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

  Programme of Study - Year 8 English 2018/19

 Programme of Study - Year 9 English 2018/19 

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

• Paper 1 is about fiction
• Paper 2 is about non-fiction
• Both papers split into two sections;
• Section A contains reading questions which test the ability to understand and analyse texts
• Section B contains a writing question which tests the students ability to write a text independently
• Each paper is worth half a GCSE
• Each section is worth 40 points on both papers

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

AO1:

• o Identify and interpret explicit and implicit information and ideas
• o Select and synthesise evidence from different texts

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:

• o Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences.
• o Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts

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.

• MLD students study; AQA Functional Skills (at level 1, 2 or both)
  • This course focuses on good communication skills in reading, writing, speaking and listening.
  • It assesses whether students can use their reading, writing, speaking and listening skills in everyday situations.
  • The course end with two exams. One writing exam and one reading exam.
   
• SLD students study; AQA Step up to English (Entry Level Certificate Award)The course encourages Entry Level students to develop;
  • The skills they need to read and understand a range of texts
  • The skills they need to write clearly, coherently and accurately using a range of vocabulary and sentence structures.
  • There are two levels Silver (EL1, EL2) and Gold (EL3)
  • There are two components; Component 1, Literacy Topics ( including speaking and listening), and Component 2, Creative Reading and Writing
  • The qualification offers non-exam assessment

• SLD Students EdExcel Functional Skills English qualification in Entry 1, Entry 2 and Entry 3

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;

•  phonological skills (hearing and putting together sounds to make words)
• expanding sight vocabulary (of the first 100 most frequently occurring words)
• phonic skills and applying these skills through reading real books.