||Head of English
||Assistant Head of English
||Teacher of English / Performing Arts Coordinator
||Teacher of English / Literacy Coordinator
||Teacher of English / Assistant SENCO
||Teacher of English
||Teacher of English
||Teacher of English
||Teacher of English
The English team - our vision:
‘To deliver a curriculum that challenges, excites and enlightens our students, and ensures that ALL students develop confidence and skills that will enable them to be successful in exams and in life beyond the academy.’
This vision is what drives and motivates our team – as we continue to build on successes, year upon year, we strive to send our students out in the world with skills and behaviours that will lead them to many successes. we love working with our students and are committed to continually improving so that they can experience the highest quality of teaching and learning possible.
The English Curriculum at Barnsley Academy:
The KS3 provision is designed to develop and embed a range of subject specific and transferrable skills that will enable students to thrive in and beyond the classroom. From year 7 students are met with GCSE texts and given a learning experience, which enables them to experience assessments that mirror the GCSE experience in order to prepare students for their final examinations in year 11. The curriculum model explores aspects of both GCSE language and literature as we want students to be confident, familiar with the GCSE examination process and prepared to make accelerated progress.
KS4 is the second phase of learning that builds on and strengthens the skills set and knowledge that students have developed in KS3. Students study GCSE English Language alongside GCSE Literature where they study: Romeo and Juliet, A Christmas Carol, Blood Brothers and Anthology Poetry.
All sequences of learning are underpinned by differentiation, challenge and a range of assessment opportunities that actively involve students so that they know how to close the gaps in their learning.
Y7 Curriculum Summary:
Term 1: GCSE Language 1 Focus – Using a range of fiction text students spend the first term developing and embedding a range of skills including: Retrieval, language and structural analysis, evaluation and creative writing.
Term 2: GCSE Literature Focus – Studying The Boy In The Striped Pyjamas and a range of poems (including some GCSE poetry) students spend the second term transferring and developing analytical skills in to a literature context as well as developing comparisons in their work.
Term 3: Students will spend this term developing the way they write in a range of non-fiction writing forms including formal letters, speeches and script writing before revisiting GCSE Language Paper 1 to consolidate their knowledge and skills from term 1.
Y8 Curriculum Summary:
Term 1: GCSE Language 1 Focus – Using a range of fiction text students spend the first term revisiting and building on the knowledge and skill set that they developed in Y7 strengthening their approach to retrieving information, analysing language and structural, evaluating writer’s perspectives and creative writing with a consistent focus on style, audience and technical accuracy..
Term 2: GCSE Literature Focus – Studying the Of Mice and Men and a range of new poems (including some GCSE poetry) students spend the second term transferring and refining analytical skills in a literature context, with focus greater focus on the contextual aspects of texts, as well as well as strengthening their approach to comparative analysis.
Term 3: Students will spend this term developing the way they write in a range of non-fiction writing forms including review and article writing before revisiting GCSE Language Paper 1 to consolidate their knowledge and skills from term 1.
Y9 Curriculum Summary:
Term 1: GCSE Language 2 Focus – Using a range of non-fiction text students spend the first term developing and embedding a range of skills including: summary writing, language analysis and comparisons as well as revisiting and refining their approach to non-fiction writing
Term 2: GCSE Literature Focus – Studying the play Blood Brothers and a range of poems (including some GCSE poetry) students spend the second term refining their approach to analysing and comparing with focus on developing responses that fully explore the relevance of a text’s context.
Term 3: Students will spend this term revisiting the GCSE language skills that they have covered across the entire key stage as they approach their KS3 final examinations in preparation for GCSE.
Sequence 1: GCSE Literature Paper 2 – Students develop a deep understanding of the themes, characters and contextual aspects of the play Blood Brothers and a clear approach to evaluating and analysing the way characters and themes are presented, before develop a comparative and analytical approach to Anthology Poetry and the unseen poetry element of the exam.
Sequence 2: GCSE Literature Paper 2 – Students develop a deep understanding of the themes, characters and contextual aspects of the play Romeo and Juliet and the novel A Christmas Carol before building on the skills developed in sequence 1 in regards to evaluating and analysing the way that characters and themes are presented in the texts.
Sequence 3: GCSE Language Papers 1 and 2 – This skills based phase of learning will be focused on developing the way students retrieve, infer, analyse, summarise, evaluate and compare before focusing on the way students construct creative and non-fiction responses with a focus on style, audience, form and technical accuracy.
Sequence 4: GCSE Language Paper 1 and Literature Paper 1: As Y11 begins students will revisit previous skills and knowledge to consolidate and refine their approach to exam-style responses.
Sequence 5: GCSE Language Paper 2 and Literature Paper 2: As Y11 begins students will revisit previous skills and knowledge to consolidate and refine their approach to exam-style responses.
Sequence 6: In this final period of preparation students will revisit all aspects of both GCSE English qualifications with a bespoke approach giving students a final opportunity to revisit, consolidate previous learning and to close gaps in learning.