Strategic English Lead | Mr J O'Brien | firstname.lastname@example.org
Ready, Set, and Challenge…
“The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands at times of challenge and controversy.”Martin Luther King, Jr.
Why do we teach English?
In English lessons at KMS, we use high-quality literature in order to develop written and verbal communication, skills and knowledge which will inspire pupils to become empathetic, tolerant and respectful. As young people, they will be encouraged to express themselves confidently, which will enable them to respond, and adapt, to an ever-changing society.
At Kirkburton Middle School we are committed to ensuring that every individual pupil can develop his / her ability to use English in speaking and listening, reading and writing effectively in all situations, with an understanding and appreciation of the world, and their role in it through the study of literature.
Our aim is to promote the development of literacy, based on the pleasures and demands of reading, writing, speaking and listening. We believe that the study of literature within cultural and historical contexts challenges pupils to articulate and defend ideas, to appreciate ideas different from their own, and to respect diversity. Pupils are encouraged, through their own writing, to develop independent thinking skills in a variety of situations and for a variety of purposes and audiences.
Both aspects of language, the personal and the social, contribute to giving young people an understanding of and a power over their lives. Language empowers!
Thus we aim to enable every individual pupil with the skills and confidence to use and enjoy English in all its infinite variety and richness within the classroom and beyond.
We aim for our pupils to:
- Read and appreciate works from their literary heritage such as Shakespeare, Coleridge and Lewis Carroll
- Learn about other cultures, faiths and traditions through the study of seminal world literature
- Use literature as a tool to learn how to handle different situations, learn more about themselves and the world they live in
- Explore issues pertinent to their lives and the modern world through contemporary literature
- Have a variety of opportunities to develop their spoken language to suit a variety of contexts and audiences
- Understand the importance of accurate spelling, punctuation and grammar
- Write in a variety of styles such as: letters (formal and informal), narrative and descriptive, reviews, autobiographical, articles, persuasive
In Year 6 pupils receive seven literacy / English lessons, whilst in KS3 four hours per week is dedicated to English. Both Drama and Media are incorporated into the English Scheme of Work. All pupils are taught by English specialists in groups set by ability and supported by teachers who provide intervention at all levels when the need arises.
Homework in English is designed to extend and develop the learning in the classroom. The tasks set are suited to a range of learning styles, to ensure that all pupils are given the opportunity to capitalise on their individual skills and abilities. Examples of homework may include: extended writing activities; reading and comprehension; creating an artistic representation of a poem
A strong reading culture exists within the school environment and all staff recognise the importance of literacy across the curriculum.
Lessons have been carefully crafted and planned to ensure that pupils are inspired and engaged by their learning. We use a vast array of strategies to motivate the pupils and to build a broad and exciting learning experience. Over the course of three years pupils will become journalists, detectives, advertisers, actors, poets, presenters and even X factor judges as they develop their speaking and listening skills alongside their reading and writing.
Pupils will be given many opportunities to revisit prior knowledge and skills aquired throughout each unit.
Harry Potter Unit
Journalism and Letter Writing in Role
Revision (3 weeks)
Persuasive Letter Writing
Stories from Other Cultures
Natural World Poetry
World of Persuasion
A Monster Calls
Speaking and Listening
Of Mice and Men
Journey’s End and Conflict Poetry
Growing Up Poetry
Woman in Black
Promoting British Values
The DfE have recently reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty, mutual respect and tolerance of those with different faiths and beliefs.”
Our curriculum contains many areas where these aspects are explored to ensure that we develop our pupils so that they become responsible young people, ready for life in modern democratic Britain.
The English curriculum allows pupils to learn about other cultures, faiths and traditions through key texts from literature that encompass many complex themes that explore the issues of personal, social and cultural identity and will allow the pupils to understand the concepts of tolerance, mutual respect, liberty and democracy. Lessons actively explore how these themes are presented and how characters embody these values across time and context. Poetry and stories from other cultures are also examined and these challenge pupils to place themselves and their values inside a much wider global picture. Non-literary texts and sources such as newspapers, the internet, television, radio, recorded music and voice are all utilised for the personal and collective exploration of the notion of cultural identity and, therefore, of how we understand our place and our identity within society’s multi-faceted cultures.
SMSC in English
Spiritual development in English involves pupils acquiring insights into their own personal existence though literary appreciation and analysis. Through empathy with characters pupils develop a growing understanding of how ideology contributes to personal identity. Pupils will be provided with opportunities to extract meaning beyond the literal, consider alternative interpretation and hidden meanings while engaging with ideas in fiction, non-fiction, poetry and drama. Pupils are provided with opportunities to reflect on their own life and the lives of others using diaries, journals, letters, biographies and autobiographies.
Moral development in English involves pupils exploring and analysing texts which enable them to question and reason, extend their ideas and moral and emotional understanding by reflecting on the motivation and behaviour of characters. They are given opportunities to talk for a range of purposes including exploration and hypothesis, consideration of ideas, argument, debate and persuasion. In discussion they are encouraged to take different views into account and construct persuasive arguments.
Social development in English involves pupils reading novels and short stories that offer perspectives on society and the community and their impact on the lives of individuals. They are provided with opportunities to read texts that portray issues and events relating to contemporary life or past experience in ways that are interesting and challenging. In taking different roles in group discussions pupils are introduced to ways of negotiating consensus or agreeing to differ. Pupils are provided with opportunities to consider the coinage of new words and the origins of existing words, explore current influences on spoken and written language, examine attitudes to language use, and consider the vocabulary and grammar of Standard English and dialect variations.
Cultural development in English involves texts being selected which encourage pupils to empathise with the feelings and experiences of others in order to develop their understanding of other people’s attitudes, ideas and behaviour. Pupils develop sensitive awareness of, and the ability to respond constructively to, the backgrounds, experiences, concerns, feelings and commitments of others through poetry, imagery, drama, role play, myth and historical narrative.
Examples of Spiritual, Moral, Social and Cultural Education in English include:
- Pupils being given the opportunity to compare their own culture and community with that which is different
- Pupils becoming aware of how different societies function and different social structures
- Pupils addressing issues of discrimination (race/gender/age) within texts
- Pupils being given the opportunity to develop empathy for characters and understand the feelings and emotions of characters in the text
- Pupils being encouraged to make reasoned judgements on moral dilemmas that occur in texts
- Pupils covering intangible concepts such as love, beauty and nature in poetry
- Pupils thinking through the consequences of actions – e.g. advertising, charitable campaigns or sensationalism in the media
Reading Informing Writing
“One must be an inventor to read well. There is then creative reading as well as creative writing.”Ralph Waldo Emerson
A large emphasis is placed on delivering quality texts to pupils across a variety of different genres, time periods, and purposes. Not only is pupils’ vocabulary and expression enriched and improved through reading a variety of high-level texts, pupils’ own writing is informed by the works of others, therefore also improving the quality of their own writing and enabling them to develop their own writing style. Pupils are therefore both able to recognise and explore the different techniques writers employ for differing effects when reading as well as recreating them in their own writing by the time they have moved through middle school. We have a range of strategies for pupils who require extra support with reading; they have access to intervention group and reading mentors which supports and enriches their general English provision for reading.
Reading for Pleasure
We are a reading-friendly school. Pupils read during enrichment periods, have access to the well-stocked library, read in groups and we work hard to promote reading across all key stages. We promote reading through recommended reads, cass reading books alongside our well-attended book club. This encourages pupils to become increasingly independent and pursue their own interests in reading.
Below are some links to authors’ websites who we have loved working with…
Below are links to authors whose books we love:
How Parents Can Support Learning
Ensure your child has all necessary equipment.
Encourage reading for pleasure by being a role model.
Listen to your child read and discuss the book.
Play word games e.g. Scrabble, Boggle, Bananagrams.
Encourage use of a dictionary and thesaurus.
Encourage reviewing of written work and re-drafting for improved technical accuracy.
Draw your child’s attention to items of interest in newspapers.
Encourage your child to examine all texts critically, e.g. leaflets, letters, articles, web pages, etc.
How to help your children enjoy their reading
Choose a quiet time - Set aside a quiet time with no distractions. Fifteen to twenty minutes is usually long enough.
Make reading enjoyable - Make reading an enjoyable experience. Sit with your child. Read sections, with or to them, or share narrative and character parts. Try not to pressurise if he or she is reluctant. If your child loses interest then do something else.
Maintain the flow - If your child mispronounces a word do not interrupt immediately. Instead allow opportunity for self-correction. It is better to tell a child some unknown words to maintain the flow rather than insisting on trying to build them all up from the sounds of the letters. If your child does try to ‘sound out’ words, encourage the use of letter sounds rather than ‘alphabet names’.
Be positive - If your child says something nearly right to start with that is fine. Don’t say ‘No. That’s wrong,’ but ‘Let’s read it together’ and point to the words as you say them. Boost your child’s confidence with constant praise for even the smallest achievement.
Success is the key - Parents anxious for a child to progress can mistakenly give a child a book that is too difficult. This can have the opposite effect to the one they are wanting. Remember ‘Nothing succeeds like success’. Until your child has built up his or her confidence, it is better to keep to easier books. Struggling with a book with many unknown words is pointless. Flow is lost, text cannot be understood and children can easily become reluctant readers.
Visit the Library - Encourage your child to use both the public and school libraries regularly.
Regular practice - Try to read with your child on most school days. ‘Little and often’ is best.
Talk about the books - There is more to being a good reader than just being able to read the words accurately. Just as important is being able to understand what has been read. Take opportunity to discuss the unfamiliar vocabulary and inferences that can be drawn from the text. Always talk to your child about the book; about the pictures, the characters, how they think the story will end and their favourite part. You will then be able to see how well they have understood and you will help them to develop their comprehension skills. There are useful questions in the pupil planner to help you discuss books.
Variety is important - Remember children need to experience a variety of reading materials e.g.: Picture books, hard backs, comics, magazines, poems, and information books. School will guide your child towards a reading level that is suitable for them to maintain reading progress but the most important factor in book choice is that it interests the reader.
English and excellent literacy skills are the building blocks to
accessing all careers. More specifically, qualifications in English
Language and English Literature can be used in the following careers: