English
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By the end of year 7, a STM English student will…
- develop reading to begin to be fluent, students should demonstrate a clear understanding, whilst building a wide range of vocabulary from KS2,
- be able to use a dictionary and thesaurus to improve their range of vocabulary and spelling
- be able to make simple links between texts and the contexts in which they were written. Thinking about social justice, dignity, empathy and stewardship.
- learn about the world through books and to recognise different perspectives, allowing students to be empathetic and to invoke ideas of the common good and solidarity.
- be able to write clearly and coherently, to begin to adapt language and to recognise style for a range of contexts and audiences.
- be able to use discussion to learn; explain their ideas and understanding with growing confidence. Students should demonstrate resilience and passion through discussion which touches on British values, peace, stewardship, the common good and social justice.
- develop culturally, emotionally, intellectually, spiritually, and socially (particularly through reading) so they can lead choice filled lives and embody a catholic ethos
- begin to make some thematic and moral links through the topics studied. Students should demonstrate and empathic and authentic curiosity.
- develop a passion for English, reading and writing
By the end of year 8, a STM English student will…
- begin to read fluently with a clear understanding, whilst building a wide range of vocabulary,
- be able to use a dictionary and thesaurus to improve their range of vocabulary and spelling
- be able to make some links between texts and the contexts in which they were written. Thinking about social justice, dignity, empathy and stewardship.
- learn about the world through books and begin to consider different perspectives, allowing students to be empathetic and to invoke ideas of the common good and solidarity.
- be able to write clearly and coherently, to begin to adapt language and style for a range of contexts and audiences.
- be able to use discussion to learn; explain their ideas and understanding clearly. Students should demonstrate resilience and passion through discussion which touches on British values, peace, stewardship, the common good and social justice.
- develop culturally, emotionally, intellectually, spiritually, and socially (particularly through reading) so they can lead choice filled lives and embody a catholic ethos
- begin to make thematic and moral links through the topics studied. Students should demonstrate and empathic and authentic curiosity.
- develop a passion for English, reading and writing
- read and write for pleasure and enjoyment and to be inspired to read a range of texts inspired by those studied in lesson. Students should seek out cultural capital opportunities and to be authentic in their pursuit to understand the wider world.
- develop independent, resilient, and empathic learners
By the end of year 9, a STM English student will…
- be able to read fluently with good understanding, whilst acquiring a wide range of vocabulary,
- be able to use a dictionary and thesaurus confidently to improve their range of vocabulary and spelling
- be able to make links between texts and the contexts in which they were written. Thinking about social justice, dignity, empathy and stewardship.
- learn about the world through books and considering different perspectives, allowing students to be empathetic and to invoke ideas of the common good and solidarity.
- be able to write clearly, accurately, and coherently, adapting language and style for a range of contexts and audiences.
- be able to use discussion to learn; elaborate on and explain their ideas and understanding clearly. Students should demonstrate resilience and passion through discussion which touches on British values, peace, stewardship, the common good and social justice.
- develop culturally, emotionally, intellectually, spiritually, and socially (particularly through reading) so they can lead choice filled lives and embody a catholic ethos
- make thematic and moral links through the topics studied. Students should demonstrate and empathic and authentic curiosity.
- develop a passion for English, reading and writing
- read and write for pleasure and enjoyment and to be inspired to read a range of texts inspired by those studied in lesson. Students should seek out cultural capital opportunities and to be authentic in their pursuit to understand the wider world.
- become independent, resilient, and empathic learners
The study of English in KS4 aims to link and build on the prior learning and enthusiasm for the subject created in KS3. Students will build on key Language and Literature skills through a cycle to maintain confidence and to ensure buildable skills and knowledge. Students will complete assessments taken from past paper and will be marked using the mark schemes.
• Pupils will be introduced to KS4 by building on knowledge from their Unit 1 Narrative study and Transactional Writing Unit by understanding the structure of Language Paper 1 and Language Paper 2. The main focus of the unit is on the reading section. Pupils will understand the structure of the exam and will develop exam strategies to make them more independent learners.
• Pupils will build on their knowledge of text study from “Of Mice and Men” in Y9 and will Study “A Christmas Carol”. Pupils will understand the context of Victorian England and the writer’s intentions when structuring and developing the novella. Pupils will read, annotate and make thematic, contextual and structural links. Pupils will focus on close analysis as this is a key element in the Literature exam.
• The play for KS4 is “An Inspector Calls”, pupils will build on contextual details from “A Christmas Carol” and will further understand how and why Priestley develops characters based on context and personal motives. Pupils will build on knowledge from KS3 “A women in Black” to analyse a play. Pupils will begin to comment on the audience’s feelings and thoughts in their in-class assessment.
• Pupils will be exploring Poetry and Unseen poetry based on themes of war, love and nature. They will understand contexts based on their “Power and Conflict Unit” in Y9 and will understand the importance of contextual links in their exam. Pupils will also begin to make comparisons based on theme and build confidence in analytical responses.
• Pupils will be studying Shakespeare’s ‘Romeo and Juliet’; they will focus on drama and Shakespeare’s stagecraft along with his use of language to create meaning whilst looking at the themes of power, conflict, love, and fate. Students will focus on close analysis and wider extract responses.
• Oracy will form unit to prepare students for their Spoken Language Unit, students will focus on areas of Catholic Social Teaching, Social Justice or English Contextual elements to create an independent speech with will be assessed for their Unit Three .
