The KS3 curriculum in English is rich with texts that enable students to engage with the diverse nature of our world. These build upon one another, thematically and in level of difficulty, over the course of the key stage, providing students with a clear understanding of many different cultures, periods of literary significance, and complex modern issues such as gender and violence that an understanding of which can also be applied to the texts they will study in KS4. In order to support students understanding of these complex topics, we are teaching the language they need to articulate their views about these issues alongside the texts, which will be embedded across the key stage and leading into KS3. Through the inclusion of modern children’s fiction, and fortnightly library lessons we aim to foster a love of reading, which will be supported through our literacy intervention programme, which includes paired reading with prefects for DS/SEN students who joined us below ARE. Lastly, through regular writing bursts teachers will teach feedback lessons that enable students to make immediate progress through a re-teach and re-drafting process, which will then inform their planning as they progress through the curriculum, maximizing student progress and teacher accountability. Homework has been planned to further develop independent reading skills through
the use of the online platform Read Theory.
The KS4 curriculum begins in year 9, through the teaching of Lord of the Flies in the summer term, which enables us to maximize curriculum time in year 10 & 11 to over-teach topics which have previously held back the progress and attainment of students, especially in English Language. The order in which literature texts that are taught in year 10 thematically link, as all explore violence, conflict and masculinity, which builds on not only Lord of the Flies, but also the other texts studied in year 9. Both language papers are also taught in year 10 so that there is time to re-visit these papers in year 11, as well as teaching the remaining literature texts that are mostly from the 19th century or
thematically link. Assessments have been planned in a timely fashion, to give students and teachers adequate time to fully prepare in lessons, as well as outside, so that the results are a true reflection of their ability, and can be used to inform planning of teachers. Within lessons practice questions are completed, which students redraft during feedback lessons before they are summatively assessed, in order to improve self-esteem as students will see evidence of what they’re capable of.