English

Curriculum Intent 

The paramount importance of English in enhancing the life chances of our students 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 rich contexts - in order to both deepen their understanding of how language is used by writers to create specific effects and to build their understanding of the world in which these texts were born and read.

In KS3, the English Department aim to deliver a highly engaging and challenging curriculum that puts enjoyment at the heart of learning. Through close reading, 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 students will refine their speaking and listening skills through frequent discussion, debate, paired and group work based upon the texts the students encounter. We aim to instill 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 believes that all students, no matter their starting points or specific needs, can achieve success; we have the highest aspirations for all of our pupils and we work hard to address barriers to learning.

Through an evidence informed, inclusive, broad, balanced and aspirational curriculum we aim 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.

Curriculum Implementation

We recognise that our curriculum goes beyond what happens in the classroom, and is a broad term that encompasses our wider offer. 

Our Knowledge Curriculum: Ambition in the Classrooms

We have identified the key declarative and procedural knowledge to ensure that students are equipped with the reading, writing and oracy skills they need in order to progress through KS3, KS4 and in preparation for KS5. In KS3 This key knowledge forms the end-points in each year; in KS4 we follow the National Curriculum Assessment Objectives and the AQA Language and Literature GCSE Specifications. 

Our KS3 end points are mapped against the KS2 National Curriculum Programme of Study to ensure challenge and progression from KS2 to KS3; the end points build in complexity over time so that when students leave Year 9 they are equipped with the knowledge they require for study at KS4. 

Where possible, the units that our students study are aligned across the year groups in a spiral curriculum in order to ensure that we are able to reinforce previous learning through regular retrieval of procedural and declarative knowledge as well as deepening levels of difficulty / increasing complexity in knowledge over time. For example, In Term 3 all students in Years 7 to 10 will study a novel and be assessed against end-points that are age appropriate. 

During our lessons, we use regular retrieval of knowledge during our starter activities to ensure that our students know more and remember more over time. We complement this with our use of mini-whiteboards in class to check the understanding of all students through hinge questions and during class guided practice. 

In English we have high aspirations for all students. All lessons are designed to be inclusive through the use of our TEA House Style, which includes guided practice; the Frayer model to teach new vocabulary; speaking and writing stems and dual coding. We pre-plan adaptations for students with SEND who may require them, gradually removing this support over time. 

To ensure that we stretch our most able students, the English department provides a weekly GCSE masterclass for students aiming for the highest grades. Students in the Scholars class for Years 7 to 10 are challenged through in the moment and planned adaptations to the taught curriculum, inspiring them to think harder, think more critically, and delve more deeply into the texts they study. We have links within the Trust which allow us to offer masterclasses for Year 11 on their GCSE English Literature texts.

Our Character Curriculum: Ambitious Individuals

• We have selected texts that expose students to a range of ideas linked to social responsibility. For example, In year 8 students study ‘Animal Farm’ by George Orwell and explore ideas about economic structures and corruption, helping them to be more critical about their own roles and responsibilities within society. 
  
  
• The English curriculum contains opportunities for discussing and developing emotional intelligence, empathy and healthy relationships with others, for example in Year 9, students look at ‘Purple Hibiscus’ by Chiamanda Ngozi Adichie, which contains challenging and thought provoking themes.
  
  
• Our students learn to disagree with each other well, to justify their opinions with evidence, and to understand key moral, cultural and philosophical ideas that underpin our society. Through the texts and content taught as part of our curriculum, students develop an understanding of how they are part of their community and the wider world.
• Diversity and inclusion is at the heart of any modern day English curriculum. We have reviewed our offer and introduced texts which allow students to see themselves reflected by them, while also retaining heritage texts which rightly retain their weight within the National Curriculum.
  
  
• English is a key driver of the delivery of SMSC issues. Through thought provoking topics such as War Poetry, ‘Animal Farm’ and ‘Purple Hibiscus’,  students learn about key issues that affect the society in which they live. 

Our Cultural Curriculum: Ambition Beyond our Classrooms

• The English team offer a Poetry By Heart club to all year groups to develop a shared love for poetry and sharing oral storytelling. There are also opportunities for Year 11 students to experience Literature masterclasses from an experienced A Level teacher, as well as bespoke interventions in mentor time for students whose progress is being closely monitored.
• The English curriculum is designed to ask big questions about the world students live in and how it came to be that way. Texts such as ‘The Strange Case of Dr Jekyll and Mr Hyde’ and ‘An Inspector Calls’ allow students to think critically about notions of class, crime and deviance, scientific discovery and social issues.
• The English team is passionate about promoting the love of reading; we have recently purchased Sparx Reader, a platform which allows students to have bespoke reading choices suggested for them based on their reading ability and interests. The school library is well stocked and regularly refreshed by the Assistant Head in charge of Literacy. We take suggestions and requests from students about reading material they would like to borrow. The library is a well-used space at both break 1 and break 2, as well as after school, with the Study Club being popular with KS3 students.