Welcome to the English Department at Waddesdon School

Head of English

Jane Wybron

Teachers

Vanessa Clark Lauren Haggerty
Lesley Peachey Kate Sobol

Second in Department

Gill Flitney

Subject Overview
Teaching Aims and Objectives
Course Information
Marking and Assessment
Homework Policy
Department Resources
Department Policies
Media Studies

Subject Overview

Waddesdon puts English at the heart of the curriculum. The school appreciates its importance both within the educational programme and in the outside world where skill with language and communication enables young people to make progress at work. English is also regarded as a subject area where important cultural values can be nurtured.

Students follow a rigorous course in speaking, listening, reading and writing at Key Stage 3 and Key Stage 4. Students are encouraged to become confident in expressing their opinions and are challenged by a varied reading programme, designed to encourage young people to make the transition to studies in adult literature. High standards are expected for written work but staff remain sensitive to the abilities and educational needs of all students and work hard to provide differentiated courses.

A team of enthusiastic AS and A Level teachers ensure that English is a popular subject with Year 12 and Year 13 students. The creative approach to each key stage of education provides a firm foundation for the working world or for those hoping to pursue their studies through the Sixth Form and to higher education.

Back to Top

Teaching Aims and Objectives

The Department's guiding principle is its aim to encourage pupils to achieve their full potential in all aspects of English studies, and to strive for high standards of literacy at the level appropriate to their intellectual ability.

In line with the National Curriculum we aim to develop pupils' abilities to:

communicate effectively in speech and writing;
listen with understanding; and
become enthusiastic, responsive and knowledgeable readers.

Accordingly the Department's specific aims are as follows:

to appreciate the importance of effective speech;
to be confident in the use of Standard English to formulate, clarify and express ideas;
to speak fluently and confidently;
to adapt speech to a wide range of situations and demands;
to appreciate the languages, dialects and accents of others;
to listen, understand and respond with respect to others;
to listen objectively in order to develop independent judgements and preferences;
to listen with increasing powers of concentration, understanding and recall;
to read accurately, fluently and with understanding;
to derive pleasure from literary and media texts and develop an analytical and evaluative approach to them;
to respond with empathy to literature from the English literary heritage and from other cultures and traditions;
to develop a regular and sustained reading habit enabling pupils to read a wide range of fiction and non-fiction with an understanding that reading is a key skill for education across the curriculum;
to carry out research and investigations; to sift, sort and take notes from text, to skim, scan and evaluate information;
to make use of the school library and the internet;
to learn to read all forms of media with an appreciative, yet critical view;
to write coherently and fluently;
to understand how to plan, draft, edit and revise their writing;
to write for a range of purposes and for a range of audiences;
to use language effectively and accurately to develop ideas and communicate meaning to a reader;
to develop an awareness of style and the ability to adapt writing to suit a variety of forms and purposes;
to understand the structures of language and how language has changed over time;
to develop confidence in themselves as both independent and co-operative learners;
to develop an awareness of the power of their imagination and how lives are enriched by aesthetic studies; and to develop a critical understanding of the world and cultural environment in which they live so that as adults they can formulate personal values which are important to them as individuals and enable them to support others.

Back to Top

Course Information

Key Stage 3

English in Year 7

The Year 7 curriculum builds on the students’ English experience in Year 6. Although the texts and specific tasks differ depending on the student’s English teacher, core skills in Reading, Writing and Speaking and Listening are covered by all students.

The year begins with a Transition Unit which links with texts and work completed in Year 6.

Core topics which continue throughout the year are:

The Blackwell Spelling System
The Reading Programme based on fortnightly Library lessons, independent reading and some teacher-set tasks
Language skills lessons

Writing Tasks

These will cover the writing triplets:

Writing to Analyse, Review, Comment
Writing to Imagine, Explore, Entertain
Writing to Persuade, Argue, Advise
Writing to Inform, Explain, Describe

Reading

A variety of texts – some in extract form - are read and analysed including:

Drama
Poetry
Prose

In the Summer Term, the Shakespeare Project gives an opportunity for individual research.

Speaking and Listening

In the Autumn Term, students prepare and present a talk entitled ‘All About Me’ to their class. In the Summer Term, each student chooses, prepares and tells a story to their class; one student is then chosen to represent the class in the Year 7 Storytelling Finals.

Throughout the year, students are involved in oral work which includes: group work, individual presentations, role play and improvisation.

English in Year 8

The Year 8 English curriculum consolidates the work begun in Year 7.

Core lessons cover:

spelling strategies;
independent reading and evaluation;
vocabulary widening; and
key language skills

These lessons take place on a regular basis.

Writing Tasks

Common writing assessments for students are set in the Autumn Term. Throughout the year, other writing tasks cover:

Writing to Persuade, Argue, Advise;
Writing to Inform, Explain, Describe
Writing to Imagine, Explore, Entertain; and
Writing to Analyse, Review, Comment.

Reading

A variety of reading units includes:

the detailed study of a class novel;
non-fiction reading including a practice Key Stage 3 NC Reading Paper;
a genre study based on close reading;
the exploration of pre-20th Century extracts;
the Poetry programme;
a study of language change: Chaucer to Now; and
an investigation of media.

In the Summer Term, all students enjoy a unit based on Shakespeare’s ‘Twelfth Night’.

Speaking and Listening

Throughout the year, students’ oral skills are developed and encouraged through a wide range of activities. This culminates in the Informative Talks Competition which takes place in the Summer Term.

English in Year 9

The Autumn and Spring Terms of Year 9 focus on preparation for the Key Stage 3 National Tests which take place early in May. After the tests, students move on to GCSE work, using the skills and understanding built up during Key Stage 3.

Autumn Term

Students undertake:

the study of a class novel, with special emphasis on close analytical response;
a range of extended writing tasks;
a poetry study based on reading and oral response;
a variety of close reading tasks; and
revision of writing skills.

Spring Term

Students cover:

a detailed study of the key National Test scenes from Shakespeare’s ‘The Tempest’;
practice of writing tasks; and
preparation for the Reading and Writing papers.

Summer Term

In the initial weeks of this term and prior to the National Tests, structured and careful revision is undertaken.

After the National Tests, the GCSE English course begins.

This involves:

study of OCR ‘Opening Worlds’, and
GCSE coursework: Writing to Entertain

and the following language tasks may be introduced:

summary writing, and
writing to Analyse, Review, Comment.

Speaking and Listening

In Year 9, many opportunities are provided for students to listen to others and to make oral contributions themselves. These oral activities may be formal or informal. In the Summer Term, the Persuasive Speaking Competition provides a forum for each student to give an individual speech to his/her English group. One student is then chosen to represent the teaching group in the finals. For each student, the grade awarded for this speech is their first GCSE Speaking and Listening grade.

Key Stage 4

The OCR Syllabus

English and English Literature

English: 1900 Syllabus

The course assessment is weighted as follows:

a) writing tasks: 40% (4 tasks equally weighted at 10%);
b) reading tasks: 40% (4 tasks equally weighted at 10%); and
c) speaking and listening: 20%.

Writing Tasks

Writing is assessed over the three units as follows:

Unit 1 – Non-fiction, Media and Information

This is a 1 hour 45 minute examination. Two reading tasks are set on this paper, followed by a writing task. Students should spend 45 minutes on this writing task which involves the genre ‘inform/explain/describe’. There is no choice of questions.

Weighting: 10% for writing

Unit 2 – Different Cultures, Analysis and Argument

This is a 1 hour 45 minute examination. One reading task is set on the short stories from the ‘Opening Worlds’ anthology supplied by OCR. Section B contains two writing tasks. One involves writing to ‘analyse/review/comment’ and the other involves writing to ‘argue/persuade/advise’. There is no choice of question in the writing task set in Section B.

Weighting: 10% + 10% = 20% for writing

Unit 3 – Coursework which is assessed for writing

This involves one piece of writing to ‘explore/imagine/entertain’.

Weighting: 10%

Reading Tasks

Reading is assessed over three units as follows:

Unit 1 – Non-fiction, Media and Information

Task 1: Non-fiction – selection of information

The first task on this paper asks students to read a piece of non-fiction and show understanding of what they have read by selecting the main ideas and re-presenting them in two or three paragraphs. This task assesses a candidate’s ability to understand the meaning of a piece of non-fiction and its inferences. Students need to be succinct and try, as far as possible, to keep to the word limit. Thirty minutes are allocated for this task. OCR are interested in assessing reading skills in particular in this part of the examination.

Weighting: 10%

Task 2: Media Tests

This task asks the students to consider the writer’s use of content and language. It focuses on how the piece is written.

Weighting: 10%

Unit 2 – Different Cultures, Analysis and Argument

For English GCSE, the reading element in this unit is based on the second six stories only of the OCR ‘Opening Worlds’ anthology. Students will be asked to comment on two of the stories from the second six in the anthology. Please note that they do not have to compare or contrast the stories in any way, although if they do they will not be penalised. The students can write two separate sections. The students will get a choice of question – one will be passage-based.

Weighting: 10%

Unit 3 – Coursework

Students submit a joint coursework folder for English Language and English Literature. There is 10% weighting on reading. As far as English Language is concerned, this means that the Shakespeare coursework essay counts for 5% and the essay based on a poetry comparison counts for 5%.

How the Coursework Works

Four pieces of coursework are required for the joint folder. These include:

a) writing to imagine/explore/entertain (English only);
b) Shakespeare analysis; any play (counts for English and English Literature);
c) poetry comparison; must compare post- and pre-1914 (counts for English and English Literature; and
d) prose analysis – pre-1914 (counts for English Literature only).

Poetry

The poetry essay must develop a comparison between a pre-1914 poet and a post-1914 poet. OCR confirm that the pre-1914 poet must be listed in the National Curriculum under the English Literary Heritage Section and that the post-1914 poet must be of ‘established critical reputation’.

‘Spag’ Marks –Literature

Spag (spelling, punctuation and grammar) marks are no longer required for Literature coursework. Written communication is assessed in Unit 2 Literature (poetry and prose) which accounts for 10% of the total paper, 5% of the subject total for English Literature. We do not have to assess it here.

Summary of Examination Papers

English Language

Unit 1: Non-fiction, Media and Information

Task	What is being Assessed
Summary Skills (‘Task 1’)	Reading – 10% of subject total
Analysis of language and content (‘Task 2’)	Reading – 10% of subject total
Writing to inform/explain/describe (‘Task 3’)	Writing – 10% of subject total

Unit 2: Different Cultures, Analysis and Argument

Task	What is Being Assessed
Reading from Different Cultures (OCR Opening Worlds, second six stories)	Reading – 10% of subject total
Writing to analyse/review/comment	Writing – 10% of subject total
Writing to argue/persuade/advise	Writing – 10% of subject total

Unit 3: Coursework

Task	What is Being Assessed for English
Writing to imagine/explore/entertain	Writing – 10% of subject total
Shakespeare analysis	Reading – 5% of subject total
Poetry comparison	Reading – 5% of subject total
Speaking and Listening	Students must give an individual presentation, participate in a group discussion and present a drama-based activity. They must also cover the three purposes established by OCR ie inform/explain/describe, argue/persuade/advise and analyse/review/comment. Speaking and Listening coursework counts for 20% of subject total.

English Literature Syllabus – 1901

Three questions are set on each text, thereby offering students a choice. The Literature is assessed as follows:

Drama: ‘Journey’s End’ – 20%
Poetry: ‘Opening Lines’ – 25%
Prose: OCR Anthology (whole anthology, not just the second six stories) – 25%
Coursework - 30%

Unit 1: Drama

Students study the play, ‘Journey’s End’, by R C Sherriff. A choice of three questions is offered. The third question may be empathetic in nature (eg ‘imagine you are Raleigh …’). Evidence in mock examinations suggests that students do not perform as well on this question - they need to be aware of this.

Unit 2: Poetry and Prose

Poetry: Students study Section G of the OCR Poetry Anthology, ‘Opening Lines’: ‘How it Looks From Here’, starting on page 87. There are sixteen poems to study. The students MUST compare two of the poems. A choice of three questions is offered.

Prose: Students study the OCR Short Story Anthology: ‘Opening Worlds’. For Literature, students study the whole of the anthology. For Language, the second six stories only are assessed.

Candidates are advised that they should spend no more than 45 minutes on each answer in the examinations.

Unit 3: Coursework

One further piece of coursework is set in addition to those which fulfil combined Language and Literature requirements.

Summary of Examination Papers:

English Literature

Unit 1: Drama – post 1914

Task	Assessment Weighting
Drama - ‘Journey’s End'	20% of total subject

Unit 2: Poetry and Prose Post-1914

Task	Assessment Weighting
Poetry – Section G from ‘Opening Lines’, OCR Anthology, p87 onwards	25% of total subject
Prose – OCR Anthology ‘Opening Worlds’ – all stories	25% of total subject

Unit 3: Coursework

Task	Weighting
Shakespeare analysis	10%
Poetry comparison	10%
Pre-1914 prose analysis	10%

Further assessment objectives are available at www.ocr.org.uk

Key Stage 5

Edexcel

English Literature

Experience has shown that in order to be a successful A Level English candidate, students should obtain B grades at GCSE in both English Language and English Literature.

The course involves the study of pre-20th century and post-20th century prose, poetry and drama texts. At A2, students are required to make comparisons between texts and to study ‘unprepared’ texts.

The course enables students to:

develop an interest in and enjoyment of literature by reading widely;
gain an understanding of the traditions of English Literature;
make informed opinions and judgements on literary texts; and
gain an understanding of the impact made on texts by cultural, historical and other influences.

This course will appeal to students who:

have an interest in reading a wide variety of literature from the past and present;
enjoy expressing their opinions and justifying their comments on texts;
enjoy studying a subject which is relevant to their own life and experiences;
want to keep their options open for further study (English Literature is a popular qualification requested as an entry requirement for a wide range of courses in higher education or for future careers); and
are capable of studying independently.

AS

The AS Level course consists of three units of assessment:

Unit 1: Drama and Poetry

Examination: 2 hours (AS 40%) (A Level 20%)

For Section A, Drama, students study the play 'Translations' by Brian Friel.
For Section B, Poetry, students study John Betjeman's poetry.

Unit 2: Pre-1900 Prose

Examination: 1 hour 30 minutes (AS 30%) (A Level 15%)

For this unit students study a novel such as 'The Return of the Native' by Thomas Hardy. This is a closed-book examination, meaning that students are not allowed to have the text in the examination room.

Unit 3: Shakespeare in Context Examination: 1 hour (AS 30%) (A Level 15%)

Students study 'Antony and Cleopatra' by Shakespeare. Students need to explore key themes and make a detailed study of the language of the play.

A Level

The full A Level qualification is made up of the AS units plus three additional units studied at a higher level.

Unit 4: Modern Prose

Examination: 1 hour (A Level 15%)

Students study a novel written after 1900, such as E M Forster's 'Howard's End'. Students sit this examination in the January of Year 13.

Unit 5: Poetry and Drama

Examination: 2 hours (A Level 15%)

Students study two texts for this paper. They are examined on a drama text written after 1770, and on pre-1770 poetry. Texts such as ‘Lady Windermere's Fan’ (Oscar Wilde) and ‘The Merchant's Tale’ (Geoffrey Chaucer) are studied.

Unit 6: Criticism and Comparison

Examination: 2 hours (A Level 20%)

In this synoptic unit, students are expected to draw together many of the different skills learned during the course. They answer two questions in the unit. One is based on a passage of unseen, unprepared prose. Another question asks students to compare two poets they have studied over the two years of the course. One of the poets is pre-1900, the other is a post-1900 poet (for example, William Blake and John Betjeman).

Further details about the A Level English Literature course can be found on the Edexcel website.

English Literature can be studied as a single subject in higher education or can be combined with a wide variety of other subjects. It could form a good foundation for study in any arts-based subject in combination with, for example, History, Media Studies, Philosophy, Law, Politics or Languages. Many students will also use their qualification to go straight into employment rather than into higher education. A very wide range of occupations is open to students with an AS or A Level in English Literature.

www.exdexcel.org.uk

Marking and Assessment

Students’ work is assessed regularly. At Key Stage 3, work is marked either in levels or with effort grades. Teachers mark positively, praising pleasing features of writing and setting targets for improvement. Teachers aim to ensure that such targets are clear and achievable, enabling students to understand what they must do to further improve their skills. Increasingly, students are involved in self-assessment or peer assessment, following well-defined assessment objectives. At Key Stage 4, students’ work is marked using GCSE marking criteria and grades are given. Once again, students can be engaged in self- and peer assessment to enhance their own learning, following specific mark schemes to help them gain a deeper insight into the requirements of the Board at this level. Students are given the assessment criteria for the writing triplets that are examined and are also encouraged to self-evaluate their performance regularly and set targets for themselves. At Key Stage 5, students’ work is marked regularly and they can expect to receive both individual and group feedback explaining how they can further improve their writing. Where appropriate, individual student tutorials are organised to give support with learning and understanding of the A Level assessment objectives

Back to Top

Homework Policy

In English, homework is set regularly but flexible approaches are encouraged. Regular routines for spelling and private reading are introduced in Year 7 and are continued throughout the school. Spelling and reading together are regarded as an ongoing part of all students' study programmes.

Staff believe that homework should be a meaningful extension of classwork studies. Students are set a range of tasks, some requiring an extended written response. Homework is centred around research, planning, drafting, and presentation of work in best. At certain times in the school year, students are engaged in preparation for the year group speaking competition. The English team approaches these oral tasks in a similar way, reinforcing the working practice and expectations.

Students are encouraged to maintain high standards of presentation in their work books. Rigour is rewarded; students are taught to plan and organise their time and genuine effort is praised. Homework deadlines are treated seriously and homework is closely marked according to clear assessment objectives. Students are encouraged to engage in self-assessment, evaluating their own work according to specified assessment objectives.

At Key Stage 4, homework is set as coursework, as examination preparation and to ensure development of literacy skills. Students have four compulsory written coursework assignments. One is set at the end of Year 9, a further two in the Autumn and Spring Terms of Year 10 and one in the Spring Term of Year 11. On occasions, teachers set additional coursework assignments in order to allow students the opportunity to submit their best pieces. Further written tasks are set regularly to ensure students are fully prepared for the English Literature and English Language examination papers. Homework tasks are varied and the work-loads can inevitably fluctuate.

Homework Diaries and Learning Diaries are important for recording work and tasks set and can provide a useful means by which teachers can communicate with students and parents.

At Key Stage 5, students are taught by two members of staff. These teachers work closely together, keeping records of student effort, development and attainment. Students can expect to be set two essays each half-term which must be completed over a three-week period. Teachers liaise to ensure that deadline dates do not clash. Students are expected to prepare rigorously for every lesson, annotating texts and engaging in wider critical reading. The course is closely managed; students are expected to complete at least five hours of study per week.

Homework is an integral part of the English Department's learning programme. Parents are kept closely informed of their child’s attitude by means of the Homework Diary or a phone call home where appropriate. The Learning Support Department works in close liaison with English staff. Assistants are present in English lessons, recording all tasks and discussing the progress and development of particular students.

Examinations

Back to Top

Department Resources

The English Department is a well-resourced department offering a whole range of literature texts for students to study. Where appropriate, work is supported through media studies. The Department has two digital projectors which are used to enhance students' learning experiences. However, the key resource is a team of very committed and enthusiastic teachers with a real desire to share their love of the subject at all levels.

Back to Top

Department Policies

Reading Policy

Reading is taught enthusiastically within the Department. Staff acknowledge that when students transfer from primary schools their reading skills must be nurtured and challenged. Key Stage 3 is regarded as a crucial foundation for Key Stage 4, when students are focused on specific reading skills required for GCSE.

In Key Stage 3, students’ reading skills and their reading habits are developed. Classroom activities introduce students to a wide range of text types and analytical skills. Students are encouraged to adopt a regular reading habit, so critical for ensuring and challenging language development. This is reinforced in a timetabled Library lesson once a fortnight. Students are also encouraged to challenge themselves in their reading and to keep a reading log in which they record the varying genres that they have experienced. Targets are set to ensure good reading practice and motivation is further encouraged by such tasks as book-talks and book reviews. Students’ choice of reading is guided: students discuss their reading with their English teachers, with the Librarian, with their peers and with their parents. Students are made aware of the need to read on different levels; they are set varying challenges so that they make a successful transition to adult reading. They may also be given timed reading tasks to help prepare them for the more challenging demands of examinations.

Reading tests at the beginning and end of Year 7 and the end of Year 8 provide a profile of each student’s capabilities across the key stage and this is supported by the English teacher and the Learning Support Department. Various strategies are employed for those students with reading difficulties: supported reading time; differentiated texts; support materials for certain schemes of work; Learning Support assistance within lessons. Learning Support Assistants listen to reading, where appropriate, act as readers and develop specific resources. This work has proved to be invaluable: it has enabled a creative partnership to be formed between the two departments and students’ achievement has been raised.

Staff are aware of the challenging standards of reading required for Key Stage 4 and for Sixth Form courses. Although the demands of the Key Stage 4 courses do not allow for a timetabled Library lesson on such a regular basis as during Key Stage 3, students are still encouraged to read widely and regularly. Reading resources are available both within the Department and in a well-stocked Library. At Key Stage 5, the English Department liaises with the school Librarian. Reference books are purchased in support of the A Level set texts to encourage wider critical reading. The Department also has a number of CD Roms which provide additional resources for background reading projects.

The Department has a wide range of reading resources, embracing both pre- and post-20th Century writing. All staff share a love of reading; all are dedicated to developing such a love in the students. There is also a growing awareness of the need not only to stress the reading of text, but also the need to address such skills required to interpret film and ICT texts.

Work with the school Librarian has resulted in the introduction of a reading project aimed at Challenging the Gifted and Talented. Groups of students have been asked to read and review books in the Library and to produce a flyer for the Lirary to advertise particularly ‘good reads’ more widely.

Aims for the development of reading:

raising boys’ achievement in reading;
liaison with primary schools. A summer reading project has been devised for students, scheduled for the end of Year 6, so that on transference to Key Stage 3, students can introduce themselves to their Year 7 English teacher through their reading profile;
further liaison with primary schools over class readers;
furthering the teaching of reading Shakespeare through ICT;
continued liaison with Learning Support; and
student review in order to target and set personal reading standards.

Writing Policy

Writing is a key tool for success in English and is thus given significant emphasis in the curriculum planning for each year group. Members of the Department share common practice: all students are set various written activities on a regular basis and common written tasks are set at the beginning of Years 7 and 8 to enable baseline assessments to be made. Similarly, at GCSE, there is a policy of assessing and moderating written assignments. Students are expected to meet high standards of presentation. Some pieces of work are graded for presentation and the Department is now placing even greater emphasis on the importance of legible handwriting. Student efforts and achievement are rigorously monitored and recorded, and student work is closely marked.

Handwriting

Student handwriting is analysed in Years 7 and 8 when controlled conditions tests are undertaken at the beginning of the Autumn Term. Although the Department does not explicitly teach handwriting, students with illegible handwriting are identified and encouraged to practise forming letters more legibly. Some written pieces are given a mark out of five specifically for handwriting, to alert students with poor handwriting to the fact that they need to adopt strategies to improve their style. It is important to remember that at present all public examinations are hand-written.

Presentation

Students at Key Stage 3 and Key Stage 4 are expected to keep their exercise books neatly and are asked to cover them. In keeping with the whole-school policy, students are expected to give assignments appropriate headings, set out clearly and underlined.

Time is given to ensuring that students are clear about the difference between conventions of hand-written work and of writing that is word-processed. Key here is the emphasis on indenting paragraphs when handwriting and not missing a line between paragraphs. How to structure a paragraph is explicitly taught in Year 7 and is then reinforced as students progress through the school.

The majority of assignments set are hand-written, although at Key Stage 4 all coursework is word-processed. Students are encouraged to use Microsoft Publisher and PowerPoint where appropriate.

Approaches to Writing

Curriculum plans at Key Stage 3 provide a programme for ensuring that students are taught various types of writing in accordance with the Key Stage 3 framework. Certain practices have been adopted by the Department, which underpin approaches to all writing activities. Skills are taught regularly; where possible, the teaching of skills is linked directly to a reading or writing context to avoid skills being viewed as isolated exercises rather than as an integral part of a student’s literacy progress. Spelling is taught using a phonetic approach and by teaching spelling rules. Students are encouraged to learn corrected spellings, keeping a personal spelling log.

Written tasks are supported by writing frameworks where appropriate, although as students progress through the school, such scaffolding is removed, especially for those students who are gifted and talented. Staff especially encourage gifted and talented students to adopt a more independent approach to written tasks. Students are taught to draft written work when appropriate; they review their own work critically and formative assessment is encouraged when planning, brainstorming, editing and redrafting.

Examples of good writing are photocopied and used as teaching resources; free exchange of ideas and honest evaluation of work is also viewed as valuable practice. Written tasks are usually planned and prepared in school and then completed for homework. Organisation of homework time and the importance of homework deadlines are emphasised from the beginning of Year 7.

Students are introduced to a range of genres; they learn about essay styles and structures and learn strategies for developing a wider vocabulary.

The writing triplets are all addressed at Key Stage 3 and Key Stage 4. Most importantly, the development of writing is viewed as a spiral process. Students are set various tasks which revise, revisit and yet challenge students, reinforcing skills already mastered as they learn to deal with more sophisticated writing forms and styles.

Speaking and Listening Policy

Speaking and listening activities are given an important focus within English lessons. Staff within the Department have a strong sense of the part that speaking and listening plays in students’ educational development and of how language develops through the oral engagement of the learner. Speaking and listening activities are integrated into schemes of work (where objectives may extend beyond developing oral skills). They are also undertaken as assignments in their own right, with the aim of developing students’ poise, self-assurance and the ability to articulate ideas clearly and confidently.

Within a working week, students at Waddesdon are required to take part in many challenging listening activities. The day begins with a whole-school assembly. Visiting speakers, staff talks and Sixth Form presentations are often sophisticated and complex.

In lessons, students are encouraged to be active listeners and speakers. At Key Stage 3, students undertake a range of speaking and listening activities where they are taught the following skills: to use talk as a tool for clarifying ideas; to become involved in a group discussion and interaction; to develop drama techniques and to recognise, evaluate and extend the skills they have learnt; to reflect and evaluate on their skills as both speakers and listeners. Towards the end of the academic year, each year group is asked to give a formal talk. Year 7 is based on storytelling; Year 8 students are asked to prepare an informative talk; in Year 9, students present a persuasive speech. All students take part, all assessment is standardised through common assessment sheets and year finals both add a sense of purpose and status to the task set. In Year 9, the work takes place after the summer SAT examination; it is assessed using GCSE criteria and forms the first official GCSE oral activity for all Year 10 students.

At Key Stage 4, the Speaking and Listening Curriculum is naturally directed by the OCR GCSE syllabus. Students are required to submit work in three assessment contexts:

extended individual contribution;
group discussion and interaction; and
drama-focused activity.

Standards are checked through moderation meetings. External moderation tapes sent by OCR or the DCSF are also used to ensure standards are effectively moderated across the Department. GCSE marking criteria are used by students and staff for assessment purposes. Opportunities for paired, group or solo work are provided, using a range of tasks. These tasks are sometimes linked to the literature course in order to develop a deeper understanding of the texts or to encourage opportunities for revision.

Records of Speaking and Listening activities and assessments are kept in Key Stage 3 and Key Stage 4. There is less emphasis on formal assessment in Key Stage 3 but formal records are carefully kept by GCSE staff in Key Stage 4. Considerable oral work is done in Key Stage 3 and a good working knowledge of students is developed, but one or two formal records are completed each year. At Key Stage 4, at least five to seven different opportunities are provided, out of which the best three assignments are chosen in the assessed components of the course.

The School provides other opportunities for students to engage in Speaking and Listening activities. There has been a tradition of entering a team of Key Stage 4 students in the local Rotary Speaking Competition held in Aylesbury. Students are increasingly encouraged to participate in Year Assemblies. Year 10 students have to work in groups to prepare speeches for the Model United Nations General Assembly during Masterclass Week.

Speaking and Listening activities are considered an important integral part of all English teaching. Staff also hope to encourage a sense of community spirit and values through this aspect of their teaching. Expectations of etiquette, codes of behaviour and styles or tones of address are taken seriously as part of students’ wider social development.

‘Gifted and Talented’ Policy

The English staff are keen to challenge all students in this subject, whatever their ability, so that they can fulfil their potential in this core subject of the curriculum. The approach to teaching the more able in English strives to encourage them to achieve their highest possible standards. Students are always stretched and, following the introduction of the framework for teaching English, staff have combined the promoted teaching styles and their own experience in order to challenge students’ reading, writing and speaking and listening skills. A register of students considered to be ‘gifted and talented’, based on a range of factors (eg tracking of SATs results and ongoing teacher assessment), has been compiled and is reviewed each year.

Elements of the English curriculum which help benefit a gifted / talented student:

Differentiated spelling programme in Year 7 to help all students to work at their own rate.
Students tested on entry to the school for reading and spelling age, thus increasing awareness of the more able in the classroom.
Students tested under controlled conditions early in Year 7 to identify the more able and areas for development.Continued use of formative assessment of writing to help students improve.
Monitoring of independent reading by all staff. Gifted and talented readers challenged both in Library lessons and also through extension reading activities.
Extended vocabulary encouraged for the more able as part of the spelling programme.
High expectations set for those identified as more able.
Occasional projects set to support those who are more able.
Speaking and Listening Competitions in Years 7, 8, 9 and 10 involve talented individuals receiving extra coaching to perfect their technique.
Annual Rotary Speaking Competition for this area always supported by the school; this gives a chance for the gifted and talented students to speak before an audience made up from several local schools. (Usually Key Stage 4.)
Targeting and reviewing for Years 7 - 13 helps to promote responsibility for strengths and development needs for the more able students.

As part of a whole-school initiative, GCSE English is now taught from the start of Year 9. Students are prepared for their SATs papers in Shakespeare, Reading and Writing as part of the Year 9 GCSE teaching programme. This means that smaller teaching groups are formed which inevitably allows for greater interaction between individual students and their teacher. Students are challenged as appropriate with extension activities.

The acceleration of students for early examination entry in English Language was trialled in June 2006. All students considered to be gifted and talented in English sat the English Language mock examination with Year 11 students. Although this was successful with all students, bar one, achieving an A grade, none achieved A*. English is a subject where maturity is critical and the Department felt that with another year's experience, these students would have been capable of achieving an A*. The Department are therefore seeking to challenge the gifted and talented by setting extension activities which enrich their learning and pave the way for these students to extend their flair for English leading to the study of this subject at A Level.

Media Studies

Media studies are integrated into the teaching programmes of Key Stage 3 and Key Stage 4. This is an area of study which is gradually being developed. Resources are also being extended. In Key Stage 3, students can expect to cover some of the following:

newspaper and magazine articles and reports;
various forms of advertising;
pamphlets, circulars, posters;
television – its impact and influence;
soap operas and other TV genres; and
travel accounts and documents.

In Key Stage 4, time is more guided. Media studies is included within the Language examination papers (1 and 3) of the OCR syllabus – coursework studies are not required. Nevertheless, staff are aware of the need to study the wider range of this topic. Students can expect to cover some of the following:

newspaper and magazine articles and reports;
use of language within various genres;
writing: purpose and audience appeal;
advertising – various forms;
censorship, bias, rhetorical techniques;
reports, letters, pamphlets, circulars, etc;
travel writing; and
multi-cultural aspects of media.

The Library and the Library Studies course is an important part of media studies teaching within the school. A wide range of newspapers and magazines are available; CD Roms and topic files also support student research. Students are encouraged to read widely and non-fiction/media studies projects are introduced at various times of the year and during the CP Library lessons in Year 7.

Masterclass Week has provided a valuable time for focusing specifically on media studies. This re-timetabled school week is regarded as an excellent opportunity to use blocks of teaching time for such studies.

The Department also encourages use of the internet as appropriate in support of media studies work.