English, Media and Film

The English Faculty at Mexborough Academy

We strive to:

 

  • Enlighten our students to appreciate the richness and diversity of both spoken and written forms of the English language

 

  • Impart an understanding and appreciation of the writer's craft in order to enable our students to become competent and proficient in interpreting and understanding a variety of texts

 

  • Develop our students to become confident speakers and listeners, who feel assured in communicating effectively in a variety of situations and contexts

 

  • Give our students an understanding of how communication can be enhanced by studying and using a variety of media

 

  • Give our students every possible opportunity to develop their skills in the three key areas of Reading/Writing/Speaking and Listening. 

 

 

Teachers and Roles in the Department

 

Miss J Law                              Faculty Leader

Mrs C Kelly                              2nd in Faculty , KS3 Coordinator

Mrs A Robinson                      Teacher of English

Mr I Moreno-Melgar               Teacher of English, Literacy Lead

Mrs J Walker                           Teacher of English, Intervention Co-ordinator

Curriculum

Key Stage Three

Students experience a wide range of literature – non-fiction and media texts as well as poetry, prose and drama texts.

Students in KS3 are assessed using the Assessment Focuses within the English Key Stage Three Programme of Study.  Students are encouraged to chart their own progress by mapping their attainment on their ‘Flight Path’ grid.

Year 7

Reading:

·       Reading a range of fiction and non-fiction texts, covering a wide range of genres

·       Poetry

·       Novels

·       Playscripts

·       Shakespeare

·       Seminal world literature and poetry

·       Responding with empathy

·       Studying writer’s craft and effect

·       Making inferences

Writing

Students will be taught to write accurately, fluently, effectively and at length for pleasure and information through:

·       Stories, poetry and imaginative writing

·       Writing for a range of purpose and audience

·       Building effective and ambitious vocabulary and grammar

·       Opportunities to plan, draft, edit and proof read through their work

·       Focusing on spelling, punctuation and grammar; applying patterns and rules to build on prior knowledge from Key Stage 2

·       Writing diaries and journals

·       Descriptive and narrative writing

·       Writing Playscripts

Spoken English

Students will be taught to speak confidently and effectively, through a range of activities linked to the themed scheme of work that they will be taught. They will be taught this through:

·       Using Standard English, students will speak confidently in a range of contexts

·       Giving short speeches to their fellow peers

·       Participating in formal debates and structured discussions

·       Improvising, rehearsing and performing a variety of texts

Year 8

 

Reading

·       Reading a range of fiction and non-fiction texts, covering a wide range of genres

·       Poetry

·       Novels

·       Playscripts

·       Shakespeare

·       Seminal world literature and poetry

·       Responding with empathy

·       Studying writer’s craft and effect

·       Making inferences

·       Detailed questioning

·       Comparing and contrasting texts

·       Analysing language

·       Studying mood and atmosphere and themes

Writing

Students will be taught to write accurately, fluently, effectively and at length for pleasure and information through:

·       Stories, poetry and imaginative writing

·       Writing for a range of purpose and audience

·       Building effective and ambitious vocabulary and grammar

·       Opportunities to plan, draft, edit and proof read through their work

·       Focusing on spelling, punctuation and grammar; applying patterns and rules to build on prior knowledge from Key Stage 2

·       Writing for a variety of purpose and audience

·       Descriptive and narrative writing

·       Writing Playscripts

Spoken English

Students will be taught to speak confidently and effectively, through a range of activities linked to the themed scheme of work that they will be taught. They will be taught this through:

·       Using Standard English, students will speak confidently in a range of contexts

·       Giving short speeches to their fellow peers

·       Participating in formal debates and structured discussions

·       Improvising, rehearsing and performing a variety of texts

Year 9

Reading

·       A wide range of fiction and non-fiction which includes: whole books, short stories, poems and plays.  These will cover a wide range of genres, historical periods and authors. 

·       The range of fiction and non-fiction works will cover: Shakespeare; seminal world literature; pre 1914 prose, poetry and drama and contemporary prose, poetry and drama.

These works will be in the form of: diaries and letters; biographies and autobiographies; newspaper articles and a range of multi-media texts.

Through an appreciation of reading, students will:

·       Learn new vocabulary

·       Make inferences and be able to refer to evidence in the text

·       Know how language, grammar and organisational features have meaning

·       Make critical comparisons across texts

·       Study settings, plots and characters and understand their effects

Writing:  Students will write accurately, fluently, effectively and produced extended-writing pieces through:

·       Stories, poetry, scripts and other imaginative writing

·       A range of narrative and non-narrative texts including arguments, reports and summaries

·       Well-structured formal and informal letters

·       Notes and polished scripts for talks and presentations

Students will apply their growing knowledge of vocabulary, grammar and organisational features to their writing.  They will:

·       Plan, draft, edit and proof read all work

·       Write for the appropriate purpose and audience

·       Use Standard English confidently in their own writing and speech in a range of formal and informal contexts

·       Use vocabulary and grammatical constructions consciously to achieve particular effects

·       Use linguistic and literary terminology with confidence

Spoken English

Students will speak confidently and effectively through:

·       Giving short speeches and presentations, expressing their own ideas and keeping to the point

·       Participating in formal debates and structured discussions, summarising and building on what has been said

·       Improvising, rehearsing and performing play scripts and poetry; using role, intonation, tone, volume, mood, silence, stillness and action to add impact

 

Key Stage Four

 

At KS4, students follow the AQA GCSE English Language and AQA GCSE English Literature programmes of study.

 

KS4 GCSE English Language Assessment Objectives and Scope of Study

 

GCSE specifications in English language enable students to:

 

·      read a wide range of texts, fluently and with good understanding

·      read critically, and use knowledge gained from wide reading to inform and improve their own writing

·      write effectively and coherently using Standard English appropriately

·      use grammar correctly, punctuate and spell accurately

·      acquire and apply a wide vocabulary, alongside a knowledge and understanding of grammatical terminology, and linguistic conventions for reading, writing and spoken language

  • write legibly and clearly.

 

In addition, GCSE specifications in English language enable students to:

listen to and understand spoken language, and use spoken Standard English effectively.

 

Spoken language will be reported on as part of the qualification, but it will not form part of the final mark and grade.

 

Scope of Study:

 

GCSE specifications in English language should require students to study:

Reading comprehension

  • Finding, interpreting and using information and evidence: reading a range of continuous and non-continuous texts,2 both literature and other high-quality writing; reading in different ways for different purposes; accessing, retrieving and interpreting information and evidence within a single text and from across more than one text; comparing and evaluating the usefulness and relevance of information and ideas to meet a defined purpose; identifying and distinguishing between main and subsidiary themes; synthesising and summarising information; paying attention to detail, and supporting comprehension by commenting on the use of a wide vocabulary, knowledge of grammar and the context of the text.

 

  • Critical reading: recognising and drawing inferences; reflecting critically and evaluatively on text, using the context of the text, drawing on knowledge and skills gained from wider reading; recognising the possibility of different reactions to a text; supporting a point of view about the text by referring to evidence within it;

 

·      Evaluation of a writer’s choice of vocabulary, form, grammatical and structural features: explaining and illustrating how vocabulary and grammar contribute to effectiveness and impact, and using linguistic and literary terminology accurately to do so; evaluating how form and structure contribute to the effectiveness and impact of a text

Comparing texts: comparing two or more texts critically with respect to the above.

 

Writing

·      Producing clear and coherent text: writing effectively for different purposes, and audiences: to describe, narrate, explain, instruct, give and respond to information, and argue; selecting vocabulary, grammar, form, and structural and organisational features judiciously to reflect audience, purpose and context; using language imaginatively and creatively; using information provided by others to write (in different forms); maintaining a consistent point of view; maintaining coherence and consistency across a text

  • Writing for impact: selecting, organising and emphasising facts, ideas and key points; citing evidence and quotation effectively and pertinently to support views; creating emotional impact; using language creatively, imaginatively and persuasively, including rhetorical devices (such as rhetorical questions, antithesis, parenthesis).

 

Spoken language

·      Present information and ideas: selecting and organising information and ideas effectively and persuasively for prepared spoken presentations; planning effectively for different purposes and audiences; making presentations and speeches

·      Respond to spoken language: listening to and responding appropriately to any questions and feedback

Spoken Standard English: expressing ideas using Standard English whenever and wherever appropriate.

 

KS4 GCSE English Literature Assessment Objectives and Scope of Study

 

GCSE specifications in English literature should enable students to:

 

·      read a wide range of classic literature fluently and with good understanding, and make connections across their reading

·      read in depth, critically and evaluatively, so that they are able to discuss and explain their understanding and ideas

·      develop the habit of reading widely and often

·      appreciate the depth and power of the English literary heritage

·      write accurately, effectively and analytically about their reading, using Standard English

  • acquire and use a wide vocabulary, including the grammatical terminology and other literary and linguistic terms they need to criticise and analyse what they read.

GCSE specifications in English literature requires students to study:

 

Detailed study of a range of high quality, intellectually challenging, and substantial whole texts, which must include:

 

·      at least one play by Shakespeare

·      a selection of representative Romantic poetry

·      at least one nineteenth-century novel

·      a selection of poetry since 1850

  • British fiction or drama since the First World War.

 

Reading Comprehension and Reading Critically

 

  • Literal and inferential comprehension: understanding a word, phrase or sentence in context; recalling and describing characters, events and settings, describing and summarising aspects of plot, setting or characterisation; distinguishing between what is stated explicitly and what is implied; explaining motivation, sequence of events, and the relationship between one or more actions or events

 

·      Critical reading: identifying and distinguishing between main and subsidiary themes; supporting a point of view by referring to evidence in the text; recognising the possibility of different responses to a text; using understanding of writers’ social, historical and cultural contexts to inform evaluation; making an informed personal response that derives from analysis and evaluation of the text

·      Evaluation of a writer’s choice of vocabulary, grammatical and structural features: analysing and evaluating how language (including figurative language), structure, form and presentation contribute to quality and impact; using linguistic and literary terminology for such evaluation (such as, but not restricted to, phrase, metaphor, meter, irony and persona, synecdoche, pathetic fallacy)

  • Comparing texts: comparing and contrasting texts studied referring to context, theme, characterisation, style and literary quality; comparing two or more unseen texts critically with respect to the above.

 

Writing

·      Producing clear and coherent text: writing effectively about literature for a range of purposes such as: to describe, explain, summarise, argue, analyse and evaluate; discussing and maintaining a point of view; selecting and emphasising key points; using relevant quotation and using detailed textual references

  • Accurate Standard English: accurate spelling, punctuation and grammar.

GCSE Film Studies

In Film Studies, students study for the WJEC GCSE qualification.  Three main areas of film are studied and these are: The Language of Film, Film Organisations and Film Audiences.  Students are assessed in 2 short examinations and 3 pieces of coursework.