English

Curriculum Leader: Mrs L Morgan

The importance of English cannot be underestimated: a strong command and understanding of language in its many forms is essential. At The Eastbourne Academy we recognise the importance of all three language skills: reading, writing and speaking and listening. As students develop these skills, we aim to expose them to a wide range of fiction and non-fiction texts -from a range of time periods- in order to both deepen their understanding of how language is used by writers to create specific effects and build their understanding of the world in which these texts were born and read.

In KS3, the English Department aims to deliver a highly engaging and challenging curriculum that puts enjoyment at the heart of learning. At The Eastbourne Academy, we expose students to a range of texts that cover a range of forms, genres, writers, cultures and time periods. Oracy is at the heart of language development, and pupils will refine their speaking and listening skills through frequent discussion, debate, paired and group work based upon the texts the pupils encounter. We aim to instil our students with the ability to write in a range of different forms and purposes for effect with accurate spelling, punctuation and grammar. 

The English team believe that all pupils, no matter their starting points or specific needs, can achieve success; every pupil has the potential to achieve the highest grades and any barriers to learning can be overcome. 

Our aims are to ensure that all pupils:

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.

 

Implementation:

In KS3, each year group will study a Shakespeare play, a cluster of poetry, a novel and specific units that develop their writing skills. Where possible, the SoW are sequenced so that Years 7 to 10 are aligned to create a learning atmosphere and culture across the department and give a sense of journey and purpose. 

Term 1: All lessons in Years 7 to 9 have a focus on a fiction writing.

Term 2: All lessons in Years 7 to 10 will focus on a modern text.

Term 3: All lessons in Years 7 to 10 will have a focus on poetry

Term 4: All lessons in Years 7, 8 and 10 will have a focus on a 19th-century literature text

Term 5: All lessons in Years 7 to 9 will have a focus on a Shakespeare Play

Term 6: All lessons in Years 7 to 10 will have a focus on on-fiction and point of view writing.

This also enables teachers to use resources from across the key stages to support different groups of learners. To ensure that every pupil has the potential and drive to achieve the highest grades, every year group is mixed ability. This has proven effective with our pupils as GCSE data shows that all groups of learners make expected or better progress in their GCSEs. In English, lessons will be differentiated in the following ways:

Differentiation by support- teachers or LSAs will work with small groups of learners in order to achieve set outcomes

Differentiation by outcome - pupils will all do the same activity and then be assessed against different level outcomes

Differentiation by task- students will be given/provided with different tasks according to the ability range

Where possible, tasks will have three levels of challenge to ensure that all pupils are encouraged and supported throughout the lesson and not just at key points. 

The KS3 and KS4 curriculum allows for greater weighting on reading due to the language acquisition sequence. During their reading of literature text, students will be encouraged to use a range of speaking and listening skills to refine and develop their ideas, which, in turn, will help to refine their written analytical skills. Furthermore, this focus on the writers’ craft will provide models for their own writing. 

Throughout the term, pupils will be given regular formative written, verbal or peer feedback. This formative feedback can then be applied to subsequent lessons and the termly summative tasks that are used to gauge the progress of students.

Enrichment is a priority for the department, and we aim to provide each year group with at least one theatre visit per year; in KS4, we aim to provide pupils with an opportunity to go on a theatre trip for each set text.