English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils, therefore, who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.
The Ecclesbourne School follows the National Curriculum
The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils:
- 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.
Download Course Content Guide
Extra Curricular Opportunities
Lower School Spoken English competition; Book groups; Mock trial; Theatre visits; Visiting writers
||Achieved when all of the criteria mentioned below, specific to a given task, have been met.
||Students deliberately adapt writing form to position the reader, showing a sophisticated control of purpose and effect; ambitiously select and deploy tone, style and register to enhance the purpose of the task; skilfully control overall structure achieving a range of effects; sustain critical response to texts with perceptive understanding; use interwoven quotes that are precise and pertinent; use a detailed analysis of language and comment on structure and form; employ a consistent use of relevant terminology; demonstrate a sensitive understanding of influence of contexts.
||Students confidently adapt writing with punctuation, grammar and structure used to create deliberate effects; sustain use of tone, style and register to fulfil the purpose of the task; control overall structure with paragraphs and grammatical features used for cohesion and to create particular effects; develop convincing critical response to texts, with some insightful understanding; use well selected and integrated quotes and references; demonstrate thoughtful examination of use of language, form and structure, good use of terminology, and convincing understanding of significance of contexts.
||Students fully control writing with tone, style and register chosen to match the task; adapt form to show clear understanding of purpose and audience; show a well-managed overall structure with paragraphs and grammatical features used to support coherence and cohesion, and sometimes for effect; detail responses to texts showing some critical style; use relevant references and quotes are used to support ideas; show some analytical comment on language, form and structure; have a competent use of terminology and clear understanding of contexts.
||Students vary sentence types and structures and use vocabulary appropriate to purpose and effect; produce coherent, well-structured and purposeful texts; spell, punctuates and uses grammar accurately with occasional errors; make credible links and comparisons between texts; supports understanding with apt references to texts, informed by wider reading; analyse and evaluate relevant aspects of language, grammar and structure; use relevant terminology with understanding; makes relevant comments on significance of contexts.
||Students use punctuation accurately with occasional errors in ambitious structures; employ imaginative treatment of appropriate material in a variety of forms adapted to purpose and audience; use varied range of vocabulary, often ambitious, accurately and for effect; use paragraphing to vary structure and effect; show understanding through detailed response; us some relevant textual references and quotations; demonstrate reasonable exploration of language, form and structure; show some use of critical terminology; demonstrate an awareness of significance of context.
||Students use full range of punctuation accurately to demarcate sentences, including speech punctuation; develop relevant ideas and material with some imaginative detail; use a reasonably wide vocabulary, some of which is chosen for effect; structure material clearly with paragraphing used to support ideas and purpose; use comments to make inference and deduction based on textual evidence; clearly identify the main purpose and viewpoint of a text with some explanation; identify various features of the writer’s use of language, with some explanation; recognise significant details and implicit meaning in spoken language; shape talk in deliberate ways for clarity. Orally expressing relevant ideas and feelings, with some detail; sustains roles and responsibilities with independence in pairs or groups, sometimes shaping the direction of talk through effective contribution.
||Students use some variety in length, structure or subject in sentences with punctuation between sentences usually used accurately; have relevant and appropriate ideas and content with some detailed development; use some expansion of vocabulary to match topic and correct spelling of common words; use paragraphing to organise ideas in a logical way; comment to make inferences based on evidence from different points in the text; show awareness of a writer’s viewpoint and makes simple comments on the overall effect on the reader; use some basic features of the writer’s use of language and structure identified with simple comment; show understanding of how and why language choices vary in their own and others’ talk in different situations; takes on straightforward roles and responsibilities in pairs or groups.
||Students use straightforward sentence structures with full stops, capital letters and commas sometimes used accurately; attempt a style of writing that is appropriate to the task and includes appropriate ideas and content; use simple vocabulary and spells simple words correctly; attempt to organise ideas in a logical way; have straightforward understanding of a text, and make simple inferences from a single point in the text; have an ability to understand the main purpose of the text; expresses a personal response to a text; recognise and comment on different ways that meaning can be expressed in their own and others’ talk; attempt different roles and responsibilities when speaking in pairs or groups.
Contact: Mrs G. Beddow
If you have any questions or queries relating to the English curriculum please email firstname.lastname@example.org for more information.