English

English

Aims:

The overarching aim for English is to promote high standards of language and literacy by equipping students with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. At McKee College House we aim to ensure that all students:

• read easily, fluently and with good understanding;
• develop the habit of reading widely and often, for both pleasure and information;
• acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language;
• appreciate our rich and varied literary heritage;
• write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences;
• use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas;
• are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

Curriculum:

At KS4 we follow the WJEC Eduqas specifications for both English Language and English Literature.

The English Language course requires learners to study:-

• Critical reading and comprehension: identifying and interpreting themes, ideas and information in a range of literature and other high-quality writing; reading in different ways for different purposes, and comparing and evaluating the usefulness, relevance and presentation of content for these purposes; drawing inferences and justifying these with evidence; supporting a point of view by referring to evidence within the text; identifying bias and misuse of evidence, including distinguishing between statements that are supported by evidence and those that are not; reflecting critically and evaluatively on text, using the context of the text and drawing on knowledge and skills gained from wider reading; recognising the possibility of different responses to a text.
• Summary and synthesis: identifying the main theme or themes; summarising ideas and information from a single text; synthesising from more than one text.
• Evaluation of a writer’s choice of vocabulary, form, grammatical and structural features: explaining and illustrating how vocabulary and grammar contribute to effectiveness and impact, using linguistic and literary terminology accurately to do so and paying attention to detail; analysing and evaluating how form and structure contribute to the effectiveness and impact of a text.
• Comparing texts: comparing two or more texts critically with respect to the above.
• Producing clear and coherent text: writing effectively for different purposes and audiences: to describe, narrate, explain, instruct, give and respond to information, and argue; selecting vocabulary, grammar, form, and structural and organisational features judiciously to reflect audience, purpose and context; using language imaginatively and creatively; using information provided by others to write (in different forms); maintaining a consistent point of view; maintaining coherence and consistency across a text.
• Writing for impact: selecting, organising and emphasising facts, ideas and key points; citing evidence and quotation effectively and pertinently to support views; creating emotional impact; using language creatively, imaginatively and persuasively, including rhetorical devices (such as rhetorical questions, antithesis, parenthesis).
• Present information and ideas: selecting and organising information and ideas effectively and persuasively for prepared spoken presentations; planning effectively for different purposes and audiences; making presentations and speeches.
• Respond to spoken language: listening to and responding appropriately to any questions and feedback.
• Spoken Standard English: expressing ideas using Standard English whenever and wherever appropriate.

Summary of Assessment

The English Literature course requires learners to study:-

Reading comprehension and reading critically

• literal and inferential comprehension: understanding a word, phrase or sentence in context; exploring aspects of plot, characterisation, events and settings; distinguishing between what is stated explicitly and what is implied; explaining motivation, sequence of events, and the relationship between actions or events.
• critical reading: identifying the theme and distinguishing between themes; supporting a point of view by referring to evidence in the text; recognising the possibility of and evaluating different responses to a text; using understanding of writers’ social, historical and cultural contexts to inform evaluation; making an informed personal response that derives from analysis and evaluation of the text.
• evaluation of a writer’s choice of vocabulary, grammatical and structural features:
• analysing and evaluating how language (including figurative language), structure, form and presentation contribute to quality and impact; using linguistic and literary terminology for such evaluation (such as, but not restricted to, phrase, metaphor, meter, irony and persona, synecdoche, pathetic fallacy).
• comparing texts: comparing and contrasting texts studied, referring where relevant to theme, characterisation, context (where known), style and literary quality; comparing two texts critically with respect to the above.

Writing

• producing clear and coherent text: writing effectively about literature for a range of purposes such as: to describe, explain, summarise, argue, analyse and evaluate; discussing and maintaining a point of view; selecting and emphasising key points; using relevant quotation and using detailed textual references.
• accurate Standard English: accurate spelling, punctuation and grammar.

Summary of Assessment