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 2016/17

  Reading Writing S & L(Speaking & Listening) S P A G(Spelling, Puntuation & Grammar)

Autumn

 

Personal ReadingCliff-hanger;Background of authorExtract basic detailsLearning new vocabularyMaking inferencesUnderstanding of character and plot. Letter writingPlanning a holidayComprehensionCharacter studySequencingSentence buildingNon Fiction:Holiday brochureIntroduce making  point Book discussionsMini presentation of letters HandwritingVowelsConsonantsFull stops Capital letters
Spring Personal ReadingBFG, Roald Dahl;Background of authorExtract basic detailsLearning new vocabularyMaking inferencesUnderstanding of character and plotDescriptive language and vocabulary choice. Dream writingRoyaltyInventing new wordsPlanning a tea partyAbout the authorStory writingStorytellingNon Fiction:Royal Family researchFacts and opinionsIntroduce making a point. Book discussionsMini presentation of letters.Host an eventSocial conversation(standard English) HandwrittingVowelsConsonantsFull stopsCapital lettersAdjectives / nouns
Summer Personal ReadingMacbeth (witches spell), Shakespeare;Background of authorExtract basic detailsShakespeare languageHistorical factsPerformance Shakespeare facts/playsCartoon stripWriting spellsDraw and describeWitchesWrite a play sceneNon Fiction:Layout of recipesIntroduce making a point. Book discussionsMini presentation oflettersDramaRehearsing &performingIntonation & Mood HandwritingVowelsConsonantsFull stopsCapital lettersProper nounsPronouns

  Programme of Study - Year 8 English 2016/17

  Reading Writing S & L(Speaking & Listening) S P A G(Spelling, Punctuation & Grammar)
AUTUMN Personal ReadingStormbreaker;Background of authorExtract basic detailsLearning new vocabularyMaking inferencesUnderstanding of character and plotMake comparisonsCharacter study and effects Become a secretagentCrack codesDesign gadgetsCharacter studyFilm reviewWrite an action sceneResearch authorNon Fiction:Research ScotlandyardArmy postersIntroduce making a point with evidence Class discussionExpressing ideans and keeping to point ConnectivesPunctuation (commas, question marks, exclamation marks)
SPRING Personal ReadingDream On;Background of authorExtract basic detailsLearning new vcabularyMaking inferencesUnderstanding of character and plotContext of writingCritical reading ArgumentsSequencingCharacterdescriptionsFamily lifeEmotive wordsNon Fiction:Football facts and opinionsLeague tablesIntroduce making a point with evidence Class discussionExpressing ideas and keeping to pointDebating ConnectivesPunctuation (commas, question marks, exclamation marks)Setting out of speechParagraphs
SUMMER Personal ReadingRAP poems and limericks (rhythm)Recognising and understanding different tyes of poems. AlliterationSimilesRapsLimericksNon Fiction:Writing opinionsabout poemsIntroduce making a point with evidence Class discussionExpressing ideas and keeping to pointPoetry performance ConnectivesPunctuation (commas, question marks, exclamation marks)Vocabulary.

 Programme of Study - Year 9 English 2016/17

  Reading Writing S & L(Speaking & Listening) S P A G(Spelling, Punctuation & Grammar)
AUTUMN Personal ReadingChristmas Carol, Charles Dickens;A background of authorHistorical factsComparisonsAudience and purpose Study authorFacts about Victorian lifeComparisons with life todayCharacter descriptionsWrite a play sceneNon Fiction:Charles DickensVictorian LifeIntroduce making a pointwith evidence andexplanation (PEE) Play performance -using role play,rehearsing, improvising. ComparisonsPresentational features(keep as a 5 min filler)
SPRING Personal ReadingRomeo & Juliet, Shakespeare;(arguments)Background of authorStudy setting and plotCharacter studies Study authorCharacter analysisPersuasion write a speechEmotive wordsFilm review for newspaperNon Fiction:ShakespeareTudor plays - GlobeIntroduce making a point with evidence andexplantation (PEE) Play performance -using role play,rehearsing,improvisingMaking a speech ComparisonsPresentational features(keep as a 5 min filler)Past tenseVary sentence beginnings
SUMMER  Personal ReadingHoles;Background of authorExtract basic detailsCharacter studiesMaking inferences Character studyPersonal reflectionsPrison factse-mailsNon Fiction:Facts about prisonsFor & against prisonsIntroduce making a point withevidence andexplanation (PEE) Play performance -using role play,rehearsing, improvisingClassroom discussionsPersuasive language ComparisonsPresentational features(keep as a 5 min filler)Connotations (what's the significance of words /images)

 

Key Stage 4

Year 10 and 11: - accredited courses

 

6th Form Accredited Courses;

6th Form Study 1 students study;

OCR Life and Living Skills

6th Form study 2 students study a variety of courses including;

OCR Functional Skills Levels 1 & 2

 

OCR Functional Skills Entry Levels 1, 2 & 3

 Literacy Booklet.

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;