English
What is English?
English is the study of literature, mainly comprising novels, poetry and drama. This study includes analysis, debate and critical theorising of published works of literature, both classic and contemporary. Alongside this, English language study focuses on engaging creatively and analytically with texts, as well as the creative production of students’ own pieces of fiction and non-fiction writing.
Why do we teach English at HASU?
At HASU, our curriculum is built around our purpose of fostering a love of literature, reading, writing and the spoken word. We want students to relish the opportunity to read widely and by doing so, explore a range of cultures, experiences and opinions that stem from a wide range of social, cultural and political ideas. Through this, pupils will develop their empathy skills, as well as be able to form their own opinions based on their knowledge and experience of the world. Not only this, but through regular discussion and listening, students will develop a respect for others, their opinions, similarities and differences. Through engagement with literature, the subject promotes and develops powerful knowledge which enables students to decode and engage fruitfully with society beyond their own experience. We ensure that our value of integrity is embedded in our discussions, both explicitly and implicitly, using characters and stories as a stimulus for discussion about our attributes and characteristics as citizens of the world. Exposure to different types of texts from a range of cultural perspectives and contexts, means our students will feel inspired to build their knowledge of the world they live in, developing their cultural capital and experience.
How do we teach English at KS3?
Students study texts from both the Literary Canon (those texts that we consider to be classics in literature, that have endured the test of time), as well as contemporary writing so that they can foster an understanding of where the society they live in now has come from and what has informed their life experience and understanding. In each year of KS3 we focus on a different big theme or concept that ties our learning together. In year 7 we begin with ‘Telling Stories’, then move on to ‘Heroes and Villains’ in year 8 and ‘Forms of masculinity and femininity’ in year 9. We use these themes to examine texts through a lens and make links between the stories and ideas that pupils are exposed to in context. This approach means pupils are well prepared and ready for the demands of KS4 and the level of conceptual understanding necessary to achieve highly.
At the start of year 7, we begin with extract-based work to mirror the end of KS2 assessments and aid with a smooth transition between primary and secondary English study. Literary heritage authors are studied in all year groups, starting with extract-based exploration in year 7 as a foundational unit on where stories come from and then build into more whole text analysis in year 8 and 9. Within our curriculum, we have ensured that we have chosen a range of texts to explore diversity and a range of cultures as well as promoting the British Values throughout.
When it comes to delivering the curriculum in the classroom, we put great emphasis on high levels of spoken language, with discussion embedded into every lesson. Pupils’ levels of literacy are expected to be excellent through this constant practice of rehearsing ideas through discussion, and then being supported in constructing these ideas into coherent and explorative pieces of writing. In order to do this, as well as comprehend and engage with reading, we believe pupils’ level of vocabulary needs to be broad so we explicitly teach vocabulary necessary to access and express important academic ideas. Each lesson, learning builds towards answering the ‘Big Question’ which is introduced at the start.
How do we teach English at KS4?
At KS4, pupils continue to be taught English language through literature and many of our implementation strategies remain the same, however in preparation for examination, knowledge and skills are taught more explicitly. Retrieval of previous learning is embedded into the schemes of work to ensure learning is moved to pupils’ long-term memory. Pupils continue to work towards answering a ‘Big Question’ in every lesson but are also made explicitly aware of how what they are learning fits into the examination and assessment programme they are studying. Pupils take part in discussion about ‘what, how and why’ writers do what they do in texts and are trained how to take effective notes so that the work they produce becomes a valuable revision resource when it comes to examination and assessment preparation at the end of KS4.
What exam board do we study at Key Stage 4?
All students at Harris Academy Sutton will study English Literature and English Language at GCSE as part of our broad and balanced Key Stage 4 curriculum. Students studying both English Language (8700) and Literature (8702) at HASU follow the AQA Specification. These can be found here.
