ENGLISH

Vision

We hold the belief that the study of English is not just important academically and socially, but emotionally and intellectually.

We hope that all of our students succeed in English because we have made it one of their favourite subjects, and that they look forward to the challenge and enjoyment of their next English lesson. They should understand the importance and value of English, whilst being encouraged to acquire pleasure from reading and listening, and satisfaction from thinking, writing and speaking. We aim to develop our students to become literate, creative, thoughtful, challenging, aspirational and confident communicators and critics.

Teachers of English

Mr A Haque - Director of Faculty

Ms C Eastwood - Literacy Co-ordinator 

Ms C Fletcher - English/ EAL 

Ms C Scarrott - English/ EAL

Ms F Ewas - English teacher

Ms G Evenhuis - KS5 Co-ordinator 

Mr L Manzini - Second in Charge/ KS3

Mr M McTurk - Media/ Film and English

Mr M Onwubuya - YL Year 10

Ms S Gladstone - Assistant Principal 

Ms S Naidu - Assistant Principal

We recognise that some young people lose interest in reading books during the years of key stage 3. We believe, however, that the enjoyment of reading is vital to personal development, literacy skills and future life chances. Therefore, we always look for new ways to encourage reading for pleasure both inside and outside the classroom. This commitment to reading and learning is supported through whole school literacy initiatives such as DEAR time (Drop Everything and Read) and through the different extracurricular and enrichment opportunities we offer: such as trips and residentials, after-school clubs and societies; and through our creative writing magazine, [sic].

We regularly review the teaching and learning that takes place within the department and aim to always be up-to-date with the latest innovations, technology and strategies to make our students’ learning safe and enjoyable; and to ensure their academic progress. We tailor our curriculum provisions across the Key Stages to ensure engagement, enjoyment and progress, are well-resourced and have a robust behaviour and safety policy. Tracking systems and interventions are embedded into our programmes of learning and these effectively support students when they drop below their potential. We are a department that understands that every learner has specific needs and we are committed to delivering a course which respects cultural identity and encourages our students to achieve their potential through respect and praise and through personal investment with their learning.

The Department of English at Kingsley Academy encourages our students to take their learning and “hold it up to the light/ like a colour slide” (Introduction to Poetry, Billy Collins). Only then, do we believe, will you see the flecks of light, the sparks of colour; the dissimilitude of languages and ideas and values and utterances that bounce of the page, punctuate our classrooms and shimmer silently through our corridors.

The Department of English at Kingsley Academy makes the following pledges to our students

  • We will provide expert guidance towards reaching your targets in English and making expected levels of progress.
  • We will deliver a wide and varied curriculum that engages you and meets your different needs and learning styles.
  • We promote a culture of creativity, diversity, tolerance and respect and will ensure that you have a safe and collaborative learning environment in which to find your voice.
  • We will provide extra-curricular help and support when you need it.
  • We offer clubs and societies where you can develop your interests or uncover new ones; and the platform to express yourself and see your work in print through our creative writing magazine [sic] and our department newsletter.
  • We will arrange visits and trips to enrich your learning experience and enhance your cultural capital.
  • We understand that each of you is an individual and we are committed to delivering a course which respects your cultural identity and encourages you to achieve your potential through respect and praise and through personal investment with your learning.

Key Stage 3 English Curriculum 2016-17

The KS3 programme of study at Kingsley Academy encompasses the progression in knowledge, skills and understanding required to complete Key Stage 3 and to be prepared for the study of AQA GCSE in Key Stage 4.

KS3 English embeds opportunities to develop pupils’ social, moral, spiritual and cultural understanding (SMSC). Through this development of SMSC, students are better able to understand fundamental British values (FBV) which include:
  • Democracy
  • The rule of law
  • Individual liberty
  • Mutual respect and tolerance of different faiths and beliefs. 
This is achieved within the KS3 programme of study in the following ways:
  • As appropriate for the age of pupils, there will be material coverage of the strengths, advantages and disadvantages of democracy, and how democracy and the law works in Britain; in contrast to other forms of government in other countries. For example, in novels, plays, poems and non-fiction texts;
  • Provide pupils with the opportunity to learn how to argue and defend points of view both in written and spoken language activities;
  • Using teaching resources (novels, poems, plays and non-fiction texts) from a wide variety of sources to help pupils understand a range of faiths;
  • Using the role of extra-curricular activities for example [sic] publications (the department’s creative writing magazine) in promoting fundamental British values 

The KS3 curriculum combines the richness of literary texts - which expose our students to the power of enjoying books - with a study of functional English skills that students will need outside the classroom and in the workplace.

Assessment without Levels (AwL)

With the termination of national curriculum levels at KS3 the department has introduced a system of assessment which measures students’ competence using a model framed around “I can” statements. These are the competencies and skills that students should be developing and demonstrating at each stage of their journey through KS3. Within each of these stages, students will either be working towards that stage, at that stage, or moving towards the next stage.

Meeting the needs of disadvantaged students

The English department works in close collaboration with both EAL and SEN departments to meet the needs of disadvantaged students. EAL pupils are usually withdrawn from English lessons to receive intensive language tuition at Key Stage 3; while LSAs actively support teachers in delivering lessons accessible to all.

Curriculum Maps

Units of work are accessed at the same point by all students in each year group and across the Key Stage (Years 7-9. Schemes of Learning are differentiated and linear. Studies in AQA Language Papers 1 and 2 are embedded within this curriculum map and assessed at regular set intervals. This exposes our students to the AQA (GCSE) Assessment Objectives (AOs) from year 7 onwards.

Curriculum Coverage at KS3

  • Modern novel
  • Paper 1 (AQA)
  • Play
  • Poetry
  • Paper 2 (AQA)
  • Spoken Language