EnglishYear 11

______

Purpose of study

English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others, and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.

Step up to English–Aims

This specification should encourage students to:

  • read, with some understanding, a range of texts, including literature and literary non-fiction as well as other writing such as letters and leaflets
  • read and make comparisons between texts, explaining personal preferences where relevant
  • locate and explain information or ideas from texts
  • write effectively and coherently using Standard English appropriately
  • use grammar correctly and punctuate and spell accurately
  • acquire and develop an appropriate vocabulary in writing and spoken language
  • listen to and understand spoken language and use spoken Standard English whenever and wherever appropriate.

This course can lead to the following qualifications at KS4:

Edexcel English Entry Level Certificate 1,2 and 3

Edexcel Functional Skills English Level 1 & 2

GCSE English Language

Year 11

Brief overview:
Reading - Pupils have the opportunity to read a wide range of texts. They engage with texts and authors in depth through focused discussions and written tasks. They are encouraged to read for pleasure using strategies taught in school to increase their independence.
Writing – Pupils continue to Improve their knowledge of, and skills in writing. They have opportunities to write for a range of purposes and audiences. They are encouraged to edit their work and are developing their resilience to write at length.
Speaking & Listening – These skills are an integral part of everyday lessons. Pupils are encouraged to develop their use of language through taking part in discussions/debates. They regularly engage in collaborative work with their peers
To enhance literacy further interventions are provided where appropriate
Keywords:
Noun
Pronoun
Proper Noun
Verb
Adverb
Adjective
Word
Sentence
Text
Spelling
Punctuation
Grammar
Careers Statement
We work to build on the strengths of students, supporting them to celebrate their strengths and overcome areas of weakness. Our ultimate aim is to enable our students to become confident, literate, independent members of society. The skills the pupils learn will provide them with the confidence to:
  • read and write with confidence, fluency and understanding, using a range of independent strategies to self-monitor and correct
  • develop a love of reading and a desire to read for enjoyment
  • develop an interest in words and their meanings; expanding their vocabulary in spoken and written forms
  • understand a range of text types, media types and genres
  • write in a variety of styles and forms appropriate to the situation
  • use their developing imagination and critical awareness
  • develop a suitable technical vocabulary to articulate their responses
These skills are incredibly important in the world of work. Pupils develop the ability to write formal letters of application. They learn about how to fill in forms and send emails. They engage in role play activities such as job interviews.
English Scheme of Learning
Year11
Weeks / Key Learning Theme / Resources / Key Learning / Marking and Assessment / Assessment –Letter writing.
Term 1 / Modern fiction / Holes
Film version of Holes / In this unit pupils will read Holes. They will take part in guided reading sessions. Pupils will explore setting, character and the plot of an adventure story.
The reading of Holes should run throughout the unit.
Investigate plot structure and identify themes, settings and characters.
Identify details in the text that describe characters and settings.
Write character and setting descriptions.
Discuss their responses to the characters. Use drama to roleplay characters.
Watch the film version in sections and make comparisons to the written version of the text.
Capture stills of the film version and retell the scene.
Explore letter writing – informal. Write a letter from Stanley home to Mum
Relate the mapping of the story to paragraphs.
Create a word bank of key vocabulary, use a treasure box as a display.
SEMSC
Keeping Safe / Engaging with strong feelings and emotions. Exploring others’ thoughts and ideas. Empathy with others.
Rules
Following rules of an establishment.
Using tools
Drinking water
IT / Word Images
ILS / Self-managing and independent work. Creative thinking
Numeracy / Sequencing a storyboard
Learning objectives:
To understand how writer’s use devises to hook their reader
To have a good understanding of the descriptive techniques the writer uses
To understand what is inference
To understand what is characterisation
To be able to identify the use of flashbacks in Holes
To have a good understanding how to structure a letter
To be able to identify how the theme of rules is portrayed in Holes
To be able to identify what a cliff-hanger is
To understand the structural features of a newspaper article
To be able to implement these features.
To understand how a writer creates tension.
Weeks / Key Learning Theme / Resources / Key Learning / Marking and Assessment / Character/setting description
Term 2 / Charles Dickens
Great Expectations
AO1
AO2
AO5
AO6
AO8 / Adapted Versions of the text
Film version of the text / In this unit pupils will read Great Expectation. They will take part in guided reading sessions. Pupils will explore setting, character and the plot of an adventure story and will compare the time at which the story was set to present day.
The reading of Great Expectations should run throughout the unit.
Who is Charles Dickens? - Write key facts about him.
Investigate plot structure and identify themes, settings and characters.
Identify details in the text that describe characters and settings. Pip, Magwitch, Miss Haversham etc
Write character and setting descriptions.
Discuss their responses to the characters. Use drama to roleplay characters.
Create a wanted Poster for Magwitch.
Letter from Pip back to the Marches.
Create a word bank of key vocabulary, use a treasure box as a display. / SEMSC
Keeping Safe / How to be a good friend.
Aspiring to have good aspirations/expectations
Money sense – saving
Forming relationships
Stranger Danger
IT / Word
ILS / Independent Enquirer. Reflective Practitioner. Self-Manager. Effective Participator. Creative Thinker
Numeracy / Days of the week/months of the year/telling the time using an analogue clock.
Communication / Real world communication.
Weeks / Key Learning Theme / Resources / Key Learning / Marking and Assessment / Students produce a Showpiece which is marked and levelled using Exam Board criteria
Term 3 / The World of Work
AO2
AO5
AO6 / Job Adverts
Exemplar letter of application / The focus of this topic is to prepare students for future life. It is a very practical topic relating to being able to read and understand the language used in Job Adverts and to also develop skills in writing applications involving forms and formal letters.
Job Adverts
Lesson objectives may include:
To be able to identify information on a job advert.
To be able to locate key points in texts.
To be able to explain how writers use language and structure to achieve effects and influence readers.
Discuss the meaning of words such as, lively, challenging, ambitious …
Job Application
To be able to create a plan for writing.
To examine how others respond to job adverts and make notes from these.
To develop vocabulary and using a thesaurus to search for appropriate words.
To be able to spell most words accurately and use a dictionary to check for errors.
To be able to sequence ideas logically.
To be able to set out a formal letter.
To be able to use formal language. / SEMSC / Confidence built by progressing through exercises.
Selling yourself in a positive light.
IT / Web
ILS / Independent Enquirer. Reflective Practitioner. Effective Participator
Numeracy / Numbered exercises
Communication / Through accurate written work and being able to explain choices
Weeks / Key Learning Theme / Resources / Key Learning / Marking and Assessment / Students produce a Showpiece which is marked and levelled using Exam Board criteria
Term 4 / Writing for the web
AO2
AO5
AO6 / Laptops
ipads / In this unit pupils will learn about how web pages are set out and why they are used to communicate information. They will develop skills involving scanning texts to locate information and will learn how the layout of a text can impact how it is read.
They will identify the features that web pages have in common and will plan, draft and create their own web pages.
During this unit pupils will also learn about how to communicate effectively via email and will have a go a composing emails for a range of purposes such as; responding to an invitation/ complaining about a product. / SEMSC
Keeping safe / Confidence through self-expression
Internet safety
IT / Word 2simple email
ILS / Independent Enquirer. Reflective Practitioner. Self-Manager. Effective Participator. Creative Thinker. Team player
Numeracy / Sequencing and keeping to timescales
Communication / Through effective written work
Weeks / Key Learning Theme / Resources / Key Learning / Marking and Assessment / Students produce a Showpiece which is marked and levelled using Exam Board criteria
Term 5 / Continue exam preparations/course work / SEMSC / Moral dilemmas
IT / Internet images
Research author
Numeracy / Working to timed deadlines and engaging with dates.
Communication / Through effective spoken and written expression
Weeks / Key Learning Theme / Resources / Key Learning / Marking and Assessment / Teacher marked test.
Term 6 / Modern fiction
Hunger Games / In this unit pupils will develop their understanding of the themes presented in the novel, and the methods in which they are presented. Through a variety of tasks, pupils will consider the character development alongside the critical issues within the novel. They will develop their own writing skills through a variety of character perspectives/point of views.
  • Drama performance for the ‘Reaping’
  • Introduce diary writing. Explain features and style. Pupils write a diary entry for Primrose (new character POV)
  • Discuss the arrival into the Capitol: Compare description with District 12. Focus on poverty and wealth (also greed)
  • Explain features of newspapers and compare (broadsheet and tabloid)
  • Produce either broadsheet or tabloid newspaper for the arrival of Katniss and Peeta.
  • The Hunger Games survival pack: Pupils “pack” their own survival kit. Explain choices.
  • Opinion of Peeta – do we trust him? Why/not?
  • How has Katniss changed?
  • Storyboard the opening of the Hunger Games (include quotes)
  • Explore the effect of similes used in the text
  • Discuss the intentions of the author through a variety of language features
  • Tracker Jackers’: Pupils create their own Capitol creatures like the tracker jackers (animal mixed with technology)
/ SEMSC
Keeping Safe / Improve reflective skills and judgement of own progression.
Relationships within families.
Poisoning, knife crime.
IT / Word and web. Read&Write software
ILS / Independent Enquirer. Reflective Practitioner. Self-Manager. Effective Participator. Creative Thinker. Team player
Numeracy / Numbered exercises. Students encouraged to use BKSB Maths if/when English work is completed.
Communication / Through accurate reading skills and written work.