Additional English: Rationale
The Additional English programme is an incentive to raise the attainment and achievement of our pupils through enabling selected students to have extra English lessons. The curriculum is designed to mirror that which the students will be studying in their regular English lessons and zooms in to focus on particular areas of challenge, while simultaneously presenting students with opportunities to engage in a range of diverse learning activities.
Year 7 Curriculum Overview
| Learning focus | Teacher Assessment | |
| HT1 & 2 | Persuasive Writing (In preparation for the demands of the GCSE Language paper 2 section B). Aims and Outcomes: To develop proficiency with vocabulary and crafting of sentences. To build an understand of how techniques can be used in writing for effect. To gain an understanding of different forms of writing, their purposes and audiences. To continue to build on effective and successful use of grammar and punctuation. | ‘Schools need to provide a wider range of opportunities for young people to be able to succeed once they leave.’ [40 marks]Write a letter to your Member of Parliament in which you persuade the MP of your point of view. |
| HT3 | Shakespeare (In line with the GCSE literature paper 1 examination).
Aims and Outcomes: To be able to understand and interpret texts. To gain confidence in understanding Shakespearean language. To develop understanding of a range of historical/contextual perspectives. To begin to build skills of inference and analysis. |
How has Shakespeare used language to present the theme of _______ in this extract? (34 marks) |
| HT4 | Descriptive Writing (In preparation for the demands of the GCSE Language paper 1 section B).Aims and Outcomes: To be able to use a range of sophisticated vocabulary in writing. To be able to use more complex sentence structures. To implement a number of descriptive devices in writing to create imagery. To use a range of punctuation for effect. | Write a description inspired by the image? (40 marks). |
| HT5 | Effective Speaking (in line with the spoken assessment at GCSE level). Aims and Outcomes: To be able to use facial expressions and body language to help aid meaning. To develop skills of voice projection and effective speaking. To be able to evaluate the effectiveness of performances. To be able to present ideas clearly and effectively in speech. | Select from the following statements. You must prepare and present a 2 – 3 minute presentation, performance or speech in light of the chosen statement: Violent video games are responsible for aggressive crimes. Education puts too much pressure on young people. The rise in technology has led to a generation of lazy and unimaginative teenagers. |
Year 8 Curriculum Overview
| Learning focus |
Teacher Assessment | |
| HT1 | Shakespeare (In line with the GCSE literature paper 1 examination). Aims and Outcomes:To be able to understand and interpret texts.To gain confidence in understanding Shakespearean language.To develop understanding of a range of historical/contextual perspectives.
To begin to build skills of inference and analysis. |
How far does Shakespeare present Shylock as sympathetic in the extract? (34 marks) |
| HT2 | Persuasive Writing (In preparation for the demands of the GCSE Language paper 2 section B). Aims and Outcomes:To develop proficiency with vocabulary and crafting of sentences.To build an understand of how techniques can be used in writing for effect.To gain an understanding of different forms of writing, their purposes and audiences.
To continue to build on effective and successful use of grammar and punctuation. |
âPeople with power do not use it well. It is dangerous to give anyone too much powerâ.Write a speech persuading the audience of your perspective. (40 marks) |
| HT3 | Interpreting Texts (In preparation for sections A of both GCSE language papers). Aims and Outcomes:To continue to develop skills of inference and analysis.To build an exposure and understanding of a range of texts.To be able to comment on the effects of writerâs methods.To be able to present multiple interpretations of texts. | Evaluate how the writer uses language to create tension in this extract. (20 marks) |
| HT4 | Writing to inform and advise Aims and OutcomesTo develop skills of discursive writing.To use an increasingly sophisticated range of vocabulary in writing.To be able to structure arguments for effect.To be able to understand and comment on a range of diverse perspectives. | Write a charity leaflet informing the reader about one of the following topics: The destruction of the Amazon.Syrian Refugee Crisis.Knife Crime in London. |
| HT5 | Poetry â Comparative Writing Aims and Outcomes:To be able to make clear comparative comments.To develop an understanding and inference of poetic devices.To be able to present more detailed analysis of writerâs language.To begin to be able to discuss the use of poetic form and structure for effect. | Compare the ways both writers present ___________ (30 marks) |
| HT6 | Descriptive Writing (In preparation for the demands of the GCSE Language paper 1 section B).Aims and Outcomes:To be able to use a range of sophisticated vocabulary in writing.To be able to use more complex sentence structures.To implement a number of descriptive devices in writing to create imagery.To use a range of punctuation for effect. | Write a description suggested by the image. (40 marks) |
