English

We endeavour to give all our pupils the necessary skills in speaking and listening, reading and writing, within the requirements of the National Curriculum. We have developed a bespoke curriculum that is tailored to the individual needs of our students.

Our unique curriculum uses no textbooks, only resources designed by us based on our pupils’ needs; the latest pedagogy and ‘vehicles of learning’ – the concept that separates objectives and outcomes from the ‘vehicle’ used to stimulate interest. This process has taught creative writing techniques using computer games; narrative perspectives via car chases and adjectives via The A-Team. Our curriculum transposes into a more traditional one by the time pupils reach KS4.

picture of an open book

For those whose reading causes them (or us) concern, we provide extra help on a one-to-one basis. All pupils are tested on entry to the school, and we use the Lexonik Reading Programme, which helps us create a three-tiered approach: LEAP, FLEX and our own ‘Watch List’ – a list of pupils who we keep an eye on in case they need extra support. All subject teachers are trained in using active reading methods to help our pupils break down texts into sizeable ‘chunks’. An invaluable skill for exams as well as helping avoid cognitive overload.

Key Stage 3 English

In Key Stage 3 (years 7-9), pupils experience a range of literature and writing styles. We study extended class readers (at least one every year) as well as encountering Shakespeare, various short stories, films, adverts and a range of non-fiction. Everything we do centres on three things: reading, writing and thinking (we are very aware that pupils remember what they think about). By year 9, students will encounter external accreditations via Functional Skills English Level 1.

Key Stage 4 English

At Key Stage 4, pupils continue taking Functional Skills (some pupils will take it four times during years 10 and 11). The main focus of KS4 is GCSE English and GCSE Literature. For Literature, we study Macbeth, An Inspector Calls, A Christmas Carol and the Power and Conflict poetry. We find pupils respond well to the powerful knowledge and contexts embedded in these texts. We use a number of mnemonics to help pupils access GCSE English, again to help avoid cognitive overload.

Qualification route/s- Entry Level, Functional Skills Levels 1 & 2, GCSE English language and English Literature.

English and our six core values

Balance

Our English curriculum is balanced in a number of ways:

We mix up the key skills of speaking, reading and writing (often within a lesson).
We provide a balanced curriculum from looking at contemporary literature to the more traditional (Hamlet, Blake – ensuring our pupils are exposed to Cultural Capital).
We have a curriculum that includes more than sixteen Schemes of Work a year, ensuring there is enough change/balance to keep our pupils engaged.

Communication

This exists at the heart of this subject:

Written communication
Speaking (in full sentences / Standard English)
Understanding what a writer is trying to communicate to you

Going Beyond Your Borders

Via cultural capital, we expose our students to literature they would probably not experience. Similarly, we ensure our books, plays, poetry and speaking and listening exercises demand our students transcend their immediate environments and, in doing so, transcend their established points of view.

We don’t simply look for literature that reflects our students’ lives, experiences and interests.

Resilience

Our students’ resilience will be tested as they revise and sit external exams (Functional Skills throughout KS4), but the daily test of writing and reading will also test their grit and resolve.

We also aim to challenge our students with texts from other cultures and with texts from our own literary heritage (Shakespeare, Blake and Chaucer).

Reflection

English demands reflection. Whether it’s reflecting on a piece of written work, a word (“choose the hardest-working word”) or on a piece of literature – reflection exists at the heart of this subject. We also look for books/films/poems that demand our students reflect on another character’s situation. This is something non-fiction fails to provide and, because boys in particular need to reflect more, we ensure a novel is read to every class, every year.

Independence

In order to access exams, pupils need to be independent. For this reason, we are always looking for ways to increase the independence of our students. For example, writing frames are to be avoided (particularly from Year 9 onwards) and ‘thought stems’ are used more as a tool that bridges independent thinking and writing.

The Gateway School