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English at Heritage Park

 

General Information

At Heritage Park, we believe that the ability to read, write, speak and listen is key to accessing greater opportunities throughout life. Functional literacy enables students to succeed in all areas of the school curriculum, often improving self-esteem and attitudes towards learning.  It is our aim that students access inspiring, relevant and accessible programmes of study that enthuse and promote success. Teaching methods include group work, teacher lead discussions, independent writing opportunities and speaking and listening activities.

At Heritage Park we have a dedicated intervention specialist who supports children throughout the school to develop their learning in order to maintain their level of achievement.  To do this programmes such as Fischer Family Trust, Better Words, Rainbow Reading, Lexia and Pearson active learn are used.  These are frequently tailored to the child's individual needs to achieve the best outcome for each child.

English education at Heritage Park does not just take place in the classroom. Pupils are able to take part in a wide range of related cross-curricular activities through extended curricular opportunities and placements. Pupils are able to build their confidence and interpersonal skills by working together in new environments and understanding the application of English in modern life. Pupils are encouraged to work collaboratively and support each other to edit and improve their writing under the supervision of staff.

All children at Heritage Park receive a daily English lesson which aims to cover all aspects of the English curriculum including writing, reading and SPaG (Spelling, Punctuation and Grammar).

Speech and Language Therapy - whole school

Here at Heritage Park we have developed close working links with the speech and language services.  A designated speech and language therapist works together with school to assess, identify and provide individualized programs to pupils that need it. The therapist also works with both whole school and small working groups to deliver training to enable staff to provide a holistic positive approach to a child's speech and language development.

Key Stage 2 English

All children in the primary phase follow the current national curriculum for English, you can read more about this by following this link:- Primary Curriculum. Children receive daily English lessons which are differentiated to suit the level and pace of the child's learning.  In the daily English lessons we promote the ability to read, write and to communicate effectively through the study of a variety of genres including; fiction, non-fiction, poetry and play scripts.  Through class based discussions and conversations, children are encouraged to speak clearly and express themselves confidently and to also develop good listening skills.

In addition to the daily English lessons children have extra reading time. Pupils have the opportunity to read from a variety of materials and access individual reading sessions and also guided reading sessions.  To support the development of reading in primary children also access bug club an online interactive resource personalized to the child, which they can also access from home.  We have recently introduced lessons dedicated to the improvement of children's SPAG levels, as we have identified this as an area which we believe is of high importance.

 

Assessment

At the end of each half term, pupils are assessed on progress. Pupils are given separate grades for their writing ability, their spelling, punctuation and grammar skills and their reading level. Detailed records are kept to show pupil progress and to inform teachers for their short and medium term planning.

 

Key Stage 3 English

At Heritage Park the Ignite English programme published by Oxford University Press is used to deliver English to those students accessing a KS3 curriculum.  Those children who we believe would benefit from further study of the primary curriculum (see above) will continue to follow this in their class groups. 

Through the online support materials Ignite English students will meet a range of people from writers and actors through to business people and the military whose jobs are linked thematically to the unit they are exploring.  Ignite English also aims to help students understand how they can apply the key English skills they are developing in real world contexts. Students are set into groups in order to access this programme through 3 differentiated schemes of work.  In addition to this, learner will read and analyse a variety of works by Shakespeare including Romeo and Juliet, The Tempest and A midsummer night's dream.

In KS3 children are encouraged to read for pleasure through a variety of opportunities.  These include access to a well-stocked library and extra reading lesson with the specialist English teacher.  The focus of these lessons changes to cover a wide variety of genres including the classics, a range of novels, non-fiction, poetry and play scripts. 

Find out more at https://global.oup.com/education/content/secondary/series/ignite/?region=uk

Ignite book 1

The aim of this programme is to improve learning through relevance and creativity ensuring the teaching is distinctive. Students will access a range of invigorating units including

  • In search of adventure
  • The identity kit
  • Out of this world
  • Travelers' tales
  • Making the news
  • Your language


Ignite book 2
Building on the knowledge and understanding acquired in book 1, students continue to study topics in the 3 main areas of fiction, non-fiction and poetry reading and writing.

  • It's a mystery
  • Words of war
  • Appearance and reality
  • Technology matters
  • Campaign for cause
  • Power of communication


Ignite book 3
Building on the knowledge and understanding acquired in book 2, students continue to study topics in the 3 main areas of fiction, non-fiction and poetry reading and writing.

  • Dare to scare
  • Relationships
  • Exploring difference
  • My life my choices
  • Young entrepreneur
  • From talking drums to tweet


Assessment

At the end of each half term, pupils are assessed on their knowledge and understanding as well as their application of writing techniques. Pupils are given separate grades for their writing ability, their spelling, punctuation and grammar skills and their reading level. Detailed records are kept to show pupil progress and to inform teachers for their short and medium term planning.

 
Key Stage 4

In KS4 pupils begin to study for a variety of qualifications, according to their individual ability.  At Heritage Park these include Entry level 1, 2 and 3, Functional Skills 1 and 2 and GCSEs in English Language.

EDEXCEL Entry Level 1, 2 and 3

This programme equips learners with the skills to operate confidently, effectively and independently in education, work and everyday life.  An entry level qualification aims to ensure that each individual is able to communicate effectively and develop skills in the following areas:

  • Speaking and listening and communication
  • Reading
  • Writing

For each component realistic contexts have been designed so that learners develop the functionality that they need. The individuals start at the level that is appropriate to their ability and must pass each component at their chosen level in order to achieve the award.  These students can then go on to study at a higher level once this initial qualification is achieved.

Find out more information at http://qualifications.pearson.com/en/qualifications/edexcel-functional-skills/Entry-level.html

Assessment

At the end of each half term, pupils are assessed on their knowledge and understanding as well as their application of writing techniques. Pupils are given separate grades for their writing ability, their spelling, punctuation and grammar skills and their reading level. Detailed records are kept to show pupil progress and to inform teachers for their short and medium term planning.

Learner will sit a controlled assessment in each of the 3 components at the point at which they are fully equipped to compete their qualification assessments. There are unlimited re-sit opportunities for learners who do not achieve the level required at their first attempt.

EDEXCEL Functional Skills 1

This programme equips learners with the skills to operate confidently, effectively and independently in education, work and everyday life.  Functional skills qualification aims to ensure that each individual is able to communicate effectively and develop skills in the following areas:

  • Speaking and listening and communication – take full part in formal and informal discussions and exchanges that include unfamiliar subjects.
  • Reading – read and understand a range of straightforward texts.
  • Writing – write a range of texts to communicate information, ideas and opinions using formats and styles suitable for their purpose and audience.

This specification has been developed for students who are learning at a higher level than that required for an entry level qualification.

Find out more information at http://qualifications.pearson.com/en/qualifications/edexcel-functional-skills/English.html#tab-0

Assessment

At the end of each half term, pupils are assessed on their knowledge and understanding as well as their application of writing techniques. Pupils are given separate grades for their writing ability, their spelling, punctuation and grammar skills and their reading level. Detailed records are kept to show pupil progress and to inform teachers for their short and medium term planning.

For this qualification the speaking and listening component is internally assessed and accounts for 33.3% of the total mark. The reading and writing components are both externally assessed and are available either onscreen or as a paper based assessment.  These both also account for 33.3% of the qualification.

EDEXCEL Functional Skills 2

This programme equips learners with the skills to operate confidently, effectively and independently in education, work and everyday life.  Functional skills qualification aims to ensure that each individual is able to communicate effectively and develop skills in the following areas:

  • Speaking and listening and communication – make a range of contributions to discussions in a range of contexts including those that are unfamiliar and make effective presentations.
  • Reading – select, read, understand and compare texts and use them to gather information, ideas, arguments and opinions.
  • Writing – write a range of texts including extended written documents, communication information, ideas and opinions effectively and persuasively.

This specification has been developed for students who are learning at a higher level than that required for a functional skills level 1 qualification.  This qualification can only be complete once a level 1 qualification is achieved.

Find out more information at http://qualifications.pearson.com/en/qualifications/edexcel-functional-skills/English.html#tab-1

Assessment

At the end of each half term, pupils are assessed on their knowledge and understanding as well as their application of writing techniques. Pupils are given separate grades for their writing ability, their spelling, punctuation and grammar skills and their reading level. Detailed records are kept to show pupil progress and to inform teachers for their short and medium term planning.

For this qualification the speaking and listening component is internally assessed and accounts for 33.3% of the total mark. The reading and writing components are both externally assessed and are available either onscreen or as a paper based assessment.  These both also account for 33.3% of the qualification.

EDEXCEL GCSE English (up to 2016)

This qualification has been developed to meet the KS4 Programme of Study for both English Language and English Literature.  It has a three-unit structure to allow students to develop reading skills for both non-fiction and literary texts, writing skills for both imaginative and practical tasks as well as speaking and listening skills.  The programme allows students to examine the use of English in the daily world, literary works from different periods of time and a thematic collection of poetry.  At Heritage Park we cover works such as Of Mice and Men, Hamlet and a specific poetry anthology provided by the exam board. 

Find out more at: http://qualifications.pearson.com/en/qualifications/edexcel-gcses/english-2010.html

Assessment

At the end of each half term, pupils are assessed on their knowledge and understanding as well as their application of writing techniques. Pupils are given separate grades for their writing ability, their spelling, punctuation and grammar skills and their reading level. Detailed records are kept to show pupil progress and to inform teachers for their short and medium term planning.

This specification is assessed through the use of controlled assessment and examination.  Unit 1 and 3 are internally assessed and unit two comprises of a 2 hour externally marked examination.  In the unit 1 controlled assessments students are expected to complete one reading task and one writing task set by the exam board.  In the unit 3 controlled assessments students are expected to complete three speaking and listening tasks, one poetry reading task and one creative writing task. The reading and writing aspects of the assessments account for 50% of the mark respectfully whilst the speaking and listening is not weighted but is still compulsory for a final grade.

AQA GCSE English Language (from 2015)

The aim of this qualification is to develop and improve learners reading and writing skills.  This will be done in the context of the Assessment Objectives which underpin the national curriculum.  Students will engage in activities which will prepare them to examine a range of different types of texts including fiction, non-fiction and poetry from different historical periods.  The course is structured thematically in order that connections between different texts can be explored. In addition to this students will cover other elements of the national curriculum through taught schemes of work based around specific novels and works by Shakespeare.

Find out more at: http://www.aqa.org.uk/subjects/english/gcse/english-language-4705

Assessment

At the end of each half term, pupils are assessed on their knowledge and understanding as well as their application of writing techniques. Pupils are given separate grades for their writing ability, their spelling, punctuation and grammar skills and their reading level. Detailed records are kept to show pupil progress and to inform teachers for their short and medium term planning.

This specification is entirely assessed on learner's performance in two exam papers at the end of their two years of study. Paper 1 includes a reading sections, based on an unseen piece of literature (accounting for 25% of the GCSE) and a writing section, in which students are expected to complete a descriptive or narrative piece (accounting for 25% of the GCSE).  Paper 2 includes a reading section, based on one unseen piece of non-fiction and one unseen piece of literary non-fiction (accounting for 25% of the GCSE) and a writing section, in which students expected to write to present a viewpoint (accounting for 25% of the GCSE).