Capenhurst Grange  

Capenhurst Grange > Curriculum > English
William Shakespeare

Welcome to the Virtual English Department!

The English Department teaches its students the full National Curriculum programme of study for English, from age 11 to age 16. The attainment targets cover the principal areas of our work in developing students’ skills and understanding in:

Speaking and Listening 
Students work to develop their powers of listening and speaking effectively in an increasing  range of contexts, from pair and small group discussions to those involving larger and less familiar audiences.

Reading
Students are challenged to move beyond the skills which allowed them to decode text to the point where they achieve confident, fluent understanding of, and responses to, implied and latent meanings beyond the literal.

Writing
Students write for a wide range of purposes and audiences in a variety of forms, so that they become equally fluent in both the private and personal, and the formal and public modes. They are taught the basic skills of legible handwriting, accurate spelling and the use of a range of grammatical structures, including punctuation, although these alone to not make competent writers, and neither are they acquired before other important aspects of writing.


Our Aims

We have four interrelated aims in our work. These can be summarised as:

Qualifications
Helping students to achieve qualifications which will be of use to them in their future studies and in their working lives. The examination courses we follow is English GCSE by WJEC.

Personal Growth
We provide students with opportunities for personal growth, for developing an understanding of themselves and others, and of their place in their local communities and the wider world. We do this by offering them a range of contexts for talk and discussion, by encouraging them to read literature, information texts and other media, and by helping them develop their skills in writing  down their experiences and thinking in clear effective English.

The Social Dimension
We also stimulate discussion, thinking and writing which focuses on issues of general concern to young people as they prepare themselves for citizenship – issues which bear on their close family and personal relationships, on their rights and obligations in their dealings with others, and on the organisation of groups in wider society, whether in Britain, Europe or the wider world. 

How Language Works
We teach students about the language so that they are increasingly able to understand its potential and its limitations as a vehicle for communication and the negotiation of meaning and significance. We do this in the belief that knowing how a system works gives enhanced control over it.

Assessment in English


Key Stage 3 
At key stage three, we assess using APP every half term, with a focus on Reading (En2), Writing (En3) or Speaking and Listening (En1).  On each occasion, pupils are marked to the National Curriculum descriptor levels.


Key Stage 4
At key stage four, we assess using the criteria outlined in the WJEC syllabus every half term, with a focus on Reading (En2), Writing (En3) or Speaking and Listening (En1).  On each occasion, pupils are marked using the grade boundaries outline in the WJEC English GCSE specification. 

Year 10
In year ten students are expected to complete four controlled assessments outlined in the WJEC English GCSE syllabus. They are as follows (unit 3):

  • literary heritage poetry & Shakespeare
  • different cultures prose
  • 1st person narrative
  • 3rd person narrative

Pupils are also assessed in the speaking and listening skills (unit 4). 

Year 11
In year 11 pupils are assessed with a focus on GCSE examination skills for and functional Skills English Language English CGSE (Unit 1 and 2).



Differentiation in English

Pupils are in mixed ability groups; therefore differentiation is an essential feature of effective lesson planning.  It will be achieved in a variety of ways:

  • by task
  • by outcome
  • through teacher’s expectations
  • in the materials provided
  • in the readability of materials
  • in the structure of materials
  • in the amount of written guidance given when setting a task
  • in the amount of teacher/learning support assistance
  • in the style of recording expected
  • in the level of pupil involvement in planning learning targets
  • in the range of goals set for the pupils
  • in the amount of practice given
  • in the amount of independent learning expected by the teacher
  • in the length of time devoted to the topic/concept/skill
  • in the size of the steps taken
  • by different learning/teaching styles
  • by the use of assistants in the classroom (where appropriate)



Staff

Miss Lacey
Mrs Myers Whittaker
Mrs L Cooper
Mrs D Farrar
Miss Gorst

 

 
English Year 7
English Year 8
English Year 9
English Year 10
English Year 11
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Owing to the nature of this website, the views expressed are not necessarily those of the school, it's governors, senior management or staff.
 
 
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