English and Literacy
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‘Every child is entitled to a rich and demanding curriculum’ (Mary Myatt)
We aim to offer a cohesive curriculum which makes sense in the world in which the students belong; we strive to offer our students a narrative steeped in links and experience. Our focus on ‘fewer things in greater depth’ allows for deep learning and a mastery of skills. We endeavour to offer a holistic curriculum which allows for the embedding and celebration of British Values and the discussion of what it means to be a responsible member of a domestic and global society. Studying Literature deepens students’ ability to empathise and be creative. We accept our role, as teachers, in growing the students’ cultural capital and endeavour to do so by: setting high expectations; being knowledgeable in our subject area; motivating our students to strive for excellence - ‘knowledge begets knowledge’ (E.D Hirsch)
Implementation
‘The ability to simplify means to eliminate the unnecessary so that the necessary may speak.’ (Rudyard Kipling)
- We offer a unified, clear and cohesive curriculum.
‘When curriculum lacks coherence, it is both harder to teach and harder for children to locate their new knowledge’ (Vivenne Robinson)
- Our schemes of learning are designed to allow for the establishing of patterns of learning which build strong foundations providing opportunities for igniting intrinsic motivation where learning is the reward; curiosity is encouraged and celebrated.
- Our belief is that all students have a right to access a ‘rich and demanding curriculum…’ (Mary Myatt)
- Our curriculum makes specific links across the students’ narratives from KS2 to KS5 allowing for the development of rich schemata.
- Foundations are laid and built upon; links to previous learning are important as is the revisiting of ideas.
- To ensure clarity, the learning vision is shared with all stakeholders; a clear vision leads to ownership and safety in learning where risks can be taken and mistakes embraced as a platform for further learning and progress.
- Deep learning result from a knowledge-rich curriculum: ‘It is not possible to evaluate or analyse material without knowing the facts.’ (Mary Myatt)
- We respect the process of learning: there is no successful outcome without an explicitly shared, consistently followed and constantly revisited process; learning is a dynamic and reflective process.
2. A focus on essential content is achieved through a slimmed-down curriculum to allow for time spent which is needed to achieve mastery and depth
- We strive to equip all students with the skills needed to become independent life-long learners; to hold the tools required to unlock learning
- Material is judiciously sourced and lessons are richly resourced
- Underpinning the mapping and delivery of our curriculum is the embedding of key pedagogical approaches: planning through questions; reflective feedback; comparative judgement; live marking; live modelling; adaptive instruction – reshaping the learning; Brown’s 3 step process in planning for depth: Encoding, Consolidation and Retrieval.
3. Communication is key within our quest to increase our students’ cultural capital; each lesson will see the explicit teaching of vocabulary; schemes will aim to expose students to concepts and ideas beyond the classroom and text; students will learn the importance of code-switching.
4. Our philosophy when assessing:
‘Becoming is better than being’ (Carol Dweck)
A. All students receive meaningful assessment and meaningful feedback.
B. Assessment is part of the process of learning.
Impact
‘The true intuitive expertise is learned from prolonged experience with good feedback on mistakes’ (Daniel Kahneman)
Ultimately:
‘Nothing can dim the light which shines from within’ (Maya Angelou)
We believe the impact of our curriculum is twofold: firstly, an English journey which meets the premise that ‘every child is entitled to a rich and demanding curriculum’
and
students who are equipped with both the academic and holistic critical thinking and communication skills to become successful members of our global community.
Subject Overview - Year 7-11
What is it like to study English at BCHS?
Studying English at BCHS allows you to explore and experiment with the English Language. You are exposed to a wide selection of literature and different genres, allowing you to escape into a variety of fictional worlds. At BCHS, you will build your confidence and understanding of looking at beyond the surface meaning of texts, into the authors’ messages and deeper analysis of vocabulary and its origins.
Students come together to learn and practice skills, such as verbal presentations, written assessments and giving each other positive and constructive feedback, ultimately enhancing their abilities ready for GCSE.
Year 7 overview
During Year 7, students will study a mixture of fascinating topics, from Science Fiction to A Midsummers Night’s Dream by Shakespeare to The Boy in the Striped Pyjamas by John Boyne. Throughout the year, students will deepen their understanding of the author’s intentions, analysing key vocabulary and identifying links between characters and key themes. At the end of each term, students will complete either a written or verbal assessment to present their progress and understanding. Students will also reflect on their work and each other's, to improve on their knowledge and understanding.
Year 8 overview
Throughout Year 8, students will delve into a wide variety of genres, from Gothic Fiction to the tragedy of Hamlet by Shakespeare to poetry from other cultures. During this year, students will build on their prior knowledge to examine texts in more detail, learning to criticise authorial messages, making crucial links between vocabulary and context and implement their findings to create their own pieces. At the end of each topic, students will create work, analyse extracts or verbally present, as part of their assessment pieces. As a result, students will have a wider set of skills targeted at the needs of GCSE.
Year 9 overview
From the 19th Century novel, to short stories and contemporary poetry, Year 9 Students will study an exciting selection of English Literature and non-fiction texts. Using the texts as a starting point, students will explore the conventions of genre, and examine significant historical and cultural context. In addition, Year 9 students will explore the writer’s craft to develop an understanding of authorial intent, characterisation, key themes and motifs in greater depth. At the end of each topic, students will complete a task which will allow them to demonstrate their skills of language analysis or creative writing. During the course students will also spend time reflecting on their work to ensure understanding and mastery of language analysis skills.
Year 10 overview
The focus of the English course during Year 10 is English Literature. Throughout Year 10, students will read and analyse the key GCSE texts which they will be examined on in their final GCSE English Literature exams. Year 10 Students will study a play written by Shakespeare, a 19th Century novel, a modern play and a poetry anthology. They will consider the significance of the text in relation to the literary, historical, social and cultural contexts of both production and reception. Students will examine the writer’s craft and aim to master the skills of language analysis. Additionally year 10 students will spend time reflecting and editing their work to ensure their knowledge is secure and skills of language analysis are mastered.
Year 11 overview
Our final stretch of our school journey sees a consolidation of all skills learned and knowledge gleaned. A focus is on preparing our students to confidently approach their GCSE exams whilst keeping in sight the importance of communicating, analysing and making sense of the world through an empathetic approach to themes broached.
Subject Overview - Sixth Form
Year 12 overview
Students have the option of studying English Language and Literature or English Literature.
English Literature features ground-breaking texts in a variety of literary forms from novels to poetry. The course teaches students to engage in creative literary analysis. One example is Atwood’s dystopian novel, ‘The Handmaid’s Tale’. Its controversial and shocking portrayal of Gilead provides students with the opportunities to debate race, sexuality, patriarchy, religion and gender relations. It is a monumental book which challenges the heart of society through a bleak and blunt autobiographical stance on the fictional practices of a dictatorial regime
English language and literature does the above but also considers non fiction texts and linguistic techniques such as how to analyse phonetics, phonology and prosodics, lexis and semantics, pragmatics and other literary features.
Year 13 overview
Literature students in year 13 will be introduced to the fascinating and haunting world of Romantic poets. From studying, Shelley’s turbulent thoughts about mortality, Blake’s consideration of the relationship between good and evil to Bronte’s criticism of human nature; students will garner the opportunity to learn about this very mystical and revolutionary time where the rights of humankind were being examined.
Language and Literature students in year 13 will consider the significance of Dickens’ Great Expectations’ in relation to the literary, social, historical and cultural context: both the production and reception. Furthermore, through the study of specific extracts, students will explore and analyse the writer’s craft to develop an understanding of the characterisation, themes and motifs in greater depth.
Enrichment
Enrichment
Students studying English at BCHS have a wide variety of enrichment opportunities available to them.
The curriculum has been designed with enrichment as one of the key focuses: text selections foster curiosity, encouraging students to explore a wide variety of contexts, both inside and outside of the classroom. From detailed author and genre studies, to exposure to different text types, students receive a rich diet of literary and non-literary texts in their learning. Our aim is to grow the students’ cultural capital by widening their horizons and provoking their thought processes by planning for the opportunity to access rich resources. Enriching the students’ vocabulary is also a key focus. We are acutely aware of the importance of building students’ lexicons, enabling them to express themselves effectively and communicate with ease in a variety of contexts. The explicit teaching of vocabulary can be seen in all classes at all key stages.
Reading is intrinsic to students’ success in English: it enriches students’ knowledge and understanding of vocabulary and grammar, but it also allows students to experience a greater number of contexts and genres than those experienced in lessons. Time to read is planned into the curriculum in English, with dedicated ‘Drop Everything And Read’ time every day. Students in KS3 are supported with their reading through the use of the Accelerated Reader programme and dedicated library lessons which supports text selection and allows students to hone their comprehension skills. Dedicated curriculum time for reading also allows teachers to encourage pace, rigour and routine which are key in developing reading skills.
Learning outside of the classroom is an important enrichment tool. Students of all key stages will have the opportunity to attend a wide variety of extra-curricular trips and visits to enhance their understanding of the subject. In addition, students will be able to take part in formal speaking competitions which are an excellent way to gain confidence as public speakers.
How do we contribute to PHSEE, British Values and SMSC?
How do we contribute to PHSEE, British Values and SMSC?
The diverse and varied curriculum in English is an important tool in the subject’s contribution to wider values. Text selections allow students to experience a large range of contexts, including: social, historical, cultural, political, philosophical, religious, geographical and gender. Respect and tolerance are modelled by teachers through regular class discussions on key issues, arisen from the texts studied. Discussions are planned and structured to allow students to express opinions in safe environments, and key skills, such as reflection, are modelled and practised frequently. The importance of talk as a tool is celebrated and students are given regular opportunities to express ideas and thoughts with a strong and continuous focus on respect, tolerance and inclusion. One of the key aims in our curriculum is to prepare students holistically, empowering them through language and communication, to become citizens of the world.
What careers does English support?
What careers does English support?
English is an academically prestigious subject that is highly regarded, both in the world of work, and by further education providers. Key skills such as written and verbal communication, research, planning, analysis and evaluation are easily transferrable into a variety of subjects and professions. Careers that are linked with English include: journalism, law, public relations, advertising, television and film, teaching, politics, medicine and publishing.
