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KING EDWARD VI SCHOOL SOUTHAMPTON

ENGLISH FACULTY

HANDBOOK

2021-22

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Contents Section 1 – Introduction

3 Staff

Section 2 – General Policies

4 Communication, Stationery, Books, Rooms 5 Discipline, Deadlines, Homework, Resources 6 Sickness, Cover Work, Visits and Trips, Digniorae, Learning Resource Centre 7 Literary Support, Plagiarism, ICT

Section 3 – Marking and Reports

8 English Faculty Marking policy for Lower School, Upper School and Sixth-form (including Coursework)

12 Concluding points on Coursework 13 Lower School Mark Scheme and Writing Well Sheet 15 Writing Well at GCSE: advice for students 18 AQA IGCSE Literature Mark Scheme 20 AQA IGCSE Link to Language and S and L Record Sheet 23 English Faculty Grading Policy

Section 4- Curriculum Overview

25 Lower School Introduction 26 First Year 31 Second Year 34 Third Year 39 IGCSE 42 English Literature A Level 46 English Language A Level

Section 5: Appendix 48 Leaflet for parents on Reading at KES

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Introduction We believe that the study of English can have a very positive impact on the lives of young people. Our ultimate aim is to inspire students to go on to study the subject at A Level and university. However, whether they take the subject on at A Level or not, we want all students who study English at the school to find the experience enjoyable and enlightening, and to leave KES with a range of skills that will benefit them in the future lives.

Staff

Dr Alistair Schofield BA University of Warwick, MA King’s College London, PhD University of Southampton (Head of Faculty) Mrs Hannah Arnold BA University of Loughborough (Second in Faculty i/c English Language and Linguistics A Level) Mrs Jo Gunton BA University of Southampton (Second in Faculty i/c GCSE) Mrs Sam Evans BA Bath Spa University Mrs Ellen Rawson BA MA University of Colorado Mr W Collinson BA St Peter’s College Oxford MPhil Trinity College Dublin Mr Benedict Reekes BA St John’s College, Cambridge Ms Hannah Goodsell MA University of Durham Mr Alan Chandrachud MA University of Sheffield

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General Policy

Communication with AJS Please note that for orders/timetable/stationery etc I tend to respond most efficiently to emails rather than notes. Stationery

• Board pens, drawing pins, blue-tak etc will be issued on the opening INSET day of the Autumn Term. For any other/extra items, see AJS.

• Exercise books for years 1, 2 and 3, and folders for other years will be in the English office. Please collect and distribute asap, to save clutter.

Books

• Books are arranged in (approximately) the following order: o First year class readers bottom left shelf, second and third on shelves above. o Shakespeare top shelves to the left, poetry top shelves nearer the window. o GCSE, plays and 6th form readers on the right.

• If you are unsure about which text to choose, please ask. • If you wish to book a set in advance, please put a clear note on the books in the bookroom. • Books must be counted back from classes. Any missing copies, contact AJS with pupils’ names,

book title and price. • Ordering books

o We are always happy to buy in class sets if you have favourites. o Please check books in advance to ensure you have the correct numbers. o Please email orders to AJS with isbn and price.

Rooms

• Full-time English teachers should have their own base. • It is their responsibility to ensure that this room is well-presented and attractive. • It is also their responsibility to ensure that ICT equipment is looked after properly. Any

problems please email IT Support with a copy to AJS. • Please keep AJS informed of any problems regarding the upkeep of these rooms: for example,

copy AJS in to an email to a Tutor or Head of Year if a tutor group has made a mess.

Discipline

• Please refer to the guidance given in the staff handbook. • Teachers should keep AJS informed of any discipline issues. These will not be treated in any

way as a failing on the part of the teacher. It is recognised that every teacher has discipline issues from time to time. However, it is important that AJS is informed so that strategies can be discussed to deal with the problem.

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Marking Please refer to the document entitled ‘English Faculty Marking Policy’ (p8). Reports Please refer to the document entitled ‘English Faculty Grading Policy’ (p29). The writing of reports is taken very seriously at KES. Please read advice in the staff handbook, and ensure that you are fully aware of the school’s house style; for example, coursework instead of course work, examination instead of exam. Deadlines It is the individual teacher’s responsibility to ensure that s/he meets deadlines; for example, for reports, grades, exam marking or moderation information. However, obviously problems arise and if there is a problem meeting a deadline then please keep AJS informed. Resources

• As well as the book room,,there are also resources, such as text books and folders on individual texts, in the English Office. Any colleague is welcome to use any resource, but is asked to return it afterwards.

• If there are particular resources that colleagues would find useful (from schemes of work to bookshelves), please discuss with AJS. All reasonable requests considered!

• As of September 2021, we are using dvds far less frequently. E-stream is a brilliant resource, and we can always add to the school’s store. Digital Theatre Plus is also very useful. Remember that we also subscribe to Massolit and EMC. All these resources are worth exploring. Please ask if you don’t have access.

Sickness

• If you are ill, you must contact Bruce Waymark that morning either leaving a message before 8am or direct after this time.

• Work must be set for your classes. If instructions are brief, they can be left on BMW’s voicemail, but more lengthy instructions should ideally be emailed in to sgh@kes.hants.sch.uk

Cover Work

• When an absence is planned it is the responsibility of the teacher to ensure that cover work is

with the cover teachers beforehand. • Task Manager is the preferred method of setting work for cover but copies should be sent to

the teacher and to AJS. • Ideally, work should be set that minimises the inconvenience for the cover teacher; that is, it is

easy to set up, quiet and will take the class the whole lesson.

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Homework Again, please check the staff handbook. Points to remember:

• 30 minutes in the Lower School. 50-60 minutes Upper school. • We have an extra reading homework for English in the First and Second Year (remember that

the Third Year reading homework was discontinued in September 20210. It is there primarily for class readers, but should be set for private reading if a class reader is not in use.

• Please ensure that you have noted homework days. Visits and Trips Trips will always be encouraged, and the work that goes into them is greatly appreciated. Guidance for organising trips is to be found in the staff handbook. Merits, Commendations and Digniorae These are an excellent way of rewarding pupils and their allocation should be encouraged. Please see the staff handbook for details. Learning Resource Centre Early in the term each teacher should liaise with Nicky Swainson, the Learning Resource Manager, about induction of first year pupils into the LRC.

• Every fortnight each lower school class will get a reading period in the LRC. The aim is to ensure that every pupil is regularly reading a book of their own choice.

• Pupils are expected to arrive with a book and begin reading immediately. If they have finished their book, then they should have found another in their own time.

• Novels and biographies are acceptable, but magazines, text books, comics and class readers are not.

• Pupils are NOT allowed to read from an iPad. • It is entirely acceptable (and encouraged) to allow the pupils to enjoy silent reading. However,

some time should be set aside for discussion of novels, and pupils’ recommendations. • It is expected that teachers should also, as an example to the pupils, read a novel during this

lesson, although it is appreciated that at times other work may be undertaken. LRC INITIATIVE SEPTEMBER 2021

Every half term there will be a shared read for First and Second years. JLG has made an anthology,

which will be kept in the library, and is also online, so can be set for hw. Content has been chosen

because of its quality and diversity. There is also a text response sheet, but this is optional (could be a

hw). Read all the extracts in one section, discussing each together. For the Third Year LES has put

together a ’16 before 16’ list, of 16 books they should aim to read before they’re 16. If they forget a

book they should choose one from the boxes, which have also been organised by JLG.

SEN

• All teachers should read the policy published by the SEN department.

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• Teachers should be aware of the students in their classes on the SEN register and act in accordance with their individual needs.

Plagiarism If plagiarism is suspected you must report it to AJS. AT GCSE or A Level the student should not be confronted in the first instance.

English Faculty Marking Policy

LOWER SCHOOL

NEW CLASSES

• Before taking on a class, the teacher should make a note of the pupils’ summer grades and examination results (this does not apply to 2021, when exams were not taken).

MARKING

• Teachers should use the official mark scheme. • All pupils will stick this into the inside cover of their exercise books.

ANNOTATION • Teachers should use the ‘Writing Well’ sheet as a guide to annotation. • All pupils will stick this into the inside cover of their exercise books. • All corrections should be marked, unless specific instructions to the contrary in the case of pupils

with special learning difficulties. CORRECTIONS

• Pupils will write out corrections in a short sentence at the end of their piece of work. • Pupils will write out all the corrections that have a letter written in the margin. • If a pupil has more than 5 spelling mistakes s/he should choose five for corrections. • Time should be set aside either during lessons or in a formal homework for pupils to do

corrections. • Teachers should make regular checks that corrections are being done.

COMMENT The teacher should try and find something positive to say about the piece, and then offer advice for improvement. The teacher should ensure that her/his own writing is clear enough for a child of this age to read.

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UPPER SCHOOL

TRIAL EXAM MARKING

• Each teacher will be given a mark scheme relevant to the section they are marking. • As well as some annotation and a mark, there should be a final comment that suggests at least

one area of improvement. • Teachers must liaise with colleagues marking the same section and ensure that standardisation

takes place. • Teachers should supply other colleagues with a feedback sheet with very brief comments on

individual students, as well as a separate document containing overall feedback on students’ performance on their section of the exam.

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A LEVEL LITERATURE

A Level Literature Coursework at KES

General Points

• You will be given two clear weekends to do each draft of a coursework essay. • You are allowed one draft, to be marked and annotated by the teacher. • You should be given the opportunity to discuss the progress of your final draft with their teacher

if necessary. However, the one draft rule is a final one. • Final coursework essays should not exceed the word limit.

• You must include a bibliography and a word count at the end of your essay.

Plagiarism

When we send off your coursework you have to sign a statement saying that it is your work, and we have to

verify that. Plagiarism can be the copying of someone else’s writing, usually from the internet. It is

essential that the ‘voice’ of your writing is your own. You are perfectly entitled to seek help from a friend

or relative, but when you write the essay it must be your own writing.

Style

At university you will find that your tutors will be very strict about the style of a formal piece of writing.

The MHRA (Modern Humanities Research Association) Style Guide is the recommended guide for many

UK universities. Here is a brief extract of its advice about giving the author’s name when citing a book:

‘The author’s name should normally be given on the title page; forename should precede surnames and

should not be reduced to initials. However, classical names should be given in the nominative form even if

the genitive is used on the title page.’1

You will be pleased to hear that the rules for A Level are less stringent. However, we want to send out your

coursework to the moderator looking as academic as possible, so there are some basic house rules that will

give the right impression to a reader.

• Size 12 font using a clear typeface. Calibri is recommended.

• Double spaced lines.

• Every time you reference or quote from someone else you need to use a footnote. Strictly speaking,

you should include the page number as well, but that is not essential.

• You should use ONE quotation mark, unless you are quoting a character speaking.

• ‘Avoid the practice of using a quotation mark as an oblique excuse for using a loose, slang or

imprecise (and possibly incorrect) word or phrase’2 (MHRA Guide).

• Your bibliography must include all books or websites consulted when researching your essay,

regardless of whether you referenced them or not. You should have a list of websites and a list of

books. In each case they should be in alphabetical order.

• All books either in footnotes or in the bibliography should be set out as follows: Name of writer,

Name of Book in italics (Name of Publisher in brackets with date of publication), page number

written p. 59

1 Joe Bloggs, MHRA Guide (Cambridge University Press, 1987), p. 51 2 Bloggs, p. 92

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A LEVEL LANGUAGE Teachers should ensure that:

They are familiar with the different Assessment Objectives.

They are familiar with the nature of assessment.

They know the weighting of each for the units that they are teaching.

Their students are aware of the above.

Work

Work should be set regularly and returned to students promptly. Shorter pieces of work have their

place, but students should, on average, be writing longer examination style responses on a fortnightly

basis.

For exam responses, sample answers should be given with discussion of marking criteria objectives.

Students are responsible for taking their own notes, presenting these neatly and filing them logically.

However, staff should encourage this and check students’ folders from time to time.

A2 Coursework - Investigation

Investigations should be decided immediately after the Autumn Half Term holiday and rigorously

follow a clear programme of deadlines for stages of drafts.

Final investigations must meet the agreed deadline; stay within the agreed boundaries of word length;

bibliography, word count and administration cover sheets must be completed.

A2 Coursework – Intervention

Students should be asked to respond in a range of creative genres to the ENGA3 Language Variety

topics, as well as analytically, throughout the Autumn Term.

Immediately after Christmas, students need to select a topic and genre for their coursework.

From this point there will be a clear programme of deadlines for the submitting of one draft and the

final piece.

Interventions should have a cover sheet which clearly identifies the genre of the piece and the

intended place of publication.

A2 Coursework (General)

Students should be given every opportunity to discuss their coursework with teachers at every stage,

preferably in a one-to-one tutorial built into class time.

Students should be aware of the marking criteria and expectations from the outset of the year.

When marking drafts, clear advice of what needs to done to improve the work should be given, as well

as an estimate of what band the piece falls into. No marks or grades should be discussed or implied.

Students should receive no bands, marks or grades for their final pieces. Colleagues may wish to

congratulate a student if a piece was particularly successful, or indeed warn a student if a piece was

particularly disappointing. Staff should discuss disappointing pieces with JCA.

Coursework will be moderated by all teachers involved in the setting / marking of that particular

piece. Appropriate administration is to be carried out correctly and demands by the board respected.

Staff will attend moderation meetings supplied by the board as required.

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Concluding Points on Coursework at KES

For all coursework undertaken following rules apply:

• Clear deadlines must be given to students for submission of coursework (draft or final piece).

• Under usual circumstances students should not be given less than two weeks to complete coursework (draft or final piece).

• All students must submit one (and only one) formal draft. • Teacher to annotate draft offering guidance for improvement and mark. • Upon completion of marking of final piece, students to be their final mark

KES English First Year Mark Scheme Reading Writing

12-15 • Demonstrates excellent

understanding of the text

• Identifies subtle details and

nuances, using inference and deduction

• Independently selects helpful

quotations to support ideas

• Comments on how writers

achieve effects

• Uses figurative language very

effectively

• Ambitious vocabulary used with

subtlety and precision • A wide range of sentence structures

used for effect

• The structure of the text is controlled

and sequenced for the benefit of the

reader

• Engaging content and ideas

developed throughout

8-11 • Demonstrates competent

reading of the text.

• Uses effective figurative language in

places

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• Identifies key details and

summarises ideas from the text

• Uses some appropriate

quotations to support ideas

• Begins to explore how writers

achieve effects

• A range of vocabulary is used

effectively

• Some variation of sentence structures

for effect

• The structure of the text is appropriate

for form and genre

• Some engaging ideas and content

4-7 • Demonstrates general

understanding of the text, with

some errors.

• Can identify some key details or

ideas

• Begins to use quotations to

support ideas but these are not

always well-chosen

• Some consideration of the role

of the writer

• Emerging use of figurative language

but may not always be appropriate

• Vocabulary is generally suitable for

audience and purpose

• Sentences are mostly controlled, with

some awkwardness in expression

• Writing may not be structured helpfully

for the reader

1-3 • Demonstrates limited

understanding of the text, with

frequent errors

• Does not use quotations or refer

to details to support ideas

• At the bottom of the band,

there is limited attempt to

respond.

• Basic response to task.

• Vocabulary is limited

• Poor structure or sequencing of ideas.

• At the bottom of the band, the

response is difficult to understand or

not suitable for task.

Technical Accuracy

5 Full range of punctuation used accurately and for effect. Spelling is accurate throughout.

Paragraphing is consistent and helpful for the reader.

4 A good range of punctuation is used accurately, including apostrophes and commas.

Spelling is almost always accurate. Paragraphs are used securely and consistently.

3 Spelling and punctuation is mostly accurate with some errors that do not impede meaning.

Paragraphs are used but may be inconsistent.

2 Frequent errors in spelling and punctuation. No paragraphs used or paragraphs are used

inaccurately. Capital letters may not be secure.

1 No attempt to use paragraphs. Frequent errors in basic spellings and sentence punctuation,

such as full stops.

LOWER SCHOOL MARK SCHEME

KES English Lower School Mark Scheme Reading Writing

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9-10 • Insightful and perceptive

evaluation and analysis.

• Wide range of well-developed

ideas.

• Judiciously selected supporting

detail integrated throughout

response.

• Sensitive response to writer’s use

of language, discussing meaning

and effect with some precision

and imagination.

• Lively and engaging throughout.

• Highly effective style capable of

expressing subtle meaning.

• Effective register for audience and

purpose.

• Wide range of sophisticated

vocabulary, used precisely and

convincingly to convey subtle

meaning.

• Carefully structured for the benefit

of the reader.

7-8 • Thorough and sustained analysis.

• Good range of ideas.

• Some ideas are developed but

the ability to sustain them may

not be consistent.

• Frequent, helpful supporting

detail.

• Developed response to the way

the writer achieves effects.

• Interesting and appropriate

• Style is consistent and controlled.

• Mostly appropriate register for

audience and purpose.

• Language is mostly fluent and there

is clarity of expression.

• Range of vocabulary to express

ideas with subtlety and precision.

• Well structured and sequenced.

5-6 • Relevant and clear response.

• Demonstrates competent

reading of the text.

• Includes a range of

straightforward ideas.

• Supporting detail is present.

• Some response to the way the

writer uses language for effect.

• An attempt to control style but this

may be inconsistent.

• Language is clear, with some

variation of vocabulary for effect.

• Some awareness of audience and

purpose.

• Some sections are quite well

structured but there may be flaws.

3-4 • General understanding shown

but response may be thin.

• Brief, straightforward reference

to the text.

• Comments not always securely

rooted in the text.

• Some awkwardness in expression

• Style is not controlled or appropriate

for audience and purpose.

• Language is too limited to express

shades of meaning.

• Response is not well sequenced.

1-2 • Very general, with little reference

to the text.

• Content is insubstantial or

unselective.

• At the bottom of the band, there

is limited attempt to respond.

• Expression and structure lack clarity.

• Language is weak and

underdeveloped.

• Poor sequencing of ideas.

• At the bottom of the band, the

response is difficult to understand or

not suitable for task.

Technical Accuracy

5 Full range of punctuation used accurately and for effect. Spelling is accurate

throughout. Paragraphing is consistent and helpful for the reader.

4 A good range of punctuation is used accurately, including apostrophes and commas.

Spelling is almost always accurate. Paragraphs are used securely and consistently.

3 Spelling and punctuation is mostly accurate with some errors that do not impede

meaning. Paragraphs are used but may be inconsistent.

2 Frequent errors in spelling and punctuation. No paragraphs used or paragraphs are

used inaccurately. Capital letters may not be secure.

1 No attempt to use paragraphs. Frequent errors in basic spellings and sentence

punctuation, such as full stops.

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Writing Well CORRECTIONS:

• YOU NEED TO WRITE A SHORT SENTENCE WITH YOUR MISTAKE CORRECTED. • YOU ONLY NEED TO CORRECT MISTAKES THAT HAVE ONE OF THE FOLLOWING PIECES OF

ANNOTATION IN THE MARGIN. • YOU SHOULD DO A MAXIMUM OF FIVE CORRECTIONS IN TOTAL.

W Writing: untidy handwriting, hasty scrawl, messy crossings-out: poor presentation makes reading your work a penance instead of a pleasure. Please be careful. Each piece of work should be neatly headed, clearly written and (where appropriate) paragraphed. Corrrection: rewrite the offending sentence or passage. In the case of an unacceptably poor piece of work, a total rewrite may be necessary.

T Tense: Hopping between present and past tense in the same piece of writing. This is especially common in creative writing. Correction: rewrite the sentence correctly.

P Punctuation: the old favourite is the apostrophe. Remember its two main uses: possession and abbreviation. Commas and capital letters also need care. Correction: rewrite the sentence or phrase, correcting the mistake.

S Spelling: this is where your dictionary is important. Use it while you are writing, not afterwards. Correction: look up the word and use it, correctly spelt and underlined in a short sentence. You should make a list of common words which you get wrong, and keep it hand for reference. It may help to have a section for each subject.

C Construction of sentences: sentences which are incomplete, or run together. This happens most commonly when verbs, or full stops, are missed out, or a comma is used when there should be a full stop. Correction: Rewrite the sentences, ensuring that each is complete.

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Annotation of coursework drafts: the following annotation may be useful for the marking of coursework drafts.

Intro Writing a good introduction is not easy, and you will have spent time working on this in class. Intro makes the specific point that you should not repeat the title in the opening paragraph. For example, if you have been asked to Discuss the presentation of childhood in Great Expectations with particular reference to chapter eight, then your opening sentence should not read In this essay I am going to look at childhood in Great expectations; I am going to concentrate on chapter eight.

G Check grammar. A common mistake is using an incomplete sentence. P Check punctuation. The main offender here is the use of the apostrophe.

Remember that the apostrophe has two main purposes: it shows possession, as in Pip’s character; it signals missing letters, as in I don’t understand (showing a missing o).

Q You are not using quotations properly. The quote should be brief and fit smoothly into the sentence: for example, Iago insults Othello behind his back by calling him ‘thick-lips’ and a ‘barbary horse’.

QR You are not remembering to quote. Keep the quotations coming in every paragraph to show the marker that your ideas are supported by the text. This also stops you getting side-tracked.

? The sentence or phrase marked does not make sense. Read it through and re-word accordingly.

Dis Your paragraphs or sentences are becoming short and disjointed. This may be because you are writing out notes without giving them the proper thought. You need to think more carefully about your notes and, if necessary, do further research so that you can expand on the ideas in them.

Cl Your expression is clumsy. You need to re-phrase the sentence more carefully.

Sp Check spelling. S Your sentences are either too long or too short. If they are too short, try

using a semi-colon or a colon. Remember that you use a colon if the second statement is a reaffirmation or illustration of the first; you use a colon if the second statement is a modification, contradiction or correlation of the first. A simpler (but not as accurate) definition would be: use a colon if what follows is a kind of summary or example; use a semi-colon either to split up a list following a colon (as in this sentence), or as a kind of minor full stop.

Ev You need evidence to back up the statement you have made. This normally means supporting quotations.

Rep Repetition “…” Words in inverted commas are suggestions of alternative words or

phrases. Slang You are using slang such as Hamlet can’t be bothered to kill the king.

Keep your writing formal. Link This normally applies to discussion of context, and means that you are

not linking the material in well enough. Remember that you need to make your use of historical detail relevant to the point you are making.

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For example, Pip is beaten by his sister at the beginning of the novel. Many children in the 1820s were forced to work down mines or with dangerous machinery. This could become: Pip is beaten by his sister at the beginning of the novel. Beating was not unusual at this time; indeed, many children in the 1820s were forced to work down mines or with dangerous machinery, so Pip might even be said to have an easier life than many other working class children of the time. (Note the use of the semi-colon and lack of apostrophe in 1820s).

Clarify The point you have made needs further explanation. Cut Cut out the lines marked.

Other brief points to remember:

• Use the present tense throughout (‘Macbeth is suggesting that….’).

• Get the genre right: if it’s a play, call it a play, not a book, and refer to the audience. Likewise for a novel, refer to the reader.

• Never use the word ‘quote’ or ‘quotation’, and never use abbreviations (e.g., i.e., NB) or numerals

(19, 7).

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First Year Programme of Study 2021-22

Topic and content

Skills to teach Assessment

AUT1 PROSE (writing focus)

• Novel

OR

• Short stories

• Qualities of

successful prose

• SPaG, especially

punctuation

• Descriptive writing

techniques

Write a description of a

new character, inspired

by the style of the author

you are studying.

W=15 TA=5

AUT2 PROSE (reading focus)

• Novel (cont.)

OR

• Short stories

(cont.)

• Comprehension

• Reading skills eg.

Skim/scan

• Inference and

deduction

• Continue SPaG

Comprehension questions

with some longer

answers.

R=15

SPR1 DRAMA

• The Tempest

OR

• Shakespeare

introduction

• Research skills

• Shakespeare

language basics

(thou/thee etc)

• Reading rhythmical

texts aloud

Write an extract from a

biography of

Shakespeare, about a

particular aspect of his

life, works, or times

W=15 TA=5

SPR2 DRAMA

• The Tempest

(cont.)

OR

• Modern drama

• Play text

conventions (layout,

asides etc)

• Using quotations to

support ideas

Questions about a

specified extract of the

text. Use quotations to

support your answers.

R=15

SUM1 NON-FICTION/MEDIA

• Information

texts

• Newspaper

and magazine

articles

• Connecting genre

and language

• Newspaper article

conventions

• Formal/informal

language (passive

voice, vocabulary,

tabloid/broadsheet)

Exam – Comprehension

and response to non-

fiction text. Creative

writing task. Old SATS

paper.

R=15 W=15 TA=5

SUM2 POETRY

• Protest poems

OR

• Power poems

Choose

contemporary /

modern poems

• Poetic techniques

(metaphor/simile/

alliteration etc)

• Poetry appreciation

• Vocabulary choice

Poetry quiz and

annotation of a poem.

Write your own poem on

the theme you have

studied.

Formative assessment

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• All classes will now study the same unit at the same time.

• Assessment questions will be provided and a selection from each class will be

moderated.

• The first term should be used to carefully assess any skills gaps that may have

arisen after two years of home schooling and other Covid adaptations.

• Teachers are advised to think carefully about text choice to ensure time to

address any skills gaps.

Second Year Programme of Study

Term Topic and content Skills to teach Assessment

AUT1

PROSE

• Novel

OR

• Short stories

OR

• Genre / theme

• SPaG

• Narrative writing

inc. structure

• Comprehension

• Inference and

deduction

Comprehension

R = 10

AND

Narrative/descriptiv

e writing (eg.

opening or extract)

W = 10 TA = 5

AUT2

PROSE (cont.)

• Essay / formal

writing skills

• Close text

analysis

• Analysing word

choice

Essay question

based on an extract

of the novel.

R = 10 W = 10 TA =

5

SPR1

DRAMA

• Much Ado About

Nothing

• The Taming of

the Shrew

• Reading for

meaning

• Understanding

context

• Drama text

conventions

Magazine article

after a key scene.

R = 10 W = 10 TA = 5

SPR2

DRAMA (cont.)

• Essay writing

• Analysing

devices

• Character

analysis

Essay question

based on a

character from the

play.

R = 10 W = 10 TA =

5

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Third Year Programme of Study

SUM1

NON-FICTION / MEDIA

• Advertising

• Persuasive texts

• Persuasive

techniques

• Non-fiction

comprehension

• Skim and scan

Exam –

comprehension and

response to extract.

Persuasive writing

task. Old SATS

paper.

Marks TBC

SUM2

POETRY

Ballads and Narrative

• Beowulf

• Chaucer

• Modern narrative

poem

• Analysing

structure / form

• S+L

presentational

techniques

S+L: Presentation

about a poem

Formative assessment

Term Topic and Content Skills to teach Assessment

AUT1

DRAMA

(Shakespeare)

• Romeo and

Juliet

• Macbeth

• Linking context to

language and

theme

• Reading and

understanding

Shakespeare’s

language

Diary entry of a

character after a key

scene.

R = 10 W = 10 TA = 5

AUT2

DRAMA (cont.)

• Annotating extracts

• Analysing language

choices and

devices

Essay question based

on an extract of the

play.

R = 10 W = 10 TA = 5

SPR1

PROSE

• Novel

• Descriptive writing

• Narrative style and

structure

Newspaper report

about an event in the

text.

R = 10 W = 10 TA = 5

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IGCSE/GCSE

Students at King Edward's take both English Language and English Literature in the

Upper School.

The current Fifth Year will be taking both subjects as IGCSEs with CIE.

The current Fourth Year will be taking Literature with CIE, but Language as a

domestic GCSE with AQA.

SPR2

PROSE (cont.)

• Analysing writer’s

craft

• Formal essay writing

skills

Essay question based

on a theme or

character.

R = 10 W = 10 TA = 5

SUM1

POETRY AND NON-

FICTION

• War poetry

OR

• Different

cultures

AND

• Related non-

fiction texts

• Annotating poetry

• Analysing poetic

devices/form etc

• Comparing texts

• Understanding how

context, audience

and purpose affects

language

Exam – unseen poetry

essay and writing task

(choice of descriptive

writing or newspaper

report)

Marks TBC

SUM2

POETRY AND NON-

FICTION

• As above, continued

after exams

Poetry annotations /

presentations /

comparative posters

Formative assessment

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Fourth Year Curriculum Map 2021-2

Autumn 1 Autumn 2 Spring 1 Spring 2 Summ

er 1 Summer 2

No. of

weeks 7 weeks 6 weeks 6. 5 weeks 5 weeks 5 weeks 5 weeks

Content Lit. Prose

Text

- Plot

- Charact

ers

- Themes

- Langua

ge

appreci

ation

Lang. Paper 1

Section B

(Creative

writing)

Lit. Prose

Text

and Unseen

Prose

- Textu

al

analy

sis

(lang

uage

and

struct

ure)

- Essay

writin

g

Lang. Paper

1 Section A

(Q1-3)

Lit. Prose

Text and

Unseen

Prose

- Textu

al

analy

sis

(lang

uage

and

struct

ure)

- Essay

writin

g

Lang. Paper

1 Section A

(Q4)

Lit.

Anthology

Poetry

Lang.

Spoken

Language

Presentations

- Planni

ng and

prep

- Begin

assess

ment

Lit.

Antholo

gy

Poetry

and

Unseen

Poetry

Lang.

Revisio

n P1

Lit.

Anthology

Poetry and

Unseen

Poetry

Lang.

Spoken

Language

Presentations

- Planni

ng and

prep

- Finish

assess

ment

Assessme

nts

End of week

4:

Lang. Q5

(creative

writing)

Start of week

7:

Prose extract

End of week

5:

Lang. Q1-3

Start of

week 1:

Lit. Unseen

Prose

End of week

5:

Prose essay

question

End of week

1:

Lang. Q4

Spoken

Language

NEA on-

going

End

week 1:

Lit.

Antholo

gy

poetry

essay

Summer

exams

Lit. Unseen

paper

Lang. Paper 1

Spoken

Language

NEA on-

going

22

Fifth Year IGCSE Curriculum Map 2021-2022

Autumn

1 Autumn 2 Spring 1 Spring 2

Summe

r 1

Summe

r 2

Duration 7 weeks 6 weeks 6.5 weeks 5 weeks 5 weeks 5 weeks

Content Shakespear

e

Language

Paper 2

Section A

- Directe

d

Writin

g

Shakespeare

(to end of Act

III)

Language

Paper 2

Section B

- Compositi

on

Revision:

- Lang Paper

2

- Prose &

Poetry (named poems/

chapters and exam/ essay technique)

Mock

Examinations

Shakespeare

(completed)

Revision of

Language P1

- Summary

- Explanatio

n of

Effects

- Genre

Trans

Complete any

outstanding

Lit (Poetry and/or

Prose)

Revision

Revision Study

leave

Assessme

nt

Start of

Week 6:

Directed

Writing

End of week 1:

Shakespeare

extract

Start of week

5:

Composition

Mock Exams:

Language P2

- Directed

Writing

- Compositi

on

Literature:

- Shakespear

e

- Prose and

Poetry

Mock Exams

(in class)

Language P1:

- Summary

- Explanati

on of

Effects

- Genre

Trans

Literature:

- Unseen

23

English Literature A Level (AQA LitB) Why Study Literature? Reading literature increases knowledge in an active, intellectually challenging way that other more passive activities, such as watching television cannot do. A thorough grounding in literature automatically provides knowledge of our literary heritage while at the same time increasing the student’s awareness of cultural values, history, sociology, psychology, and almost every branch of human knowledge. Literary study expands our capacity to sympathize with other human beings, enhances our ability to see and imagine human complexity, and broadens our intellectual horizons by enlarging our power to experience life vicariously. Literature is also a facilitating subject, a serious academic discipline that appeals to universities for students intending to study a wide range of degrees. How is it different from IGCSE? At A level you have the time to really explore texts instead of racing through them as is necessary at IGCSE. You are also with other like-minded students, people who have chosen to do the subject because they enjoy it, which makes the level of debate more intense. What do I need to study Literature? You need to have an interest in words, an enquiring mind, and be prepared to share your thoughts with others in the class. An enjoyment of reading is obviously going to be an advantage. AQA Literature B Specification Paper 1: Literary Genres written exam: 2 hours 30 minutes closed book 40% of A-Level 75 marks closed book 40% of A-level 75 marks

Option 1A: Aspects of Tragedy (from Othello, King Lear, Tess of the D’Urbervilles, The Monk’s Tale, poetry of

John Keats, The Great Gatsby, Death of a Salesman, Richard II*)

Section A: One passage-based question on set Shakespeare text. Section B: One essay question on set Shakespeare text. Section C: One essay question linking two texts. Paper 2: Texts and Genres written exam: 3 hours open book 75 marks 40% of A-level

Study of 3 texts. Exam will include an unseen passage.

Option 2A: Elements of Crime Writing (Ian McEwan, Graham Greene, Charles Dickens, George Browning,

Agatha Christie, Samuel Taylor Coleridge*)

Coursework: Theory and Independence 50 marks 20% of A-level Study of two texts: one poetry and one prose text, informed by study of the Critical Anthology (students have a free choice of one poetry and one prose text). Two essays of 1250 -1500 words.

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ENGLISH LANGUAGE A Level (AQA ENA) The English language is the most influential language in the world. As a subject, English Language offers an opportunity to develop a detailed analytical understanding of the way language works, the way it is used and the ways in which it is closely intertwined with social values. What skills will you gain? The A-Level course will enable you to develop a range of skills essential for further education and employment. As a result of studying English Language you will acquire a greater technical understanding of how languages work. You will consider the relationship between language and the development of ideas, beliefs and attitudes; society and social interaction; and the construction of identity. Studying English Language at A level is excellent preparation for Higher Education courses in Linguistics, English Literature, Modern Foreign Languages, Humanities, the Social Sciences and Information Technology. It provides a perfect foundation for careers in Journalism and the Media, ICT, Law, Politics, the Civil Service, teaching and research. What will you study? During this two year course, you will prepare for two examination papers and undertake two different pieces of coursework. Paper One: Language, the Individual and Society In this part of the course you will develop your skills of linguistic analysis by exploring a wide range of spoken, written, electronic and multimodal texts from different time periods and places. You will consider how language is used to create and convey meanings; how language is manipulated to achieve particular aims, and how ideas, people, places and events can be represented in different ways through language. You will also study how young children develop both spoken and written language, exploring the different ideas and theories about how and why this remarkable process takes place. Paper Two: Language Diversity and Change This part of the course explores the two inter-related strands of Language Diversity and Language Change. You will develop your understanding of how language varies according to factors such as gender, ethnicity, social background, geographical location and profession. For Language Change, you will study how and why the English language has changed over time and consider how it may continue to change in the future. Additionally, you will learn about attitudes to controversial issues relating to language diversity and change, and explore contemporary debates surrounding language use today: you will develop your own views through discussion and debate and learn how to express your opinions in writing, in both an informative and entertaining manner. Coursework: Language in Action The coursework element of English Language is vital in enabling you to pursue your individual interests and refine your research and writing skills. There are two projects: the Language Investigation and Original Writing. You will design and conduct a Language Investigation on a subject of your choice, collecting and analysing your own data independently. In addition, you have the opportunity to create an original piece of writing such as a short story, feature article or blog post, reflecting on your expertise in the analytical commentary.

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Reading at King Edward’s

The problem with reading Some questions answered Is there are problem?

• In 1991, 25% of boys aged 14 and 15 reported reading a book for pleasure the previous evening. For girls of the same age, the figure was 35%. In 1998, the respective statistics were 18% and 22% (Schools Health Education Unit, Exeter University).

• 16% teenage boys never read in their spare time compared to only 7% girls (Mori Survey, May 2003).

So what? Does it actually matter if children don’t read much? Yes, it does. From an English teaching point of view, it has very positive impact on spelling and punctuation, as well as understanding of plot, theme and character. So it’s something that English teachers tell pupils to do because it helps their subject? The values of reading go way beyond the subject of English. In fact, it can benefit all academic studies, as well as society in general. A massive international survey of 15 year olds by The Organisation for Economic Co-operation and Development in 2000 came to the conclusion that the amount of reading a pupil did made a greater impact on their academic development than the occupational status of their parents. Their conclusion was that: ‘FINDING WAYS TO ENGAGE STUDENTS IN READING MAY BE ONE OF THE MOST EFFECTIVE WAYS TO LEVERAGE SOCIAL CHANGE.’ So what makes children want to read? In a survey conducted by Mori in March-May 2003:

• 43% of children (11-18) said that they would read something on peer recommendation.

• 23% said they’d read about a famous person or hobby.

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• Time was cited as the biggest barrier to reading.

• 20% said they’d read more if they knew what to read.

• The age when children’s reading began to dip was on average 13/14. So what is KES doing about this?

• All children from first to third year have a weekly reading lesson in E6, a room with comfortable chairs, cushions and an up-to-date choice of literature.

• This gives the children the time to read that they feel they lack.

• During these lessons, pupils hear recommendations from their peers.

• Teachers monitor their reading, and encourage and advise.

• Pupils are allowed to read any book, within reason, the main criteria being that it is something that they enjoy.

What can parents do to help? We can only do so much to encourage a child to read. The reading periods are meant as a stimulus, but only really work if the child continues to read between these classes. Advice from the Department for Education on reading:

• Have plenty of books around the house.

• Let your child choose what to read, rather than choosing what you think they should read.

• Encourage your child to read magazines or newspapers as well as books.

• Talk to your child about books or magazines you haven’t enjoyed, as well as things you love.

• Let your child see you reading regularly.

• Have a family trip to the bookshop or library. Our aim at King Edward’s is to encourage life-long reading. With your help, we can achieve this.

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