1. Cross-curricular
The department seeks to improve cross curricular links with other departments in the interests easing the workload of the student body and at the same time deepening their understanding of the fundamental nature of communication across the subject range.
This aim will necessarily require co-ordination at HoD level and it will need to be implemented with a view to the time-tabling of teaching topics and it may involve the restructuring of the school time-table to facilitate cross- curricular activities.
The advantages of such a system are many and varied: much “doubling-up” of subject matter goes on across the curriculum, many similar skills are taught in a discrete way, the students tend to compartmentalise subjects (so do the staff), teaching loads would be eased in some cases, particular subject expertise could be brought to bear on specific areas of discourse, the education experience would be seen to be a much more holistic one.
Examples of specifically English cross-curricular activities:
· First World War poetry and its social, historical context
( the recent joint English, History and Drama trip to see Journey’s End
is a case in point).
· Shakespeare and the doctrine of the Divine Right of Kings
· Publication of media documentation for DT and ICT projects
· Presentation skills for a diverse range of subjects - Geography
Projects etc.
The disadvantages of the system would be that the necessary degree of co-operation would almost inevitably lead to a commensurate loss of autonomy and consequently a loss of flexibility in programmes of study for individual departments and teachers.
The setting up of such an academic policy would require a great deal of planning and it could have serious implications for the whole school curriculum.
This seems to go beyond the remit of the English Department but it could
be run on a more informal basis: two or three topics could be taught across
subject areas with teachers co-ordinating at an individual level. The English
and History Departments are able to do this now that they are in closer
contact in the new building.
2. Modular exams ( see also note 6 )
The Modular course seems to present a greater flexibility in the way in which the course is administered and in the types of options open to the students and staff.
I do not envisage the candidates sitting their exams early except on
very rare occasions.
3. Time-tabling Advanced Extension Award (AEA) Level lessons
The AEA Level uptake has been considerable this year and two candidates are being entered a year early as an experiment. If successful, it would seem to be good way of boosting our very best students’ chances of University entrance as they would already have a very important exam qualification to add to their UCAS form. A lack of success would not prejudice their application to University.
The AE uptake has been steady over the past few years. It seems to be good way of boosting our very best students’ chances of University entrance – several students have boosted their performance in their A2 exam as a result of the course even though they have been ungraded in the AE exam. Others have slipped a little in the A2 but gained a distinction in the AE. Still others have done very well in both exams. A lack of success does not prejudice their application to University – Oxbridge entry has been given a fillip by success in the exam.
The fact that the AE is no longer an exam that is placed at the extreme end of the exam timetable does mean that candidates are faced with a difficult exam that could conceivably compromise their performance in their A2 subjects. This is likely to have an effect on the numbers of candidates who elect to be entered for the exam. The issue of timetabling may well affect the performance of candidates in the AE exam.
4. ICT
English resources are now usefully deployed on the network (Common Drive),
the Intranet and the Internet. A webpage has just been created for the
Department and use of this will be monitored over the coming months.
The Interactive Whiteboards are a useful resource – particularly when
pupils prepare and deliver their own “Power Point” presentations. Teaching
resources are also stored and used with this facility in mind.
One way of using ICT, and in the process cutting down on storage space,
could be to provide each pupil with a “Flash drive” which could be used
as a “folder/record of achievement”. Hand written work could be scanned
in if necessary.
5. The library
Similarly, with library, the Department needs to explore new ways of using the facility with an eye towards the opportunities a new school site provides. This may involve time-tabling lessons in the new space and the restructuring of Schemes of Work to ensure that the resource is fully used. Again, there may be ways of sharing work with other departments, using the Library as a central area, both literally and metaphorically. The proposals for an “extended essay project” as an integral part of the new exam structure suggests that a well equipped library/resource centre will be curricular necessity in the new school.
6. English Language
A growing number of pupils are seeking to do English Language at A Level. At the moment it would seem foolish to introduce a new course with all the uncertainties surrounding the new format of A level post Tomlinson, however the OCR Board does have “user- friendly” Language course that follows on directly from the skills learnt at GCSE which may have a new format in the new system. In addition, the OCR Board has a Creative Writing module in their Modular Literature Course and this might remain a part of their new syllabus after future changes are implemented. In either case it seems as though the recruitment of greater numbers may rely upon some form of Language input into the Literature A Level. Two members of the department already have the experience necessary for the delivery of a Language course.
If the Language course is followed there may be staffing implications
– if the Modular Literature option is followed then the changes could be
made within the existing staffing structure. All of this depends upon the
structure of post GCSE study. The movement towards an “extended essay project”
may mean that a more Language based Literature A Level would help to accommodate
the demands of the new curriculum.
Language empowers.
It is important that we provide the requisite skills and prowess in
language so that pupils have the competence and confidence to express and
interpret information easily and effectively.
Language is fundamental to our understanding of ourselves as individuals
and of our relationship with others. The central principle upon which the
English department bases its approach to the teaching of English is that
English is:
heuristic (to do with discovery )
recursive (an ability to handle skills )
holistic ( reading, writing, talking and listening are interwoven )
Within the framework of the general School Aims the English department
seeks to provide an environment which facilitates the development of the
pupil to his/her full potential: enabling pupils to contribute in a positive
and mature manner to society; making each individual aware of and appreciative
of human diversity; developing an understanding and tolerance of individual
needs, attitudes and beliefs; making pupils aware of the power, complexity,
versatility and sensitivity of the English language through their experiences
of language in the classroom; promoting a questioning and compassionate
attitude which will challenge stereotyping by gender, role, race or religion.
There are three models of educator :
The “jug and mug” ( simply decanting information )
The “potter and clay” ( moulding the pupil into a particular form)
and the “sower of seed”
Education in English requires a judicious blend of these with a bias towards the latter. We wish to inculcate our pupils with an ethos of self reliance yet provide the nurture and sustenance for stable and sustained growth towards a mature use of language.
STATEMENT OF AIMS AND OBJECTIVES
OBJECTIVES
· To foster a love and appreciation of a varied range of literature
with the objective of encouraging pupils to appreciate different cultures
and times.
· To encourage pupils to become independent readers.
· To encourage the capacity to discriminate and evaluate, recognise
fact and opinion, bias and distortion, exaggeration and implication, truth
and falsehood in the media and other texts
· To develop a range of writing skills for different purposes
from functional to creative and according to audience.
· To develop oral skills and audience awareness.
· To help pupils prepare for public examinations.
· To foster an appreciation for Performance Art
· To foster Cross Curricular links between English and other
departments
ORGANISATION
OF THE DEPARTMENT
It is recognised that English may be taught in a range of ways and
the department should maximise the talents of the staff and pupils by instituting
as flexible a regime as possible without compromising the efficient delivery
of the curriculum to the pupils. Members of the department are encouraged
to deliver their lessons professionally but with a reasonably free hand
as long as the objectives of the school and the department are fulfilled
and
as long as the syllabus and the curriculum are taught with consistency
and rigour. (NB: See “Curricular details” and “Mark schemes”.)
Each teacher within the department should teach throughout the age
and ability range.
Pupils should be exposed to as wide a range of teaching styles and
strategies as possible and to this end (where possible) pupils should be
taught by three different teachers through their first three years.
Up to and including GCSE English is taught as form groups. In Year
9 there is an extra class for those students who experience difficulties
with English: dyslexia, E S L, etc. The pupils are selected for this group
in consultation with the HoD, the Head of Lower School, the special needs
coordinator the curriculum coordinator and the Headmaster. This class is
taught during the lesson time normally allotted to an extra language in
the Year 9 curriculum.
At GCSE teachers teach the same class for two consecutive years.
Pupils are not set in English (with the exception of the extra English
class in Year 9 )
Entry into the LVI is determined by success at GCSE, usually a Grade
B or above in English and English Literature. Sometimes special circumstances
may allow a student to go forward into the Sixth Form without the requisite
grades but here progress will be monitored carefully and the student’s
progress will be reviewed and assessed appropriately.
At A level the Sixth form is divided into two or three discrete groups
taught by two teachers each. The course is split equally between each teacher
and they are allocated four periods each at A/S and one teacher gains an
extra period at A2 where the course is divided accordingly. The texts are
chosen at the start of each A level course and are divided up according
to the interest, expertise of staff and/or the sub-divisions of the exam
papers as logic dictates). This must be done in consultation with the HoD
and he/she is the final arbiter. The course must satisfy the requirements
of the syllabus and it is up to the senior member of the teacher pairing
to ensure that this is so. Any doubts or concerns must be raised with the
HoD before the course is started. The course must be ratified by the HoD
before the teaching year begins.
Named members of staff have responsibility for the administration of
GCSE, A level and Internal exams. Duties may be delegated where necessary
(NB See “Staff Profile”).
Allocation of lessons
| Year Seven/Year Eight: | Five thirty-five minute lessons |
| Year Nine | Four thirty-five minute lessons |
| Year Ten/Eleven | Five thirty-five minute lessons |
| Lower Sixth form | Eight thirty-five minute lessons (divided into four lessons per teacher ) |
| Upper Sixth Form | Nine thirty- five minutes (split between teachers according to course requirements) |
| Year Ten and above allocated at least one double period per week |
Allocation of lessons to teachers 2004-2005
| Year Group | RWSK | JMG | NH | SH | LC | MH | HDP | JM |
| UVI | 5 | 5 | 4 | 4 | ||||
| Ext. Paper | ||||||||
| LVI | 4 + 4 | 4 | 4 | 4 | 4 | |||
| G. Studies | ||||||||
| 11 | 6 | 6 | 6 | 6 | 6 | |||
| 10 | 5 | 5 | 5 | 5 | 5 | |||
| 9 | 4 | 4 | 4 | 4 | ||||
| 8 | ||||||||
| 7 | ||||||||
| 6 | ||||||||
| Dept | ||||||||
| Games |
| Head of Department - Robert W S Kidd
BA Hons English Literature - The University of Ulster
· Teach English / English Literature: Year 7 - 13 A level /AEA Level
Responsible for Room K2 INSET Coordinate staff inset re Exam board requirements and attend annual Coordination Meetings INSET
Delivered internal INSET on the use of Interactive Whiteboards
|
| Deputy Head of Department - Julian M Griffin
MA English Literature, The University of Cambridge, Fitzwilliam College PGCE, Leicester University · Teach English / English Literature: Year 7 -
13 A Level/AEA Level Inset Attended
Responsible for Room K3
|
| Nicola Hughes
Currently:
Previously:
Inset Attended:
Responsible for room K
|
| Stephen Harrison · Teaching English in years 7-13 Responsible for room K
|
| Lindsey Christie BA Hons in English, University of Leeds PGCE, Nottingham University · Teaching English in years 7-13
|
| Marlene Higginson · Teaching English in years 7-11
|
| Hilary Painter
Certificate in Education – St. Hilda’s College, Durham
Awaiting results of final course for a BA (literature) – Open University · Teach English years 6-8
Also
Previously
Inset · Interactive whiteboard – English (2003)
|
| Jo Mould
B.Ed (Hons) 2:1 Head of Girls' PE and Games (since 2000) Also teach yr 7 English and Drama (since 2000) Responsibilities for PE include:
Responsibilities for English include:
Responsibilities for Drama include:
Also a lower school support tutor.
|
Kathy Hinshelwood
|
All members of the Department should teach within the Guidelines laid
down in the Departmental Handbook and according to the provisions of the
English curriculum at LGS
EXAM STRUCTURE FOR THE ENGLISH DEPARTMENT
Lower School Exams
(See Key Stage 3 Syllabus outlines)
Course work
Year 7 - Year 10
End of Year exams will be made up of the Terminal Exam mark and a Course
work mark (see KS3 Year 7 : Year 8 : Year 9 )
Oral marks will be included
Written and Oral work will be moderated before the final grades are
given. Moderation will include a review of the nature of the work set across
the individual Years.
Pro forma to be filled in for each pupil and included with each course work folder.
GCSE Moderation: English and English Literature
Year Ten
Summer exams should reflect the nature of the tasks set in the real
English exam (Paper One) but they will be tailored to the tasks and topics
covered by individual classes. The students should be prepared to answer
questions on Cluster One of the Other Cultures section of the Anthology.
The exam will be based upon past papers and / or exempla material supplied
by the Board where possible.
The sections of the exam will be marked discretely and a report should
be provided by the marker so that his/her class has a clear idea of the
specific demands of the paper.
Year Eleven
Moderation of Year 11 Coursework takes place, during a full day, early in the Summer term (almost certainly during the first week back)
Trial exams to reflect the format and time allocated to the real exams.
It is stressed that they are “diagnostic” and not “prognostic”.
Trial Exams should be marked across the year group to facilitate moderation
and to ensure parity of marking across the department and to help to determine
predicted grades for the terminal exam.
Each section of the exam should be marked discretely by one teacher
unless the breakdown of exam texts and topics covered renders this an impossibility.
The exam will be based upon past papers and/or exempla material from
the Board where possible.
Once a section has been marked a report on the candidates’ performance
should be written by the marker. This report will usually be published
in the student feedback handout produced after the trial exam.
A/S and A2 Internal Assessment
UVIth
There are no offical Trial exams but revision will consist of past papers
set during the final two terms of the course and they should reflect the
form and timing of the real exam bearing in mind that not all texts will
have been covered by this stage of the course.
It is stressed that these essays are “diagnostic” and not “prognostic”.
Essays and timed work should be based upon past papers and/or exempla
material supplied by the Board where possible.
Students should be given a clear sense of their progress and attainment
but this must be done diplomatically
LVIth
Students should expect to sit their A/S exam modules in the June session of their first year. Coursework should be handed in well before the March moderation deadline. In some circumstances it may be deemed advantageous for students to re-sit modules but this should be seen as exceptional rather than normal practice. Candidates who decide to re-sit must expect to do so with the bear minimum of support from teachers and supervisors whose primary duty must be to their current A/S and A2 students.
Set in line with School Marking Policy
Year 7: One Homework of 40 minutes (over two nights)
Year 8: One Homework of 60 minutes (over two nights)
Year 9: One Homework of 60 minutes ( one night - at weekend if possible)
A sustained piece of written work should normally be produced by each pupil each week. This may be in the form of a conventional essay or it may be a piece of drafting work or a part of a course work programme. It may be that reading or research work might take the place of a written exercise when and where appropriate.
Written work should normally be returned to a pupil within a week of its presentation to be marked.
Work should be thoroughly marked in a way appropriate to the task set. Normally this should include a marginal commentary and a detailed comment at the end of the work. This commentary should seek to guide the pupil with regard to content, presentation and use of English.
The mark symbols on the Departmental marking sheet should be used throughout.
The pupil should be able to instantly assess how well he or she has done and he or she must be given a clear idea of how to build on success, rectify errors and progress generally. This advice may be in the form of brief written comments or as the result of a verbal discussion of the problem.
There should be a good critical dialogue between pupil and staff
The expectation is that pupils will take responsibility for their own
improvement under the judicious tutelage of staff.
Course work
Year 7 - Year 10
End of Year exams will be made up of the Terminal Exam mark and a Course
work mark ( see KS3 and GCSE Curriculum)
Oral marks will be included
Written and Oral work will be moderated before the final grades are
given. Moderation will include a review of the nature of the work set across
the individual Years.
Pro forma to be filled in for each pupil and included with each course
work folder.