Subject Overview

The English Faculty is situated in the main school building in three dedicated English classrooms. Here we employ both traditional and innovative methods to match the needs of all our students.

The National Curriculum identifies the three main areas of language learning as Speaking and Listening, Reading and Writing. Our task as teachers of English is to allow the development of these areas of learning by providing varied, stimulating and demanding situations and experiences for our students so that each individual is encouraged to reach and maintain the highest level of attainment, commensurate with his or her ability.

The study of literature extends our students’ awareness of the world and develops their skills of critical analysis, empathy and discrimination.

It is a genuine love of language and literature that motivates us in our drive for progress. We draw from students’ own interests and experiences to give further support to lesson material in order to develop – and enjoy – English for life.

English Subject Staff

Mr Carroll Head of Faculty and Teacher of English 
Miss Snowden Lead Practitioner for English
Miss Scott Teacher of English and House Progress Leader

Key Stage 3 English

At Key Stage 3, we teach in 8 week schemes that balance a range of reading and writing skills. We assess these particular skills twice each scheme - both formatively and summatively, so that, over the academic year, we ensure a wide range of techniques and approaches have been covered. Typically, a student will have two lessons of writing and one reading lesson a week. Literacy is embedded within all schemes, focusing upon developing communication and the use of standard English.

Key Stage 4 English Language and English Literature

At Key Stage 4 we follow the AQA syllabus for English Language and EDUQAS syllabus for English Literature. The course commences in Year 9 and is carefully structured in order to ensure thorough coverage of the new syllabus (grades 1-9). Each aspect of the course is covered with a formative and summative assessment, alongside full paper assessments in the December and March of Year 11 in the practice examinations.

“I know nothing in the world that has as much power as a word. Sometimes I write one, and I look at it until it begins to shine.”

Emily Dickinson (poet)

Teaching and Learning

In line with Endeavour Learning Trust, the faculty has the following aims:

  • To provide outstanding education at the heart of the community
  • To encourage every individual to become the best that they can be 
  • To provide consistently high quality teaching which places the learning of the individual at the heart of school life. 
  • A focus on ‘teaching to the top’, and providing ‘scaffolding’ where appropriate. Teaching should be planned for ‘stretch and challenge’ and delivered with high expectations for excellent ‘behaviour for learning’ and for developing oracy.
  • To have a total commitment to providing a caring environment, where everyone feels safe and valued 

Faculty Marking and Feedback Guidelines

Individual subjects have autonomy in using the style of feedback that is the most appropriate for students within their classes. These should be used in conjunction with the whole school guidelines – to move students on in their learning and to encourage rigour, stretch and challenge. At KS3 students have one exercise book where assessments and other key pieces of work are marked in line with these guidelines. At KS4 students have a book or folder for classwork/notes and one book for assessment/exam style questions. Where possible, students in both KS3 and KS4 will have a mid-unit and end of unit assessment with more detailed marking. A range of marking and feedback styles are used within the faculty including:

  • Verbal Feedback/live marking/differentiated questioning
  • Written Feedback (where necessary and appropriate)
  • Peer and Self-Assessment 
  • Whole Class Feedback in the form of crib sheets, checklists, modelling or coded marking, highlighting good practice and allowing students to redraft, complete another task or apply to future tasks.
  • Individual Feedback in the form of written comments, highlighting work, live marking within the classroom and verbal comments can be done on a 1-2-1 basis during the course of a lesson.
  • Online feedback via Moodle / Showbie / Google classroom (these should adhere to the principles of written feedback as above).
  • Marking for Literacy (SPAG)
  • High expectations for presentation and pride in work is also key within the faculty. It is worth noting, however, that comments about this should not replace feedback about the subject, the work completed and the students’ next steps in learning.