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English

 

Tab 1

Introduction

Introduction

The English and Drama Faculty is located on the top floor of the West building (English) and middle floor of the East building (Drama) and consists of thirteen specialist rooms. All rooms are well resourced with computer network points with internet and intranet access, an interactive whiteboards and data projector.

The Drama rooms are spacious and allow for performances to take place and the Drama department often use the stages in both East and West hall.

What’s more, the school has a fantastic LRC (Learning Resource Centre) that is actively used by the English department for lessons and students at both Key stages are encouraged to use this resource outside of lesson time too.

English and Drama cover a wide range of topics and activities for pupils. We often have theatre companies and authors come into school to help pupils understanding of texts as well as build excitement and interest in the subjects. We offer a wide range of extra-curricular activities, and every year have at least one school production.

SMSC in English and Drama

   

 

Staff

Ms Nafisa Akhtar, Teacher of English and Drama (NQT)

Ms Charlotte Beaumont, Teacher of English (Teach First)

Mr J Berwick, Leader of Aspiration: English

Mr J Broadrick, Aspiring Leader: Inclusion

Ms Abigail Byrne, Teacher of English and Drama (NQT)

Mrs I Hanley, Teacher of English and Drama

Mrs S Brown, Teacher of English

Mrs S Cartwright, Director of Learning: English and Literacy

Mrs S Dancer, Deputy Head: Pastoral

Mr G Francis, Assistant Director of Learning, KS3

Mrs I Hanley, Teacher of English and Drama

Miss R Jahangir, Assistant Director of Learning: KS4

Mr C McCann, Literacy Co-Ordinator

Ms Sabila Sajed, Teacher of English (NQT)

Miss R Shaheen, Teacher of English

Mrs C Southern, Teacher of English, Head of Health and Social Care and Business Studies, Trainee SENDCo

Mr L Tombs, Head of Drama

 

Tab 2

KS3

The exciting new curriculum for KS3 is based on a ‘thematic approach’, where students study two texts; one prose, one Shakespeare play as well as looking at other aspects of English such as poetry, media and non- fiction. Pupils are also given the opportunity to practice their spoken skills throughout the course. This thematic curriculum allows students to experience a rich and diverse range of texts, and importantly prepares them for their GCSEs.

Students also receive dedicated learning time to boost their literacy and reading skills.

                    

Students will develop an understanding of the spoken and written word and the capacity to express themselves effectively in a variety of speaking and listening activities as well as the traditional reading and writing. They will explore the impact of a writer’s choice of language, structure and form, as well as the context they were writing in. Students will learn to read, understand and respond to ranges of texts; and develop information retrieval strategies for the purpose of study. They will learn to construct and convey meaning in written language using correct grammar and Standard English.

It is made clear to the pupils how important a grasp of the English Language is with regards to future education and indeed in the world of work; and ‘real life’ scenarios are used in debate and for writing and reading purposes throughout the course.

As well as this pupils are taught social skills such as how to have empathy with another speaker, or how to treat a difficult subject carefully so as not to offend others. SMSC is used widely within English as we deal with issues which naturally lead to debate.

Homework is provided online as per the school policy, all homework links to the key assessments the pupils will be taking in class.

Every pupil in KS3 has a glossary book which they will use to build their vocabulary as well store key words they need for the course. Handwriting is also crucial for exams therefore every pupil in the school has a handwriting sheet in the front of their books to exemplify ‘good’ handwriting.

In KS3 we have a series of authors visit the school and take part in live streaming from the Royal Shakespeare Company – last year we streamed live performances of Hamlet and The Tempest

Years 7 and 8 receive 3 lessons of English per week.

Year 7 also receives a Library lesson which is dedicated to the skill of reading and inference; one of our key aims is to try and instil a love of reading within all of the pupils.

Year 7

The theme in Year 7 is ‘Heroes’.

The main text studied in Year 7 is a novel – ‘Face’ by Benjamin Zephaniah

Pupils look at the texts and discuss the issues that arise from them such as peer pressure, injuries, friendships, politics and bullying. A lot of British Values are covered through the texts and issues presented within it.

All pupils are given their own Anthology which holds all of the extracts and texts the pupils need for the year. Pupils will also be given their own copy of a text (Treasure Island) to read over the summer; this text is written by one of the GCSE authors and will help to build pupils understanding of the writing and style in preparation for GCSE.

 

Year 8

The theme in Year 8 is ‘Survival’.

The main text studied in Year 8 is Shakespeare – ‘Macbeth’

Pupils look at the texts and discuss the issues that arise from them such as peer pressure, politics, global environment, hierarchy and friendship. Through the lessons pupils look at different aspects of survival which lean heavily on the British value of mutual respect and tolerance of people with other faiths and beliefs.

All pupils are given their own Anthology which holds all of the extracts and texts the pupils need for the year.

 

 

 

Tab 3

KS4

English KS4

All students in KS4 study both English Language and English Literature

GCSE English starts in Year 9. We have a programme that allows pupils to ‘get to grips’ with GCSE skills and texts to give pupils the optimum chance at succeeding at GCSE.

All pupils are given glossary books in which they should record technical vocabulary as well as complex vocabulary they can use in their exams. We also provide pupils with their own copies of the GCSE texts that they are able to annotate in and use for revision purposes. In Year 11 they will be given a series of revision guides and material.

Year 9

The prose studied are: Olalla by Robert Louis Stevenson and Sherlock Holmes – The Speckled Band by Arthur Conan Doyle

Shakespeare – Romeo and Juliet

Pupils also study GCSE Language units that look at Travel Writing and other forms of non-fiction. Spoken English is also covered within the year and pupils are given plenty of opportunities to build their confidence in this before their real exam in either Year 10 or 11.

Year 10 and 11

AQA English Language

The course allows students to:

  • Develop the ability to communicate clearly, accurately and effectively when speaking, reading and writing
  • Learn how to use a wide range of vocabulary, the correct grammar, spelling and punctuation
  • Develop a personal style and awareness of the audiences being addressed

Students are also encouraged to read widely, both for their own enjoyment and to further their awareness of the ways in which English can be used. It also develops more general analysis and communication skills such as synthesis, inference, and the ability to order facts and present opinions effectively.

The weighting of the course is:

Exam 1 – Explorations in Creative Writing and Reading – 50%

Exam 2 – Writers’ Viewpoints and Perspectives – 50%

Separate endorsement for Spoken Language

AQA English Literature

The course allows students to experience a wide range of Literature with a wide variety of appeal drawn from contemporary and modern texts and texts which have had a significant influence on our English literary and cultural heritage.

The weighting of the course is:

Paper 1 exam – Shakespeare and the 19th-century novel – 40%

Paper 2 exam – Modern texts and poetry – 60%

We will be studying the following texts:

Romeo and Juliet – William Shakespeare

The Strange case of Dr Jekyll and Mr Hyde – Robert Louis Stevenson

Pigeon English – Stephen Kelman

Anthology Poetry – Love and relationships

                                                          
 

Throughout the course we invite theatre companies to come into school to perform the texts as well as discuss key scenes from them. We also have the author of Pigeon English come into school to discuss his novel and then give a creative writing workshop to pupils who are interested in taking English at college.

Staff encourage pupils to visit theatres outside of school to further engage them in the texts.

Exam board websites

http://www.aqa.org.uk/subjects/english/gcse

  

                    

Tab 4

Support in English and Drama

How you can help your child in English and Drama

  • Encourage your child to read for pleasure – newspapers, magazines, fiction and non-fiction.
  • Help practice spellings from glossary books
  • If handwriting is still a slight issue, practice handwriting at home (handwriting paper can be collected from either Mrs S Brown or Mr McCann)

               

 Useful websites

http://www.bbc.co.uk/education

http://www.educationquizzes.com/gcse/english/

http://www.bgfl.org/62.cfm?m=2856&p=1903,index

 

Tab 6

Drama

Overview

The Drama Department is responsible for the provision and delivery of exciting and innovative Drama throughout the school.  The teachers are young, enthusiastic and determined to build enthusiasm for the subject and make it an integral part of school life. Staff share good practice within the Department to strengthen the curriculum that we provide across the key stages.

The course has been designed to act as a foundation for the next Key Stage, so knowledge and skills learned in Years 7, 8 & 9 are in preparation for GCSE and beyond.  This provides a fully rounded Drama Curriculum and offers students experience in key skills at every level of study.

Departmental Aims

  • to stimulate and/or maintain student interest, appreciation and enjoyment in the subject
  • to teach students a body of knowledge, principles, skills, techniques and vocabulary related to Drama
  • to create an atmosphere in which students feel able to learn and help them to gain confidence in their skill and ability
  • to provide students with opportunities which allow them to reach their own potential
  • to ensure students make good progress, building on prior attainment, as they move through the key stages
  • to encourage students to approach issues of race, gender and ability with tolerance and insight
  • to employ teaching methods and resources which allow all students, irrespective of their gender, ethnic origin or academic ability, to have equal access to Drama and to experience success and enjoyment in their work
  • to enhance social skills and build communication skills through an emphasis on group work and co-operation
  • to allow students to develop informed opinions and to be able to support them by reasoned arguments free from prejudices or intolerance
  • to develop an awareness and appreciation in students of Drama’s place in a variety of cultures and traditions

 

KS3 (Year 7-9)

Students are timetabled one hour of Drama per week at Hodge Hill and this takes place in one of the two purpose built Drama Studios.

 

 KS4 (Year 10-11)

 

At Key Stage Four we deliver GCSE Drama through the AQA Specification detailed below::

Component 1

Component 2

Component 3

What’s assessed?

·         Knowledge and understanding of Drama and Theatre

·         Study of one set play from a choice of six

·         Analysis and evaluation of a live theatre performance

 

How is it assessed?

·         Written Exam: 1 hour 45 minutes

·         80 marks in total

·         40% of total GCSE Drama grade

 

 

What’s assessed?

·         The process of creating Devised Drama

·         Performance of Devised Drama

·         Analysis and evaluation of own work

 

How is it assessed?

·         Devising log (60 marks)

·         Devised performance (20 marks)

·         80 marks in total

·         40% of total GCSE Drama grade

 

What’s assessed?

·         Performance of two extracts from one play

 

How is it assessed?

·         Performance of extract 1 (25 marks)

·         Performance of extract 2 (25 marks)

·         50 marks in total

·         20% of total GCSE Drama grade

 

    We also offer the new BTEC Tech Award in Performing Arts which is as follows:

Component Titles

Component Titles

Assessment Type

GLH

% of qualification

1. Exploring the Performing Arts Internal Assessment 36 30
2. Developing skills and techniques in the Performing Arts Internal Assessment 36 30
3. Performing to a brief

Externally assessed task (synoptic)

48 40

 

The department run a Drama club every Thursday after school 3.15pm-4.15pm. Work produced is then performed in assemblies in front of peers and also makes up part of the Winter Showcase at the end of the autumn term.

 

In addition to this, the department also produce a school production in the summer term. So far we have performed:

  • 2015: ‘The Terrible Fate of Humpty Dumpty’ by David Calcutt
  • 2016: ‘Face’ by Benjamin Zephaniah and Richard Conlon

 

In 2017 our production will be ‘Noughts & Crosses’ by Malorie Blackman and adapted by Dominic Cooke.

 

Watch this space for further details!!

 

Tab 5

Reading For Pleasure

In English we are trying to boost a love of reading in our pupils.

We have selected 20 books for each year group that we feel are a ‘must read’. These books will help pupils when they finally reach Year 11 in their exams by providing them with ideas for creative writing or ideas for analysis. They are also really good books for all ages.

All books can be found in the school LRC.