Hednesford Valley High

Hednesford Vallery High School

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Curriculum - English

Key Stage 3

The English Curriculum at Hednesford Valley High uses the Key Stage 3 subject content from the 2014 National Curriculum to inform the programme of study.

Teachers use the Primary English Curriculum, including the spelling and grammar appendices, to meet individual needs.  This includes using the Reading (Word Reading and Comprehension) and Writing (transcript and composition).

English is taught both as a descreet subject and across the curriculum.

Programme of Study - Year 7 English 2018/19

 

Reading

Writing

S & L (Speaking & Listening)

S P A G (Spelling, Punctuation & Grammar)

Autumn

 

Personal Reading Cliff-hanger; Background of author, Extract basic details, Learning new vocabulary, Making inferences, Understanding of character and plot.

Letter writing, Planning a holiday, Comprehension, Character study, Sequencing, Sentence building, Non Fiction:Holiday brochure, Introduce making  point

Book discussions, Mini presentation of letters

Handwriting, Vowels, Consonants, Full stops, Capital letters

Spring

Personal Reading The Twits, Roald Dahl;Background of author, Extract basic details, Learning new vocabulary, Making inferences, Understanding of character and plot, Descriptive language and vocabulary choice.

Descriptive writing- describing characters, Creative writing - creating own characters; non-fiction: Factfiles (Biographies) - Roald Dahl, facts and opinions; Introduce making a point.

Book discussions, Role Play - play scripts; Social conversation(standard English)

Handwriting, Vowels, Consonants, Full stops, Capital letters, Adjectives / nouns

Summer

Personal Reading Macbeth (witches spell), Shakespeare; Background of author, Extract basic details, Shakespeare language, Historical facts, Performance

Shakespeare facts/plays, Cartoon strip, Writing spells, Draw and describe Witches, Write a play scene, Non Fiction: Layout of recipes, Introduce making a point.

Book discussions, Mini presentation of letters, Drama, Rehearsing & performing, Intonation & Mood

Handwriting, Vowels, Consonants, Full stops, Capital letters, Proper nouns, Pronouns

  Programme of Study - Year 8 English 2018/19

 

Reading

Writing

S & L (Speaking & Listening)

S P A G (Spelling, Punctuation & Grammar)

Autumn

 

Personal Reading Stormbreaker; Background of author, Extract basic details, Learning new vocabulary, Making inferences, Understanding of character and plot, Make comparisons, Character study and effects

Become a secret agent, Crack codes, Design gadgets, Character study, Film review, Write an action scene, Research author, Non Fiction:Research Scotland yard, Army posters, Introduce making a point with evidence

Class discussion, Expressing ideas and keeping to point

Connectives, Punctuation (commas, question marks, exclamation marks)

Spring

Personal Reading Stormbreaker; Background of author, Extract basic details, Learning new vocabulary, Making inferences, Understanding of character and plot, Make comparisons, Character study and effects

Become a secret agent, Crack codes, Design gadgets, Character study, Film review, Write an action scene, Research author, Non Fiction:Research Scotland yard, Army posters, Introduce making a point with evidence

Class discussion, Expressing ideas and keeping to point

Connectives, Punctuation (commas, question marks, exclamation marks)

Summer

Personal Reading Stormbreaker; Background of author, Extract basic details, Learning new vocabulary, Making inferences, Understanding of character and plot, Make comparisons, Character study and effects

Become a secret agent, Crack codes, Design gadgets, Character study, Film review, Write an action scene, Research author, Non Fiction:Research Scotland yard, Army posters, Introduce making a point with evidence

Class discussion, Expressing ideas and keeping to point

Connectives, Punctuation (commas, question marks, exclamation marks)

 Programme of Study - Year 9 English 2018/19 

 

Reading

Writing

S & L (Speaking & Listening)

S P A G (Spelling, Punctuation & Grammar)

Autumn

 

Personal Reading Christmas Carol, Charles Dickens; A background of author, Historical facts, Comparisons, Audience and purpose

Study author, Facts about Victorian life, Comparisons with life today, Character descriptions, Write a play scene, Non Fiction: Charles Dickens, Victorian Life, Introduce making a point with evidence and explanation (PEE)

Play performance - using role play, rehearsing, improvising.

Comparisons, Presentational features (keep as a 5 min filler)

Spring

Personal Reading Christmas Carol, Charles Dickens; A background of author, Historical facts, Comparisons, Audience and purpose

Study author, Facts about Victorian life, Comparisons with life today, Character descriptions, Write a play scene, Non Fiction: Charles Dickens, Victorian Life, Introduce making a point with evidence and explanation (PEE)

Play performance - using role play, rehearsing, improvising.

Comparisons, Presentational features (keep as a 5 min filler)

Summer

Personal Reading Christmas Carol, Charles Dickens; A background of author, Historical facts, Comparisons, Audience and purpose

Study author, Facts about Victorian life, Comparisons with life today, Character descriptions, Write a play scene, Non Fiction: Charles Dickens, Victorian Life, Introduce making a point with evidence and explanation (PEE)

Play performance - using role play, rehearsing, improvising.

Comparisons, Presentational features (keep as a 5 min filler)

Key Stage 4 and 5

Students study a variety of accredited courses including:

AQA GCSE:

Course: AQA GCSE English Language

Exam Structure:

Students will sit two different exam papers

Qualification Objectives: (for reading, writing and speaking and listening)

AO1:

AO2: Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views

AO3: Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts

AO4: Evaluate texts critically and support this with appropriate textual references

AO5:

AO6: Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. (This requirement must constitute 20% of the marks for each specification.)

AO7: Demonstrate presentation skills in a formal setting

AO8: Listen and respond appropriately to spoken language, including to questions and feedback on presentations

AO9: Use spoken Standard English effectively in speeches and presentations.

 

 

Functional Skills English qualifications are designed to give learners the skills to operate confidently, effectively and independently in education, work and everyday life.

Qualification objectives:
The aims of these qualifications are to develop learners understanding and skills in;

Entry 1

Speaking, Listening and Communication – participate in and understand the main points of simple discussions/exchanges about familiar topics with another person in a familiar situation.

Reading – Read and understand short, simple texts that explain or recount information.

Writing – Write short, simple sentences.

Entry 2

Speaking, Listening and Communication – participate in discussions/exchanges about familiar topics making active contributions, with one or more people in familiar situations.
Reading – Read and understand short, simple texts that explain or recount information.
Writing – Write short texts with some awareness of the intended audience.

Entry 3

Speaking, Listening and Communication – respond appropriately to others and make some extended contributions in familiar formal and informal discussions and exchanges.
Reading – Read and understand the purpose and content of straightforward texts that explain, inform and recount information.
Writing – Write texts with some adaptation to the intended audience.

Reading Intervention

In April 2017 Hednesford Valley High School linked with its primary feeder school,Sherbrook and Staffordshire County Council’s Educational Psychology Service, to develop a new reading intervention programme in school.

The aim of the programme is to enable students to improve their reading accuracy and fluency, thus boosting individual progress and allowing students to become independent readers.

In addition, Hednesford Valley High, appointed a dedicated member of staff to deliver one to one reading interventions with students who are reluctant readers.

Hednesford Valley High uses the  ‘Salford Reading Test’ to identify students who would benefit from additional support.

Reading interventions are delivered daily.

Each intervention focuses on developing;