Voice of the writer – Reading
Pupils are offered opportunities to respond to a range of fiction and non-fiction texts, exploring the perspectives of writers and learning how to interpret explicit and implicit ideas. Class based assessment using extract-based exam-style questions which will allow pupils to develop strategies to identify information, and analyse the structural and linguistic choices made by a writer; later in the year an entire AQA English Language Paper 1 is offered in two exam sittings; the reading section forms one of these exams.
Voice of the writer – Writing
Dovetailing with the reading elements of the curriculum, written work is stimulated by a range of texts and pupils are encouraged to write creatively, using a range of appropriate planning tools to transform text and develop narratives and articles. Formative writing opportunities are given throughout the two-year course to help pupils improve writing technique, specifically with a focus on the development of fictional texts.
Critical Evaluation and Comparison – Reading
Pupils focus on developing convincing and critical responses, which support ideas linked to a given view; they compare methods and choices that a writer makes in relation to language, structure and modes of expression, evaluating critically and in detail the effect on the reader. Class-based assessments in the Spring Term allow pupils formative feedback on how to improve their skills for Paper 1, Question 4; the trial exam later in the year will also allow for these skills to be examined, as part of the reading section of Paper 1.
Critical Evaluation and Comparison – Writing
Building upon last term’s skills, students continue to develop tone, style and register for purpose and audience, with non-fiction modes in mind; there is focus on conscious crafting of language and structure to persuade the reader of a given view; speeches are given particular attention. Formative writing opportunities are given throughout the two-year course to help pupils improve writing technique, specifically with a non-fiction text (in preparation for Paper 2).
Method and Meaning – Reading
Pupils will explore a range of fiction and non-fiction texts to improve understanding of descriptive writing; additionally, written speeches are considered to help comprehend how persuasive language is designed to affect the listener. In class formative feedback is given to facilitate the improvement of analysis; the trial exam in Year 10 brings together all strands of learning and offers pupils the opportunity to analyse the language and structure of descriptive passages within non-fiction texts.
Method and Meaning – Writing
Students are encouraged to develop tone with descriptive writing in mind, using planning tools to craft a narrative structure that supports description; strategies to use a range of writer’s devices and sentence forms are shared.In class assessment of both descriptive writing and speeches offers pupils formative feedback to facilitate the improvement of their writing; the trial exam in Year 10 brings together all strands of learning and offers pupils the opportunity to write in an extended form within the confines of a given English Language Paper 1.
Spoken Language
Introduced in the summer term, pupils prepare for the mandatory Spoken Language component which is required by AQA to enter the GCSE in English Language; speech writing is considered within the reading and writing elements of the course, and responding to a given view facilitates the ability to be able to persuade the listener of a particular point of view; students explore a topic which interests them. Pupils are given a specific time and date for their Spoken Language exam; students have time to prepare in class, but are also encouraged to research and develop ideas at home, in order to prepare cue cards which they can take into the exam with them; pupils are given a pass, merit, or distinction grade prior to the end of Year 10.