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English
The English Department endeavours to stimulate lasting curiosity, interest and enjoyment in the subject, creating an atmosphere where pupils wish to learn and we enjoy teaching. Varied and stimulating learning activities develop and hone skills, introducing new and exciting authors as well as focussing on our cultural heritage and the classics. Non-fiction topics have been chosen to interest and engage pupils. ICT and drama skills are both used to enhance the subject. We enrich the curriculum by providing opportunities for visits, outings, theatre trips and visiting workshops. In all year groups students are encouraged to read independently on a regular basis; this is monitored and assessed through the Accelerated Reader Scheme which we have been running successfully for several years now. In class, a wide range of texts are read and analysed which offer a variety of writing opportunities. All 'paths' lead to writing which is embedded in all subjects: in keeping with National Curriculum guidelines all students will be taught to write to inform/explain/describe; imagine/explore/entertain; review/analyse/comment; discuss/argue/persuade.

Year 6 follow the primary model for curriculum time, with form tutors teaching geography, history, ethics and philosophy, and PSHE alongside English and providing pastoral care.

Year 6:
Students read Michael Morporgo’s ‘The Last Wolf’ as their transition novel. All pupils are provided with their own copy to begin reading over the summer prior to starting at Blackminster. This novel is the stimulus for other subjects in the first few weeks whilst the students are settling in. We use this time to also investigate the geographical link between the novel’s locations and Evesham.

The Ancient Greek civilisation is studied as the topic next and creates opportunities for narrative and non-fiction writing. A range of research and presentation skills are also developed in this unit. Later in the year, students are submerged in writing though the reading of The Lion, The Witch and The Wardrobe. A range of writing purposes are studies whilst the language used within the novel is analysed for meaning and impact upon the reader. Linking to the novel, Ethics and philosophy develops a brief overview of the main world religions, finishing up with a deeper understanding of Christianity and Easter. Following the SATs, students will learn the formula of traditional tales and move to create their own twisted versions of old classics.

Year 7:
Students read, analyse and comment on a variety of literature from war zones-past and more recent. In conjunction to this, they will study Michael Morporgo’s Warhorse. Both stimuli create opportunities for narrative and non-fiction writing. The literary theme continues with a range of texts within the gothic genre. In this first year of KS3 students are encouraged to broaden their range of reading material and are introduced to the concept of essay writing, as well as writing for pleasure and non-fiction.

Students will investigate who Shakespeare was and begin to study his romantic comedy, A Mid-Summer Night’s Dream. Characterisation, inference and plot development are analysed and a comparison of the story’s relevance to today is created.

Year 8:
Pre 20th Century literature is studied, with the focus of ‘the role of the female within writing' in the first term. Students will read, analyse and comment on a range of classical prose and analyse their preference and its relevance to today’s society. Students read the well-known novel by Roald Dahl,

‘Boy.’ They will study the way language creates effect on the reader and the impact it has on the developing plot. Following this, the specific genre of Science-Fiction is studied with pupils working to create their own masterpieces in the format similar to a book.

All assessed work in Year 8 is collated for each student as they prepare to move to High School, and end of Year 8 transition exams are sat in the second half of the summer term. The high and middles schools meet throughout the year to ensure the development of one school’s curriculum model flows smoothly in to the other.

KS2 Intent and Implementation
KS3 Intent and Implementation