical thinking: Develop independent thought through analysing texts and forming opinions.
Schemes of Work
KS3
Year 1
Autumn 1: Descriptive Writing
Reading and analysing various descriptive extracts; identify techniques/features
Use semantic fields to create imagery/mood/tone
Vary sentences/sentence openers for clarity and effect
Communicate clearly, effectively and imaginatively
Autumn 2: Fiction – Reading and Writing – Short Story/Extract/Novel/Dramascript or Unseen Poetry
Reading for meaning
Language/Structural Analysis (including writer intent)
Plot/Character focus
Linked Writing – CYP will create a piece of written work that links to the text
this could be in the form of a story, a diary entry, a news article or a description
Choice of Literary Works to Explore
- Ghost Boys
- Sawbones
- Boy In The Smoke
- The Woman In Black
- War Horse
- The Curious Incident of The Dog in the Night-Time
Spring 1: (Introduction to) Shakespeare – Shakespeare’s Villains
Context work: life and times of Shakespeare, Elizabethan England, The Globe Theatre
Exploration of humour, witchcraft, royalty
Plot understanding, character development and symbols and motifs across a range of plays: A Midsummer Night’s Dream, Romeo & Juliet, Macbeth, Much Ado About Nothing
Spring 2: (Introduction to) Poetry
Introduction to poetic devices; identify and create - build independence
Guidance on annotating poems and impact of techniques
Understanding of tone, meter, structure, rhyme and theme
Identify speaker and voice in a poem
Summer 1: Non-Fiction Reading and Writing
Analysis of texts from the 19th Century up to the 21st Century – we will:
- Identify explicit (clearly displayed meaning) and implicit (read between the lines) language
- Identify and analyse language devices
- Write to argue, persuade, advise, inform
- Identify purpose, audience, form
- Analyse authorial intent through use of techniques
Summer 2: Shakespeare
Understanding of Context – both Shakespeare and modern
Shakespeare’s ties with Queen Elizabeth/King James e.g. Culture of superstition (Macbeth)
The fantastical/supernatural (The Tempest/Macbeth/A Midsummer Night’s Dream)
Nobility, society (Romeo and Juliet)
Explore different extracts, close analysis of Shakespeare’s/modern writer’s crafting of language
Development of plot/theme/journey of characters/symbolism
Choice of Plays to Explore
- A Midsummer Night’s Dream
- The Tempest
- Romeo and Juliet
- Macbeth
Year 2
Autumn 1: Fiction – Reading and Writing – Narrative Writing
Reading and analysing various narrative extracts; identify techniques/features
Use semantic field to create imagery/mood/tone
Vary sentences/sentence openers for clarity and effect
Communicate clearly, effectively and imaginatively
Analysing a range of figurative/linguistic devices for effect
Using/creating a range of linguistic/figurative devices for clarity and effect
Use semantic field to create imagery/mood/tone
Exploration of narrative structures: narrative voice, flashback, flashforward, dual narratives, foreshadowing
Mastery of sensory description, conscious crafting of devices
Autumn 2: Non-Fiction
Close analysis of texts beginning with the 19th Century moving up to the 21st century.
Identify and analyse explicit (clear to see) language, implicit (hidden) inferences and deductions
Compare writer’s attitudes and methods across texts
CYP craft independent travel/information/entertainment articles/persuasive writing
CYP redraft work, improve craft and control of a range of linguistic devices
CYP vary writing style for clarity and effect
Spring 1: Play – Shakespeare or Modern Play
Understanding of Context – in both Shakespeare and modern texts
Shakespeare’s ties with Queen Elizabeth/King James e.g. Culture of superstition (Macbeth)
The fantastical/supernatural (The Tempest/A Midsummer Night’s Dream/Frankenstein/Dracula)
Nobility, society (Romeo and Juliet/Noughts and Crosses/Blood Brothers)
Explore different extracts, close analysis of Shakespeare’s/modern writer’s crafting of language
Development of plot/theme/journey of characters/symbolism.
Choice of Plays to Explore
- A Midsummer Night’s Dream
- The Tempest
- Romeo and Juliet
- Macbeth
- Blood Brothers
- Frankenstein
- Dracula
- Noughts and Crosses
It should be noted that students who are with us for more than one year of KS3 curriculum will not study the same play as chosen in Year 1, although the same Shakespeare plays are included in this list.
Spring 2: Poetry – War/Different Cultures/Love
Context work: propaganda, relationships – linked to era and culture of the time
Emotion in poetry
Collection of poets/personal contexts
Guidance on annotating poems
Reading/Understanding a range of poems/poets/themes
Analysing variation in narratives/structures (speaker/voice)
Focus and analysis on poetic devices in language/structure/imagery
Analysis of unseen poetry
Summer 1: Fiction
Focus on different narrative perspectives
Contextual factors: morality and ethics
Plot/Character development
Evaluate/Analyse authorial intent of language/techniques used
Extended writing tasks (fiction/non-fiction)
Reading for meaning
Language/Structural analysis (writer intent)
Plot/Character focus
Linked writing – CYP will create a piece of written work that links to the text
this could be in the form of a story, a diary entry, a news article or a description
Choice of Literary Works to Explore
- Ghost Boys
- Sawbones
- Boy In The Smoke
- The Woman In Black
- War Horse
- The Curious Incident of The Dog in the Night-Time
It should be noted that students who are with us for more than one year of KS3 curriculum will not study the same literary work as chosen in Year 1, although the same literary works are listed here.
Summer 2: Media – Analysis of Film
Understanding of key terms and how these can be used in analysis of film
Genres and conventions
Stereotypes – how they are presented in film
Analysis of script, mise-en-scene and characterisation
Gender roles/expectations
Cinematography – visual storytelling/storyboarding
Potential films analysed
- Edward Scissorhands
- No Time to Die
- Superheroes
KS4
Y10
Autumn 1: Language – Descriptive Writing
Descriptive writing focus (incorporation of relevant reading skills)
Practice of writing to a descriptive prompt and focus
Use of a range of examples to deepen understanding of descriptive tone
Focus on recapping descriptive devices and varying these within writing
Vocabulary and grammar practice embedded throughout writing
Autumn 2: Literature (Paper 1) – A Christmas Carol
Context work: Victorian Society, Charles Dickens (lifestyle factors)
Reading text, understanding of characterisation, plot, themes, motifs, symbols
Plot knowledge – understanding development of narrative in each stave
Analysis of key events, characters’ actions, significance of events
Close analysis of language in a range of extracts from all staves
Spring 1: Language – Narrative Writing Focus
(incorporation of relevant reading skills)
Practice of writing to a narrative prompt and focus
Use of a range of examples to deepen understanding of narrative structure
Focus on structure and development of plot
Vocabulary and grammar practice embedded throughout writing
Spring 2: Literature (Paper 2) – An Inspector Calls
Context work: World War 1, World War 2, J.B. Priestley, Capitalism vs Socialism
Analysis of the actions of key characters/stage directions
Reflections of plot, significance of each act, development of story, revelations
Development of understanding of guilt/interpretations of authorial intent
Discussion: events (plot)/themes/character presentation/context
Summer 1: Language – Reading
Focus on AQA Paper 1 (incorporation of relevant writing skills)
Retrieval of explicit/implicit information and ideas embedded within texts
Understanding writer’s viewpoint/perspective
Identify purpose, audience, form in a text
Analysing and synthesising writer’s methods and evaluating effects on the reader
Summer 2: Literature (Paper 2) – Poetry Anthology
Focus on Power and Conflict Poetry
Analysis of the poems in selected anthology
Focus on retaining understanding in long-term memory
Comparison questions in regular formative assessment/essays
Secure and develop understanding of context, language and structure
Y11
Autumn 1: Language – Narrative and Descriptive Writing Skills
CYP following Cambridge iGCSE will complete coursework for assignments 2 and 3, while those following AQA GCSE will work on Language paper 1 writing skills.Descriptive and narrative writing focus – completing extended writing
Recap of descriptive and narrative structure and language devices relevant to tasks
Continued practice of extended writing and redrafting coursework
Autumn 2: Literature (Paper 1) – Shakespeare (Macbeth)
Context work: society, violence, superstition, ideas of love, youth, ambition, Shakespeare’s biography, Queen Elizabeth/King James
Understanding of the plot – building, recall knowledge
Detailed language analysis focusing on individual characters
Use of language and techniques/impact on audience
Exam practice – creating secure analytical responses to a range of questions
Spring 1: Language – Non-Fiction Reading and Writing Skills
CYP following Cambridge iGCSE will complete coursework for assignment 1, while those following AQA GCSE will work on Language paper 2 reading and writing skills.Persuasive/transactional writing focus – completing extended writing
Development of reading skills and developing a point of view, in response to a text
Recap of persuasive devices and effective use of structure – particularly for letter writing
Continued practice of extended writing and redrafting coursework
Completion of any other assignments from half-term 1
Spring 2: Literature (Paper 2) – Completion of Poetry Anthology and Unseen Poetry
Analysis of remaining poems in selected anthology
Practice poetic analysis skills with unseen poems
Focus on retaining understanding in long-term memory
Comparison questions in regular formative assessment/essays
Secure and develop understanding of context, language and structure
Summer 1 & 2: Literature/Language Revision
Bespoke exam revision – planned by class teacher