We see English language and literature as making a fundamental and intrinsic contribution to a student’s social, personal, and moral development; the growth of language is a means of exploring experience, bringing ideas and feelings into full consciousness, and developing every individual, regardless of age, background, or ability. The reading of good literature promotes an understanding of oneself, others, the society in which we live, and the wider world.
We are committed to developing a strong literary culture in our school, in which students are motivated to read critically and communicate in new and innovative ways. As teachers, it is therefore our responsibility to demonstrate creative communication in our teaching practice and we seek to do this at all levels. We aim to provide schemes of work for teachers that allow room for creativity and expansion and as such they are regarded as working documents that are regularly reviewed and edited in the light of pedagogical and literary developments and the ever-changing nature of our society.
Head of Department
Mr P Hegarty - firstname.lastname@example.org
Ms L Kempin - email@example.com
Mrs J Boulter - firstname.lastname@example.org
As a department we aspire to:
- create a community of confident, enthusiastic readers who are both independent in their reading and who share and inspire each other’s reading habits;
- expose students to a wide range of accessible, challenging, and inspiring texts from a variety of genres and periods, and in so doing extend their insight into their personal, social, and moral development and prepare them for future lives in a challenging society;
- cultivate links between the reading of literature in school and society in general, including current affairs, developments in the literary world, and cross-curricular links with other subjects, thereby developing students’ empathy towards and understanding of others and of society;
- develop in students the ability to understand literary texts in ways which may range from a grasp of their surface meaning to a deeper awareness of their themes, and to respond with increasing sensitivity to the ways in which writers use language and other literary devices to achieve their effects;
- equip students with the vocabulary and confidence to communicate in a sensitive, personal, and informed way their personal responses to texts, in spoken and written contexts;
- encourage and foster creative, accurate, and skilful communication skills, both spoken and written, for a variety of purposes and audiences and within a variety of contexts of increasing complexity and demand;
- create self-reflective writers who engage personally in the process of writing through the stages of: development of ideas, careful planning, drafting and editing for accuracy and relevance, thereby creating effective pieces of work in which they can experience a sense of pride;
- provide a supportive environment in which effective teaching and learning can take place by having high expectations of everyone, assessing and carefully responding to the needs of all students by monitoring their progress, and regularly evaluating departmental practice.
KS3 (years 7, 8, and 9)
In English, we perform summative assessments through the provision of set assessment tasks that are completed and recorded at ‘Assessment Points’ and are undertaken at five junctures throughout the school year.
Year 7 topics:
- Anthology, 1,2,3,4 - with a range of specifically selected extracts of contemporary literature.
Year 8 topics:
- Contemporary play study
- Ballad poetry
- Charles Dickens
Year 9 topics:
- Literary study
- The Outsider
- Persuasive writing
- World War One poetry
KS4 (years 10 and 11) - GCSE syllabus (WJEC)
GCSE English Language and English Literature
Exam board: WJEC
The new GCSE will be first taught in September 2015 and assessed in Summer 2017.
GCSE English Language will:
- be assessed by examination only;
- require students to answer questions on unseen 19th, 20th, and 21st-century texts;
- include literary and extended literary non-fiction, as well as other writing such as essays, reviews, and journalism;
- have spoken language skills assessed, but this will not contribute to the overall grade;
- allocate 20% of the marks for the written exams to technical accuracy;
- be untiered;
- be graded 9 to 1 (9 being the highest);
- be fully linear with assessments available in the summer series;
- have a November re-sit for candidates aged 16 or over.
GCSE English Literature will:
- be assessed by examination only
- require the study of whole texts;
- allocate 5% of the total marks to accurate spelling, punctuation, and grammar;
- allocate 20-25% of the total marks for tasks which require learners to perform comparison across texts;
- be untiered;
- be graded 9 to 1 (9 being the highest);
- be fully linear with assessments available in the summer series.
KS5 (sixth form)- A-level Syllabus (AQA)
Exam board: AQA (Specification B)
The new A-level will be first taught in September 2015 and assessed in Summer 2017.
Clubs and Activities
At More House, we have a busy and vibrant English department.
- KS3 participate in the national BBC Schools News report day, creating news videos that are uploaded to the school’s YouTube channel.
- World Book Day and National Poetry Day are celebrated in lesson time and also as a whole school.
- All girls have an opportunity to participate in the national competition Poetry by Heart and some girls have reached the county level and recited their poems in central London Venues.
- Competition writing is encouraged and pupils have often had poems and stories published. The BBC 500-word short story competition is a popular choice among the girls.
- Debating is encouraged in lessons but there is also an after-school club available, in which pupils participate in the Junior London Debating Challenge. The senior students take part in the national debating competition Debating Matters.
- Each year group enjoys an annual theatre trip, most recently to the Duke of York Theatre, Regent’s Park Theatre, and The Young Vic.