English

Ethos and Aims

Our world is constructed by text:  at the heart of communication, the spoken and written word is shaped by those in power.  Through history, people on the fringes of society have had to fight for the right for their voices to be heard above the noise of dominant powers. Without the ability to decode the complexities of writing, and an understanding of the forces at work in shaping any text, the individual is lost and condemned to a life of ignorance.  A responsible English curriculum must be shaped by the desire to give the individual a voice. 

Aside from social responsibility, but almost as important, and inextricably linked, the English curriculum has a responsibility to ignite imagination.  The wealth of fictional worlds, past, present and future allow the individual to understand, experiment and escape.  Through consideration, the reader finds that writing that has earnt a place as entertainment, rarely operates within this mode alone: prose, poems, plays, from fairy stories to dystopic fiction, the exploration of the fictional world gives us a better understanding of the reality in which we live. 

The aim for teaching English at Bewdley is to provide pupils with access to a rich curriculum which is inspiring and challenging; the breadth of the curriculum aims to prepare them for life, as well as exam assessment.  English teachers have a responsibility to humanity: building empathy and understanding of others should be at the heart of an English curriculum, as well as teaching the mechanics of the subject.  Whilst historical texts are at the core of much of what should be taught, providing a diverse curriculum that responds to the ever-changing cultural climate is also vital.   

Meeting the requirements of the National Curriculum forms the backbone of the program of study, ensuring that pupils receive a diet which is balanced in terms of developing skills for reading, writing and oracy.  Skills-based topic driven modules, sit sequentially in a curriculum that aims to shape real world thinking, alongside the acquisition of academic aptitude. 

Alongside the core English curriculum, the English team work closely with the SEND team to lead the way in whole school literacy.  Given the proportion of SEND pupils at Bewdley, finding ways to support the development of literacy for those pupils who are most at risk of being unable to read or write fluently, and with appropriate comprehension, is critical.  A tiered approach to reading strategy ensures that every pupils is assessed and provision made to meet the requirements of their reading need. 

Staffing

Head of Department: Mrs H Lloyd 

Head of KS3 and KS5:  Mrs A Greswolde 

Teacher of English and SEND Link: Ms C Baptiste 

Teacher of English: Miss C Pitt 

Teacher of English, Film Studies and Drama: Mr P Baxter 

Teacher of English: Mrs J Benbow-Taylor 

Teacher of English: Mr A Cooper 

Teacher of English and Reading Lead: Ms Hartley-Jones 

Teacher of English: Mrs S Jones 

Teacher of English and Drama: Mr A Mudge 

Head of Drama and Teacher of English: Miss L Mullard 

Intention

At Key Stage 3, the curriculum functions partially as a preparation for KS4, but we also intend to have designed this stage of learning as a separate and enriching entity in its own right. The emphasis should be on learning through enjoyment, not on the acquisition of knowledge alone.   

Whilst the focus of Key Stage 4 has to be on acquisition of skills for approaching examinations, the style of teaching (experienced in KS3), and the rounded immersion within texts, should continue for GCSE pupils.  Pupils of English should not just be taught to pass exams, but should be taught to understand a range of texts, respond critically, and find their own voice. 

At Key Stage 5, through the English Language and Literature course, or through the exclusive study of English Literature, pupils are encouraged to specialise in the area of English study about which they feel most passionate.  Teaching of both subjects sees the teacher in role as facilitator and guide as pupils explore a range of materials which allow them to tailor their own explorations in the written word.  Through private study and individual pursuit, the teacher hopes to witness the emergence of student as independent expert, by the end of the course. 

Implementation

Key Stage 3 English teaching must, necessarily, provide the skills essential for success at Key Stage 4:  a range of reading, writing, oracy and SPaG strategies are taught to enable a smooth transition from KS3 to 4; whilst the level of skill will deepen across Years 7 – 9, the nature of the KS3 curriculum is intentionally cyclical, allowing for the consolidation of understanding over the three-year period.  In readiness for English Language study in KS4, in each unit at KS3, pupils will explore a blend of text forms, including fiction and non-fiction, poetry, plays and prose (for example narratives, letters, speeches, diaries, travel writing).   

A wide variety of texts form the backbone of the KS3 curriculum. We choose these texts to develop pupils’ reading interests and garner enthusiasm, as well as offering insight into different perspectives.  Reading for pleasure is promoted and barriers to reading are identified; close working practices between the SEN and English team help to support those pupils who struggle to engage.  Texts are seen as the springboard for pupils writing creatively, as well as analytically.   

At the core of both the KS3 and KS4 curriculums is the understanding that different contexts will require different forms of written and spoken communication.  Whilst materials used to deliver schemes may be fluid, the focal skills within a unit’s delivery will remain constant.  Teaching strategies should be consistent too: within each week, pupils should be given the opportunity to access learning through reading, writing and discussion opportunities.  This approach will help facilitate different learning styles and offer pupils of all abilities the chance to contribute and excel.  Teachers must seek to provide tailored learning which responds to the needs of individual pupils and groups wherever possible; the use of live modelling, pupil-led investigation and peer marking are strategies that should regularly be found within the English classroom. The use of different registers should be explicitly taught so that pupils modify language-use in different domains.   

Across all key stages, regular assessment is used to inform teaching and learning.  At KS3, assessment within each year allows pupils the opportunity to improve with reading, writing and oracy.  Assessment in all years should be formative until final GCSE or A Level assessment.  However, summative assessment may be used to help benchmark pupils’ abilities.  Key assessments happen at salient points in the calendar to chart pupils progress and target areas for improvement.  Careful marking, using standardised marking codes, and universal marking grids means that pupils are able to chart their progress and be informed about improvement.   For students to progress, giving pupils adequate opportunity to respond to teacher feedback is essential.  Assessment data is used to target pupils who require intervention both within and outside the classroom context. 

Teaching groups in English are designed to provide the optimum learning environment for pupils.  Historically there has been a desire to ensure that those who found literacy most challenging were taught to access the curriculum in smaller groups with a greater level of support.  However, this strategy has recently been reviewed due to there often being a lack of aspiration on the part of many of the pupils within these groups.  The department now promotes mixed ability teaching alongside the discrete teaching of those with the greatest need in additional Reading Support lessons.  The desire is that this new mode of teaching will provide aspirational learning and stretch and challenge for all levels and abilities, whilst addressing the need for additional support where needed.   

Cross-curricular and extra-curricular offers continue to be a focus for the department: the department currently runs a reading group for KS3 and writing group for KS4 and KS5.  Connections with the Drama department are close, with theatre trips and opportunities often being co-hosted or explored together. Extending such initiatives is crucial to maintaining the vibrancy of English within the school. 

Impact

Historically, results at GCSE and A Level within English are positive at Bewdley.  Whilst, GCSE English Literature results in 2022 were in line with similar centres, and English Language results saw Bewdley students outperforming other similar centres.  At A Level the combined English Language and Literature course, and the English Literature course fared similarly positively. 

The proportion of those coming to Bewdley with low literacy levels (possibly linked to the post-covid climate) continues to grow and maintaining positive exam grades that have been celebrated by the department in the past may be challenging in forthcoming years.  However, the commitment to providing the best access to learning for all pupils within the department, coupled with a strategic map for attainment, means that every student is given the opportunity to succeed.  A unified approach to assessment means that progress can be charted throughout a pupil’s life in the department, but can also be compared to success elsewhere in school.  Intervention can be strategically planned to help close learning gaps. 

It is hoped that the restructuring of groups in KS3 will ultimately lead to positive outcomes for both low and high attainment.  The impact of this experiment will be carefully charted in order to make future decisions about delivery.   

The work of the Head of Department and English team will ensure that all students benefit from an exciting, rich balanced curriculum that is appropriately matched to their age and abilities.  They will ensure that all students are treated equally and given equal opportunities and access to the curriculum, whilst supporting their weaknesses and encouraging their strengths, as much as is reasonably possible within a mainstream school. 

Success Criteria 

• Improving KS3 data for individual pupils and whole cohorts 

• GCSE grades in English Language measured against the national average or demonstrating significant improvement 

• GCSE grade in English Literature measured against the national average or demonstrating significant improvement 

• Improved take up of A Level English Literature