English
Within the English curriculum the emphasis is upon all aspects of communication – verbal, non-verbal and written – and the variety of ways in which thoughts and ideas may be shared. We seek to encourage pupils’ understanding of themselves, our society, historical and multicultural issues.
The teaching of English at Glenwood endeavours to equip students for the literate world. Pupils are encouraged to develop creativity and imagination, to express themselves effectively and work collaboratively; they are given access to literary genres which broaden their cultural experience and increase sensitivity about wider issues.
Pupils are provided with the necessary skills for proficient speaking and listening, and competent reading as well as how to use words effectively in written communication for different purposes and audiences.
The development of literacy underpins teaching and learning throughout the school. Our curriculum complements the Social Use of Language Programme with its development of the pupils’ interpersonal and social abilities from a communication perspective. Mathematical skills are also enhanced by the key words that are taught, such as the days of the week, months of the year, numbers and comparative language.
Header | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
|---|---|---|---|---|---|---|
Year 7 | An Introduction to English at Glenwood School James and the Giant Peach | Skellig Superheroes and Villains | The Tempest | Poetry | Charlie and the Chocolate Factory The Sixth Winner | Anthropomorphism Shields and Heraldry |
Year 8 | George’s Marvellous Medicine Catastrophe | Catastrophe | Oliver Twist | A Midsummer Night’s Dream | Fantasy Poetry | Tuck Everlasting Speeches |
Year 9 | A History of English Create a fact file detailing information about your dinosaur (W) | Beowulf Write your own monster description (W) | Survival Create a fact sheet informing the reader how to survive a perilous situation (W) | Climate Matters Create a leaflet to persuade other pupils to be more environmentally aware (W) | Rhythm and Poetry Write your own poem in the style of Karl Nova (W) | Macbeth Create a character profile for Macbeth explaining the changes to his persona over the course of the play (W) |
Year 10 | The Gothic Write a chapter from your own Gothic novel(W) A load of blurb – comparing book covers (S&L) Entry Level Non – fiction paper practice (R) Entry Level Fiction paper practice (R) | Detectives
Write your own description of the hound (W) | Families and Separation Write a diary entry describing the man’s arrival in the new country (W) Compare the different emotions in the pictures (S&L) | Journeys
Create a poster / advertisement to persuade people to visit a place / take a particular journey (W) | Dystopian Fiction
Write a chapter from your own dystopian story (W) My favourite dystopian fiction book / film (S&L) | Challenging Discrimination: Diverse Modern Short Stories
Persuasive speech on an aspect of inequality / the importance of equality (W) |
Year 11 | Victorian Voices in Literature
Compare the front cover and blurb of 2 books (S&L) Entry Level Non – fiction paper practice (R) Entry Level Fiction paper practice (R) | A Victorian Christmas
Write a letter to Scrooge in which you try to persuade him to help the poor (W) My favourite Christmas film / song / book (S&L) | Diverse Voices in Literature
Write a persuasive letter to your headteacher about an aspect of school you would like to change (W) Write a story based on one of the 2 images (W) Entry Level Non – fiction paper (R) Entry Level Fiction paper (R) | Diverse Voices in Literature
Write a persuasive letter to your headteacher about an aspect of school you would like to change (W) Write a story based on one of the 2 images (W) Entry Level Non – fiction paper (R) Entry Level Fiction paper (R) | Revision and Exam Practice Write a story based on one of the 2 images (W)
Write and deliver a speech about something you care passionately for (S&L) | Cell |
| Communication and Advocacy We empower student voice in English by providing many thought-provoking topics that may be discussed, debated and explored in a constructive way. Pupils learn how to listen to others’ viewpoints and respond to what has been said – this may be by indicating whether they disagree or agree, or adding points which build upon previous ones. Different roles are taken during a discussion so that everyone plays an equally important part in keeping the conversation going. |
| Independence and Preparing for AdulthoodEnabling literacy skills to be acquired in a meaningful way allows pupils to curiously explore what they think, feel and learn from other people’s experiences, which may influence the decisions they face in life. By inspiring pupils to become lifelong readers, writers and speakers, we will help them to open up their minds to what the world has to offer. |
| Physical, Social and Emotional Good Health Building resilience, acknowledging one’s emotions and being aware of the thoughts, feelings and behaviours of others is all part of the learning process. English provides the emotional vocabulary needed to help the pupils to manage and engage in social interactions. Furthermore, texts studied allow the pupils to consider the relationships between characters and how disagreements are resolved to restore everyone’s sense of well-being. |
KS4 Overview
Throughout Key Stage 4, students are working towards the Step Up to English Entry Level accreditation (as well as Functional Skills English and English Language GCSE if either or both are deemed appropriate). Each Scheme of Work will enable to students to build, apply and master the nine Assessment Objectives for English language at the appropriate levels. The aim is to enable students to build at least basic and relevant literacy skills in preparation for adulthood and to utilise in order to fully participate in school life and life beyond school.
In order to gain accreditation in the Step up to English award, students will complete at least 3 Non Exam Assessments. Summative assessment of the NEAs (as well as ongoing formative assessment) will enable the teacher to track student progress, ascertain strengths and weaknesses in individual Assessment Objectives and plan for personalised intervention / learning paths.
English lessons cover the development of reading and comprehension; writing and spoken language as well as the explicit teaching of spelling, punctuation and grammar.
We also hope to foster a love of literature. Students will experience a variety of text types; exploring their plot, characters, events and settings as well as the social, historical and cultural cultures which influenced them. We want to give students the tools to be able to express their own personal response through the development of critical and literary terminology.
SULP – Social Use of Language Programme
Language and communication skills are taught explicitly in SULP with the aim of improving social competence. It is a programme devised by speech and language therapists that not only facilitates, endorses and assists pupils to use non-verbal communication, verbal expertise and conversational skills, but also aids the acquisition of social understanding needed to recognise others’ needs. An ability to communicate well is essential to learning; therefore, we ensure that pupils learn the rules of clear and effective communication in order for them to succeed. The importance of social communication is taught through a blend of conversation, discussion, role-play and social skill games. Opportunities for practising, consolidating and advancing these skills are afforded in English and Drama lessons as well as in all other subject areas. Upon completion, pupils apply skills learnt to a broader learning context as they embark upon the education of life.
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
| Year 7 | Non-Verbal Communication Skills – eye contact, facial and hand gestures (an awareness of those used in different cultures) Social Niceties: Positive Body Language and Polite Expressions – polite phrases, positive body language | Prosody: Volume – identifying, selecting and using suitable volume levels for different situations Pair/Group Work – good sharing, turn-taking (handing over communication, waiting for a response), appropriate volume Proxemics – appropriate distance for communication, personal space, touching behaviours | Listening Skills – levels of listening, posture, using suitable facial expressions, asking appropriate questions, using/ responding to interjections and head-nodding (non-verbal cues), staying focussed | Prosody: Speaking Skills – identifying, selecting and using suitable rate, volume, pitch and intonation for different situations; identifying, | Memory – short-term memory and long-term memory, developing techniques for improving memory | Teamwork- identifying what makes a good team, developing, identifying and using verbal and non-verbal communication skills that allow teams to succeed |
| Year 8 | Self-AwarenessSelf-Esteem – developing self-esteem, becoming self-aware, communicating in an assertive way | Social Communication and Other Awareness – interest and friendship strategies, strengths and weakness
| Conversational Skills – starting communications, taking turns, timings of turns, handing over conversations allowing for response, thinking time, sorting crashes/repairing conversations | Focussed Listening – listeningskills used in everyday communicative contexts | Social Context – meeting new people, strategies to follow instructions and take messages, asking helps, comprehension monitoring | Social Context – negotiating compromise, dealing with potentially harmful situations, dealing with constructive criticism |
Glenwood School – Values in our Curriculum
English