English

English

Statement of Aims

The English Curriculum aims to develop the four areas of English skills: speaking, listening, reading and writing.

By acknowledging the strengths of individual students, we aim to raise not only their academic levels of achievement, but also their self-esteem and self-perception as learners.  Our aim is to nurture and encourage a love of literature and our literary heritage which will continue throughout their lives.

Personalised learning is key to students’’ success and needs and every student has a highly structured personalised scheme of work which reflects their aptitudes and strengths.

Objectives

The objective of the English Department at Aspire Academy is to extend and enrich our students’ language acquisition across the entire curriculum and prepare them for further education, the world of work and the challenges presented in their future lives.

With this in mind each student is encouraged to gain a nationally recognised qualification, either in Functional Skills or at GCSE level.

All students are assessed by our Literacy Coordinator upon admission to Aspire Academy and thereafter termly to ascertain any specific literacy weaknesses and chart progress.  There are daily literacy sessions for our students each of whom has an individual learning plan to accelerate progress in response to different learning styles and fundamental learning difficulties.

Curriculum

The KS3 Curriculum comprises reading, writing, speaking and listening. Students also have opportunities to experience creative writing and writing for a specific audience.

They are able to develop skills exploring drama, poetry and prose fiction texts which include:

  • Autobiographies and biographies
  • Drama including “Our Day Out” by Willy Russell
  • Thematic poetry units including “Growing Pains”
  • Prose fiction including “Holes” by Louis Sachar
  • Short stories
  • Creative writing

The KS4 curriculum follows a GCSE English course which comprises:

  • Speaking and Listening
  • English in the Daily World (Reading):
  • Students consider fact-sheets, leaflets, letters, extracts from autobiographies, biographies, diaries, advertisements, reports, articles, and digital and multi-modal texts of various kinds from newspapers and magazines, brochures and the internet.
  • English in the Daily World (Writing):