English Faculty

Mr Hewitt - Head of English and Whole School Literacy
Mrs Khaliq - Second in English and Progress and Attainment Coordinator for Year Eleven
Mrs Khatun - Lead Teacher of English and Progress and Attainment Coordinator for Year Nine English
Miss Healey - Head of Media Studies
Mrs Razaq - Lead Practitioner - English
Mr Kirk - KS4 Coordinator and Progress and Coordinator for Year Ten
Mr Khan - Progress and Attainment Coordinator for Year Eight
Mrs Mukuna - Progress and Attainment Coordinator for Year Eleven English
Mrs Elliot - Acting Head of Media
Mr Hedge - Acting Progress and Attainment Coordinator – Y7 English
Mr Callanan - Behaviour for Learning Coordinator
Mr Parsey - Excellent Teacher - English
Miss Atkinson - Teacher of English and Media
Mrs Rahman - Teacher of English
Mrs Wild - Librarian

The English Curriculum - KS3

At KS3 students need to develop their English skills in preparation for KS4 and beyond.  A detailed overview of the KS3 Curriculum can be found here.

Aims of the KS3 English Curriculum

• To ensure that all students retain and improve their basic literacy skills, and maximise their progress in developing their reading, writing and oral communication skills.
• To ensure that all students have opportunities to regularly read for pleasure and develop a life-long reading habit through use of the AR programme.
• To ensure all students have an RA of at least 10.5 by the end of Y7 and enable struggling readers to improve their skills through use of Fresh Start phonics.
• For all students to make at least expected progress from KS2 base data according to Attainment 8 targets.
• For all students to have a reached or exceeded their KS3 Pathway target by the end of year 8, monitoring and using appropriate interventions to ensure this.
• To encourage students to experience the creativity and richness of the English language and to develop their appreciation and enjoyment of their English Literary Heritage.
• To ensure students have even coverage of the AOs for both Literature and Language in preparation for KS4.
• To ensure students have a grounding in effective modes of Speaking and Listening.
• To ensure students have a broad range of vocabulary and have been explicitly taught tier two and three words ready for usage in KS4.

Monitoring Students' Progress at KS3

• Teacher Assessment of specific Reading and Writing Assessment focuses each half-term – as specified in KS3 MTPs.
• Half-termly reporting of 1-9 grades for Reading, Writing & Speaking and Listening on KS3 yearly trackers.
• AP data – an overall 1-9 grade for English is entered termly.
• Bi-annual testing of RA. Monitoring of AR data. Final summative assessment in EOY exams.

Organisation and Staffing at KS3

• Classes follow the KS3 LTPs which is an amalgamation of ‘The Story of English’ alongside coverage of Language skills. The curriculum also ensures coverage of a range of texts in different genres from the literary canon, as well as incorporating development of specific grammar skills.
• All KS3 classes have 7 lessons per fortnight. Each KS3 class will have one lesson per fortnight in the Library dedicated to the AR programme and grammar/literacy/spelling.
• The lowest ability groups in KS3 (I5 & E5/6 groups) have 10 lessons per fortnight to accommodate extra sessions to boost reading skills.
• Homework is expected to be set once per week and tasks will be found on the MTPs alongside regular spelling tests and grammar checks

The English Curriculum - KS4

At KS4 students need to prepare for English GCSE exams and other external qualifications. Although Speaking and Listening no longer contributes to the overall grade for English Language, it is still assessed and is a central strand of the KS4 curriculum.

KS4: Students will take English qualifications in both English Language and English literature. The majority of students will follow the AQA syllabuses, students in the Supported Study groups will follow the EDUQAS syllabi for English Language and English Literature. These students will also take an entry level qualification in English.

Aims of the KS3 English Curriculum

• To ensure that all students retain and improve their basic literacy skills, and maximise their progress in developing their reading, writing and oral communication skills.
• For all students to make at least expected progress in English.
• For all students to maximise their final GCSE English grade(s).
• To provide opportunities for lower ability students to gain additional qualifications in English that assist their progression into further education courses and employment.
• To encourage students to experience the creativity and richness of the English language and to develop their appreciation and enjoyment of their English Literary Heritage.

Monitoring of Students' Progress at KS4

• Formative and summative assessments for KS4 each half-term in reading and writing. Spoken Language practice assessment. GCSE PPE exams in Summer 2 half-term.
• Half-termly assessments in KS4: Reading and Writing practice questions. GCSE PPE exams in Literature and in Language for KS4.
• KS4 progress recording/reporting follows KS3 pattern with results of assessments in Language and Literature entered onto the Faculty tracker (see below). Colour-coding system shows students’ progress against pathway outcomes for each year.
• For Y9 termly whole school reporting of progress through KATs predicts final GCSE grade (1-9) & AtL. Subject to review as per whole school policy update.
• For Y10 & 11 half-termly whole school reporting of progress through KATs predicts final GCSE grade (1-9) & AtL. Subject to review as per whole school policy update.

Organisation and Staffing at KS4

• Whole school - Students split into two distinct cohorts or “sides” (Torch and Flame) based on ability / performance from results in KS3 English, Maths and Science. The Flame side includes Supported Study and FLG groups. SS groups are taught by Learning support staff (COD).
• Each class has 8 English lessons per fortnight in KS4.
• Homework to be set twice per week: one Seneca task and one extract-based analysis or quote retention task.
• During KS4, the aim is for each class to keep the same teacher for both years to support continuity / progression.
• Targeted intervention groups will be set up for borderline students and those failing to make the required progress in line with expectations. Extra lessons and tutoring opportunities will also be provided for these students, in small groups, with experienced members of staff.
• Teachers are matched to specific groups according to their particular skills and expertise, however timetabling across the key stages should also allow all teachers opportunities to work with students of varying abilities to develop their teaching skills.

Assessment

Once per half term for all years across both key stages.

All copies of set texts will be provided for students however parents can purchase additional revision materials from Mrs Khan.

Twice per week at KS3 inclusive of one active piece of work and one based on reading, spelling and grammar.

Twice per week at KS4 inclusive of one active piece of work and one based on quotation retention.

Band 7-9 academic lectures for English Literature.

Our Vision

To impart the importance of being socially aware of the world around us and how this world, though the media, presents ideas, views, opinions and values. To allow young people to understand the impact and influence that the media has on them. To embed young people with the skills and knowledge necessary to identify and critique the different elements of the media in which we are all immersed in. To develop critical thinkers and young people who consider and question the world in which they live.

Our Team

Miss Healey - Head of Media Studies
Mrs Elliot - Acting Head of Media
Miss Atkinson - Teacher of English and Media
Mr Callanan - Behaviour for Learning Coordinator
Mr Hedge - Acting Progress and Attainment Coordinator – Y7 English

Teaching and Learning -  KS4

As an option subject we are on offer to all learners at Key Stage 4. Media Studies is available across TA, TB and TF option routes/ Learners are grouped together in classes of a maximum of 30 and are offered 5 hours of curriculum learning time over the two week timetable.

Assessment

At The Radclyffe School learners follow the Media Studies content and assessment set by the Eduqas/WJEC exam board. Assessment is broken down into three components:

Component 1 – Exploring the Media. A written exam (1 hour 30 mins)

Section A: Exploring Media Language and Representation This section assesses media language and representation in relation to two of the following print media forms: magazines, marketing (film posters), newspapers, or print advertisements.

Section B: Exploring Media Industries and Audiences This section assesses two of the following media forms: film, newspapers, radio, video games.

Component 3 – Creating a Media Product. Non-exam assessed (coursework completed in class).

Learners will create their own media product intended for an audience in response to a brief set by the exam board.

Component 2 – Understanding Media Forms and Products. A written exam (1 hour 30 minutes)

This component assesses all areas of the theoretical framework and contexts of the media in relation to television and music. Section A: Television and Section B: Music (Music videos and online)

Resources and Rooms

• Three computer suites (2B07, 2B08 & 2B09), which all have full access to the complete Adobe editing packages.
• Full class set of 30 ipads, which include latest iOS software and editing apps.
• Access to hi-tech video cameras and SLR photography cameras.

Home Learning

Home-learning in Media Studies is set my individual class teachers and follows the English Faculty’s, of which Media Studies is a division of, home-learning policy. Home-learning will take many forms including: research tasks; practice exam questions; knowledge organiser study;

Band 7-9 academic lectures for English Literature.

Extra-Curricular Activities

• NEA (non-exam assessed) catch-up sessions
• Weekly revision classes