English
Introduction
The English curriculum at Pilgrim is designed to foster a love of reading through a wide variety of both fiction and non-fiction texts, while teaching the skills needed to enable students to think and write critically and independently, ultimately knowing ‘How Texts Work’ and in turn being able to write and speak in whatever context they find themselves in. Class discussions of topics and themes within texts are conducted in a safe and supportive environment based on mutual respect and upholding Fundamental British Values. This in turn will allow students to achieve academically, and on a personal level, to live a hopeful life as resilient and confident people who use their voice, just as the writers they will meet have done with such success.
Goal
Despite the ‘Line of Sight’ being split into KS3 and KS4, it has been developed as a continuous curriculum which focusses on the development of a persistent schema throughout a student’s secondary school career. We subscribe to the notion that ‘persistent schemas are needed in the minds of individuals to identify and organise knowledge, and that the knowledge held by an individual is determining of identity (who they are) and competence (what they can do’ (Oates, 2018). Therefore, this curriculum intends to allow students to ‘form a web of knowledge that can be used and adapted to build a sense of how literature works’ (Bleiman, 2014). As such, each Scheme of Work will be based around a schema which outlines what the pupil needs to know, and in what order, so that they can master that element of English. These schemas then form the overarching ‘web of knowledge’ that the pupils will aim for. Alongside this, key vocabulary will be focussed on when studying every aspect of this curriculum, to ensure that pupils acquire a wide vocabulary and in particular, vocabulary that allows them to master ‘English’ as a subject discipline.
Example Schema
Pathways
The National Curriculum in England: Key Stage 3 Programmes of Study (September 2013) informs this curriculum, and we share its aims, which are:
The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils:
- read easily, fluently and with good understanding
- develop the habit of reading widely and often, for both pleasure and information
- acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
- appreciate our rich and varied literary heritage
- write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
- use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
- are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.
The Pilgrim School enters students for AQA English Language 8700 and AQA English Literature 8702 (except in exceptional circumstances). This curriculum therefore ties together a knowledge-led approach, and an approach which will lead pupils to be successful at KS4.
The long-term learning objective, to know how texts work, spans both Key Stages 3 and 4, as there is no differentiation between the knowledge and skills in the key stages, instead there is an expected linear progression. The mastery statements used to mark in KS3 are derived from the Assessment Objectives at Key Stage 4 as this is the ultimate destination for pupils, and will lead to them gaining qualifications successfully, therefore furthering their chances of a hopeful life.
Agency
English as a subject is vital to enable pupils to broaden their minds and their understanding of others, as well as developing the skills needed to communicate effectively both verbally and in writing. Many of the skills developed in English will be essential to access further education and most careers in later life.