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 2020/2021

 

Reading

Writing

S & L (Speaking & Listening)

S P A G (Spelling, Punctuation & Grammar)

Autumn

 

Personal Reading: Cliff-hanger Jacqueline Wilson:

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 – William 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 2020/2021

 

Reading

Writing

S & L (Speaking & Listening)

S P A G (Spelling, Punctuation & Grammar)

Autumn

 

Personal Reading: Private Peaceful – Michael Morpurgo:

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

Research author, Comprehension, Character study, Sequencing, Sentence building.

Non Fiction: WW1 research, letters from the trenches.

Poetry: War

Class discussion, Expressing ideas and keeping to point

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

Spring

Personal Reading: Skellig- David Almond:

Background of author, Extract basic details, Learning new vocabulary, Making inferences, Understanding of character and plot, Context of writing, Critical reading.

Writing a in a particular genre (horror). Comprehension, Sequencing, Extending vocabulary

Non Fiction: Extracts from different gothic novels.

Poetry: Horror Poems.

Class discussion, Expressing ideas and keeping to point, Debatubg,

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

Setting out of speech paragraphs.

Summer

Personal Reading: A Midsummers Nights Dreams- William Shakespeare:

Background of author, Extract basic details, Learning new vocabulary, Making inferences, Understanding of character and plot, Context of writing, Critical reading.

Acting – various scenes. Comprehension, Sequencing and Extending Vocabulary

Non Fiction: Autobiographies

Poetry: Comedic Poetry

 

Writing opinions about poems.  Introduce making a point with evidence.

Class discussion, Expressing ideas and keeping to point, Poetry performance.

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

 Programme of Study - Year 9 English 2020/2021 

 

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: Romeo & Juliet – William Shakespeare;

(arguments), Background of author, Study setting and plot Character studies.

Study author, character analysis, persuasion write a speech, Emotive words, Film review or newspaper.

Non Fiction:

Shakespeare, Tudor plays - Globe, Introduce making a point with evidence and explanation (PEE)

Play performance - using role play, rehearsing, improvising.

Making a speech.

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

Past tense, vary sentence beginnings.

Summer

Personal Reading: Stone Cold- Robert Swindells

Background of author, extract basic details, character studies, making inferences.

Character study, recounts, informal letters.

Non fiction:

Facts about Homelessness, Introduce making a point. with evidence and explanation (PEE)

Classroom discussions, Persuasive language.

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

Connotations (what's the significance of words / images)

Key Stage 4 and 5

Students study a variety of accredited courses including:
iGCSE

Course: Pearson iGCSE English Language

Exam Structure: Students will sit one exam.

Paper 1: English Language B (Examination)

Paper 1 External Assessment (3 hours) 100% of total marks.

Section A Short and long answer questions on 2 unseen non-fiction texts.

Section B Directed writing – based 1 task on ideas presented in Section A texts with a specified audience, form or purpose.

Section C 1 writing task from a choice of 3 – discursive, narrative and descriptive.

Optional Spoken Language Endorsement  

A recorded presentation (10 mins. max) to a teacher or wider audience that includes the teacher (such as a speech or talk or formal debate or dialogue) plus response to questions or prompts.

 

Assessment objectives for English Language Spec B IGCSE (Pearson)

READING:

AO1 Read and understand a variety of texts, selecting and interpreting information, ideas and perspectives.

AO2 Understand and analyse how writers use linguistic and structural devices to achieve their effects.

AO3 Explore links and connections between writers’ ideas and perspectives, as well as how these are conveyed. 

WRITING:

AO4 Communicate effectively and imaginatively, adapting form, tone and register of writing for specific purposes and audiences.

AO5 Write clearly, using a range of vocabulary and sentence structures, with appropriate paragraphing and accurate spelling, grammar and punctuation.

SPOKEN LANGUAGE:

AO6* Speaking and listening skills:

 

AQA Level 1 and 2 Functional Skills in English are modular. Learners can sit all three assessments in their chosen level in different series, but they must pass all three to gain the qualification.

 

Paper 1: Reading

What's assessed

All the scope of study statements for Reading at the appropriate level

How it's assessed

·         Written exam: 1 hour

·         Paper based

·         Level 1 - 26 marks

·         Level 2 - 30 marks

·         33.3% of the AQA Level 1 and 2 Functional Skills in English

Set and marked by AQA

Questions:

A mix of question styles, including multiple choice and short response

Paper 2: Writing

What's assessed

All the scope of study statements for Writing at the appropriate level

 

How it's assessed

·         Written exam: 1 hour

·         Paper based

·         Level 1 - 27 marks

·         Level 2 - 30 marks

·         33.3% of the AQA Level 1 and 2 Functional Skills in English

Set and marked by AQA

 

Questions:

Two writing tasks, including 12 marks for spelling, punctuation and grammar. Learners must not have access to dictionaries or any spelling or grammar aid.

Non-exam assessment: Speaking, listening and communicating

What's assessed: All the scope of study statements for Speaking, listening and communicating at the appropriate level

·         Tasks set by centre in line with AQA guidelines

·         Marked by centre using pass criteria

33.3% of the AQA Level 1 and 2 Functional Skills in English

 

Questions:

·         One presentation task

One discussion task

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;