Year 7 English
Why do we teach what we teach?
Year seven English is all about giving our students an introduction to English at secondary school. Our students join us from a wide range of primary schools and will all have had different experiences of English at KS2. We aim to build on the skills they have acquired, whatever they have studied and introduce them to KS3 skills systematically, growing their reading, writing and ‘oracy ‘toolkits’ through the year, whilst exposing them to a wide range of ideas and texts to grow their knowledge.
What are we learning in the Spring Term?
Having settled into their new classes, students will apply the reading skills previously developed in the ‘Introduction to Poetry’ unit to a novel: Carlos Zafon’s Prince of Mist.
Through exploring the characterisation of the protagonist in contrast to the antagonist, students will develop their analysis of language, theme and character. They will also start to consider the importance of form and structure in a text, particularly in how a writer creates tension in their narrative. This will culminate in a piece of analytical writing at the end of the half term.
To enrich student’s creative thinking, they will have the opportunity to produce a creative project inspired by Zafon’s villain, Dr Cain. This will connect to the school’s World Book Day theme of Heroes and Villains on the 24th March.
Group changes
Students are taught in tutor groups for the first half term of Year 7 and are then organised into broad ability groupings based on data collected, KS2 information from the primary schools and teacher assessment. Students are broadly grouped by ability so that their individual needs and requirements are taken into account. Groupings are flexible and will be revised through the year to ensure that students are suitably placed. All groups follow the same broad curriculum, ensuring absolute equality of opportunity for all our students, in line with our comprehensive ethos, which enables all our students to access our full curriculum offer.
Year 8 English
Why do we teach what we teach?
Year eight English is all about building upon the skills that have been taught, practised and developed in year seven, whilst introducing new ones (such as broadening their understanding of a writer’s methods, such as looking at stagecraft in the study of Shakespeare). We also introduce our students to a broad range of new knowledge expanding their understanding of the English literary heritage as well as the world around them through the study of non-fiction texts.
What are we learning in the Spring Term?
Building on their study of Shaun Tan’s The Arrival which encouraged the development of empathy through understanding the experience of others, students will study Eleanor Updale’s novel Montmorency over the course of the term.
A focus is placed on students forming their own opinions in relation to the protagonist: a criminal who invokes sympathy in the reader. We investigate how Updale has used language, form and structure to affect his characterisation. Students will examine these features in a piece of analytical writing.
To enrich their study of Montmorency further, students also explore the rich historical context of Victorian Britain through topics such as: scientific breakthrough, the suffragette movement and infrastructures which underpin modern London. Students will use the ideas that they read, write and discuss to influence their own piece of sensationalist creative writing.
Year 9 English
Why do we teach what we teach?
Year nine English is all about honing the skills that have been taught, practised, and developed across KS3 so far, whilst developing the complexity of their thinking about texts, writing and communication skills. Through a broad and diverse curriculum introducing our students to a wide range of new knowledge, such as the role language plays in society and how and why texts are carefully and consciously constructed by writers.
What are we learning in the Spring Term?
Following on from the Moving Image unit, which encouraged students to consider directorial decisions in film, students apply their understanding of conscious crafting of a text to Siobhan Dowd’s Carnegie-winning novel Bog Child.
Taught over a whole term, this unit will focus on how the writer uses language, form and structure to shape meaning. Particular focus will be placed on developing students’ cultural and critical understanding of how historical contexts shape a text. Despite being set in Ireland in 1981 at the height of The Troubles, the novel enables students to appreciate parallels to their own modern context as contemporary readers.
Students will complete both creative and analytical writing, inspired by this text. They will also have the opportunity to produce a creative project rooted in this fascinating period of British history.
English is a two-year course which leads to two qualifications: GCSE English Language and GCSE English Literature.
GCSE English Language allows students to demonstrate their ability to:
use English in real life contexts
explore the way meaning is conveyed
use an investigative and analytical approach to language topics, drawing on personal experience.
GCSE English Literature requires candidates to explore texts from a personal perspective and offers an experience of:
literature today
literature globally
the literary heritage
literary criticism and analysis
All work is assessed in terminal exams at the end of year 11, two each for GCSE English Language and GCSE English Literature.
During the course pupils will be expected to:
improve their skills in reading, writing, speaking and listening
learn to write and speak fluent, accurate and appropriate English
read and respond to a range of literature, both fiction and non-fiction.
AQA English Language (Course Code: 8700)
AQA English Literature (Course Code: 8702)
English Language - AQA
There are two exams:
Paper 1: Explorations in Creative Reading and Writing
1 hour 45 minute exam - 50% of the GCSE
Paper 2: Writers’ Viewpoints and Perspectives
1 hour 45 minute exam - 50% of the GCSE
Students also need to complete one speaking and listening task which, although compulsory, does not count toward the overall grade.
English Literature – AQA
There are two exams:
Paper 1: Shakespeare and the 19th-Century novel
1 hour 45 minute exam - 40% of the GCSE.
Paper 2: Modern texts and poetry
2 hour 15 minute exam - 60% of the GCSE.
Increasing understanding
Pupils can make considerable progress in English by taking care with all work set. Homework feeds into developing skills and, if tackled conscientiously, will contribute directly to learning.
When studying set texts, pupils are advised to read other work by the same author. Reading non-fiction is a key National Curriculum strand and we advise pupils to read quality journalism to help their background knowledge of informative language as well as to increase their awareness of issues for discussion.
Response to poetry (classic, contemporary and multi-cultural) is another key National Curriculum strand and wider reading of poetry is therefore also helpful.
Further information about the courses can be found on the AQA website:
http://www.aqa.org.uk/subjects/english/gcse
Q: What is AQA Step Up to English?
A: The AQA Step Up to English course is designed to cater to the needs of students who either might find it hard to perform at GCSE level or those who need some extra support in order to work incrementally towards GCSE.
Q Is Step Up to English one of the options available to all students?
A: No, it is not. Students who the English Department feel meet the criteria above are identified from the current Year Nine cohort and are then invited to join one of the two Additional English groups from the start of Year Ten.
Q: When were the invitations to join one of the groups sent out?
A The invitations were sent out in mid-January.
Q: Can students decide not to accept the invitation to join an Additional English group?
A: Yes, certainly. It is however important to point out that it may not be possible for a student to join one of the groups at a later date, should he or she change their mind.
Q: Why are the groups called “Additional English” groups?
A: Because as well as the timetabled English lessons that everyone in Year Ten has, students in these groups receive additional English lessons on their timetables when they would otherwise be studying a Modern Foreign Language GCSE.
Q: Are students entered for Step Up to English entered for both English GCSEs as well?
A: Yes, the great majority of them are. Students in Additional English groups typically spend the first two terms of Year Ten preparing for Step Up to English assessments that are completed before Easter. From that moment on, the focus shifts to GCSE English Language and GCSE English Literature. As its name suggests, and as indicated above, one of the key purposes of the Step Up course is to serve as incremental preparation for higher level work. Much of the content of Step Up to English is similar to GCSE English e.g. 19th century texts, narrative and transactional writing. As a result, students moving from Step Up to GCSE find that they are already familiar with many of the key skills required.
Q: Do the additional English lessons continue in Year 11 as well?
A: Yes. Even though the great majority of students will complete the Step Up to English qualification by the end of the Easter term in Year Ten, students have additional English lessons throughout Key Stage 4. As detailed above, this additional lesson time is used to prepare classes for the two separate GCSE English exam courses.
Q: Where does Step Up to English sit in terms of progression?
A: Step Up to English is an Entry Level qualification which sits below GCSE. Progression through the
levels is as follows:
Entry 1 - Entry 2 Entry 3 - Level 1 (GCSE grades 1-3) - Level 2 (GCSE grades 4-9)
Q: Is further information available online?
A: Yes, via the AQA website - https://www.aqa.org.uk/subjects/english/elc/step-up-to-english-5970
Q: Who can I contact if I have any further questions about the structure and content of the AQA Step Up to English course?
A: Please contact Mr Walker – iwalker@combertonvc.org
Comberton Village College
West Street, Comberton
Cambridge CB23 7DU
Tel: 01223 262503
Email: thecollege@combertonvc.org
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Comberton Village College is part of The Cam Academy Trust, a company limited by guarantee and registered in England and Wales with company number 0749 1945.
The registered office is at Comberton Village College, West Street, Comberton, Cambridgeshire, CB23 7DU
