English

What is the overall aim of what we are learning in English?

The intention of our curriculum is to invite students to join the universal human discourses that great literature explores. We aim for our students to find their voice as they interrogate the ideas that have come before them. This works in tandem with the reading and writing elements of our curriculum: providing students with the knowledge and know-how to interrogate, interpret, communicate and engage with the world around them. We believe that mastering language can open doors and ensure our students are the most successful citizens they can be.

What are students learning in Year 7, 8 & 9?

Our curriculum is comprised of three components: 

• Literary Heritage, where pupils study foundational texts of English Literature such as ‘Oliver Twist’, ‘The Tempest’ and ‘Small Island’. The texts offer students an authentic, cumulative experience of the discipline of English, as they undertake literary analysis of the texts with increasing confidence and nuance. 

• Writing Mastery, where students master the fundamentals of clear composition and self expression. Writing is taught discretely from reading so that pupils can focus their attention on deliberately practising the precise skill or knowledge they’re trying to master at any one moment. Across their Key Stage 3 journey, students build the accuracy, pace and precision with which they can apply increasingly complex grammatical structures. 

• Reading for Pleasure, where students develop a love of reading. Our curriculum timetable includes weekly (fortnightly in Year 9) library lessons. As well as using the Accelerated Reader programme to track and reward student’s progress, we also read for pleasure as a class; we know that reading for pleasure is the key determiner of future academic success. However, placing a book in front of students is not enough. We also need to share the knowledge and experience of reading a text for pleasure to foster a lifelong enjoyment of reading.

Why are they learning these things?

The curriculum aims to help students develop culturally, emotionally, intellectually, socially and spiritually through the texts they study and the activities they complete. Rather than just focusing on analysing ‘Oliver Twist’ or ‘A Midsummer Night’s Dream’, the curriculum invites students to respond emotionally and spiritually to characters (What makes Nancy’s death so affecting in ‘Oliver Twist’?), plots (How do you feel about the pigs’ manipulation of the other animals in ‘Animal Farm’?) and themes (How do writers use poetry to explore the significance of human journeys?). 

Students study a wide range of texts from different periods and cultures, in different styles and in different formats. This includes pre- and post-1914 novels, and two Shakespeare plays. The curriculum, including time devoted to reading for pleasure, gives you the opportunity to study a wide range of voices and text types. 
The guiding principle of Writing Mastery is to help students write accurately, fluently, effectively and at length, so they can express themselves truthfully and clearly. Every activity, and every lesson, helps students build towards this point.

How do we Stretch our students?

As part of our Literary Heritage curriculum, we expose students to challenging texts from the start of Year 7. Students study the words of Charles Dickens and Shakespeare. In English, we focus on stretching the conceptual and critical thinking of our students: this could be through the exploration of open questions, the study of key contextual influences or the reading of critical interpretations. We stretch our students to ask themselves big life questions and develop personal responses to texts.

Our multi-strand Mastery Writing curriculum . We know that one approach does not fit all so our students begin their Mastery Writing journey at different points (strand 1, 2 or 3) to ensure that students have mastered the foundational rules of grammar before progressing to manipulate more complex features of language. In our higher level Mastery Writing 3, students pair mastering grammatical skills with the application of narrative structures by genre. In Mastery Writing 4, students are stretched into applying key grammatical structures in argumentative writing. 

To stretch our able readers, we offer students’ reading journeys that allow them to read a wide variety of texts linked thematically to their set literature texts. In this way, we encourage students to begin comparing and engaging critically with key ideas from the start of their curriculum journey.

How do we support our students?

At Key Stage 3, we offer a Foundation curriculum to support students in their comprehension and enjoyment of challenging texts. The Foundation curriculum pairs original texts with the modern abridged versions to aid understanding. In addition, we dedicate lesson time to learning subject specific and tier two vocabulary that is regularly revisited to ensure understanding. We appreciate that reading texts from the literary canon can be challenging for every student. Therefore, we employ a range of approaches to reading to bring texts to life: from drama activities, to student lead presentations and art based responses.

At Northolt High School, we use the Accelerated Reader programme to guide students to books that are accessible but challenge them in terms of both vocabulary and content. Students regularly complete book quizzes to check their understanding. In library lessons, English teachers read with KS3 students to support them in their active reading. Using the reciprocal reading approach with individual students and groups to model the skills that make expert readers. This approach ensures we support students in becoming independent readers outside of our classrooms. This approach runs alongside extra curricular clubs such as Reading Buddies where our students develop their reading skills with the support and expertise of our Key Stage 4 and 5 students.

How can I find out more about what students are learning?

What is the overall aim of what we are learning in English Literature?

The intention of the English Literature curriculum is to invite students to join the universal human discourses that great literature explores. We aim for our students to find their voice as they interrogate the ideas that have come before them.

What are students learning in Year 10 & 11?

Our students have the opportunity to return to our core literary texts on multiple occasions across Key Stage 4. This cumulative curriculum allows students to deepen their understanding of the core texts and build their detailed knowledge base over time. We believe this facilitates interesting and multi-layered interpretations. We build on the key skills taught at Key Stage 3, to provide students with the know-how they need to fully discuss their complex ideas.

Why are they learning these things?

At Key Stage 4, our students develop a critical understanding of the ways in which literary texts are a reflection of, and exploration of, the human condition. We have selected three texts that allow students to consider universal themes from different perspectives. For example, our study of Blood Brothers, Romeo and Juliet and Power and Conflict Poetry encourages a consideration of how writers criticise the hierarchical structures of society in similar ways, whether writing in the sixteenth century or the twentieth. In the same way, students can consider how human hubris is criticised by both Stevenson and Shakespeare. These critical conversations encourage students to consider how these universal themes impact their own lives.

How do we provide Stretch and Support?

Stretch 
As students progress through our curriculum, we expose them to a wide range of critical opinions to help them develop their own voice and potentially prepare for A Level study. Outside of the classroom, we use our Extra Curricular clubs to stretch students: our Literature through Film Club offers students the opportunity to critically engage with different interpretations of classic texts as well as expanding specific contextual understanding. 

Support
We craft our lessons to build up to independence through consciously planned chunks of learning, regular knowledge recall and construction of model responses. The English Department makes full use of Google Classroom to share resources with students and offer regular opportunities to revisit and check knowledge. In addition, we utilise a wider variety of online platforms to support students in their learning; these include: The Globe Theatre, GCSE Pod and Quizlet. For students who are early English language learners (and join us in Key Stage 4) we offer a ‘ GCSE English Language’ only pathway. This allows students to focus on one GCSE while still being exposed to a variety of literary texts in extract form. 

How can I find ot more about what students are learning?

What is the overall aim of what we are learning in English Language?

The intention of the English Language curriculum is to create empathetic, confident and critical citizens by providing students with the knowledge and know-how to interrogate, interpret, communicate and engage with the world around them. We believe that mastering language can open doors and ensure our students are the most successful citizens they can be.

What are students learning in Year 10 & 11?

The intention of the English Language curriculum is to create empathetic, confident and critical citizens by providing students with the knowledge and know-how to interrogate, interpret, communicate and engage with the world around them. We believe that mastering language can open doors and ensure our students are the most successful citizens they can be.

Why are they learning these things?

Our curriculum ensures that our students leave us with the skills to interrogate, interpret, communicate and engage with the world around them. Our pairing of reading and writing skills creates empathetic citizens who are able to appreciate real world discourses and engage in these themselves.

How do we provide Stretch and Support?

Stretch and Support at KS4 
As all students have to continue their study of English Language we make sure we constantly support students who may not find it that easy. Although the requirements of the English Language GCSE are challenging, we craft our lessons to build up to independence through consciously planned chunks of learning, regular knowledge recall and construction of model responses. The English Department makes full use of Google Classroom to share resources with students and offer regular opportunities to revisit and check knowledge. 

The skills that students develop over the course of their English Language studies are essential to their wider studies. We work hard to stretch those who need to develop their reading and writing skills. In class, we craft our questioning and stretch tasks to prompt students to employ higher level thinking skills. In writing, we explore examples of successful writing to challenge students to emulate effective choices. To deepen analytical thinking, we encourage our students to develop critical and nuanced interpretations. 

How can I find ot more about what students are learning?