English Overview

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.

Aimsofsted_English
Promoting British Values
SMSC in English
Reading Informing Writing
Reading for Pleasure
Reading Mentors
READING ON
Writers in School 2013-2014
Motivating Pupils and Celebrating Achievement
All Stars Reading Rewards
English Curriculum Overview
How to help Support Learning and help your children enjoy reading

 

 

 

 

Aims

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 and Dickens
  • 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 six 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.

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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

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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.

Pupils who require extra support with reading have access to intervention groups and reading mentors as well as using the Accelerated Reader (AR) programme which supports and enriches their general English provision for reading.  All pupils have reading activities as part of their English lessons which the AR scheme supplements and supports.   Parents can log onto the AR site and view their child’s progress by clicking here.  Pupils’ reading levels are assessed using a computer program and they then read books at a level which helps them improve on their skills.  They complete on-line tests and if successful, over a period of time, move up to the next level.  There are rewards for pupils making particularly good progress.

Please help to support us with this scheme by ensuring that your child talks to you about their progress and reads with you, and to you, on a regular basis.

Reading for Pleasure

At key stage two, and three, we also encourage pupils to continue reading for enjoyment and sometimes share their reading with an adult at home.  At regular intervals pupils will enjoy a lesson around ‘Reading for Pleasure’.  This can take the form of small group discussions about current reading interests to make recommendations to others and may involve the shared reading of a popular children’s text. This is to remind children that reading is firstly an activity to enjoy as well as give teachers an opportunity to speak to pupils more personally about the books they are reading and their reading interests. This also encourages pupils to become increasingly independent and pursue their own interests in reading.

Reading Mentors

We now have  66 pupils in year 7 and 8 who have participated in a full day’s training delivered by the charity called ‘Reading Matters’ to become reading mentors. The mentors work with some of our Year 6 pupils on a weekly basis to support and develop their reading skills and a love of books.

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READING ON

We love inspiring our pupils to read. Often, we find a book we love and we read more by that author. It’s the same for our pupils so I hope that by visiting some of the websites below, our pupils will get even more ideas of books they would like to read.

Below are some links to authors’ websites who we have loved working with…

http://www.michaelmorpurgo.com/

http://www.roalddahl.com/

http://www.alangibbons.com/

Below are links to authors whose books we love:

http://www.johnhegley.co.uk/

http://www.dantheauthor.co.uk/home.html

http://www.malorieblackman.co.uk/

http://www.michaelrosen.co.uk/

http://www.jacquelinewilson.co.uk/

http://www.jkrowling.co.uk/en_GB/

http://www.davidalmond.com/

http://benjaminzephaniah.com/

http://www.johnboyne.com/

http://www.annecassidy.com/

http://www.annefine.co.uk/

http://www.melvinburgess.net/

http://www.philip-pullman.com/

http://www.robertwestall.com/

 

A group of our pupils always participates in the Carnegie Shadowing Scheme. See click HERE for more details.

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Writers in School 2013-2014

On World Book Day we were visited by author Jill Hopkins. She worked with Year 6 pupils in the morning and then more able pupils in Years 6 and 8 throughout the day.

Donovan Christopher, a Huddersfield rapper and poet, worked with and inspired pupils in Years 7 and 8 on 14th March. It was amazing to see some of the boys who are quite reticent in English to stand up and fully participate with the workshops and share his love of language.

Andy Newbould, an author and storyteller, conducted a workshop for 35 boys in Year 7 on 17th March all of whom were keen to put pen to paper and be creative.

 

Plans are in place to repeat similar events and workshops in 2014-2015.  See announcements on the website.

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Motivating Pupils and Celebrating Achievement

“Ability is what you’re capable of doing. Motivation determines what you do. Attitude determines how well you do it.” Raymond Chandler

The English department recognise the importance of rewards as an important motivator.  Housepoints, certificates and postcards home to parents / carers are all used to celebrate success.

Each year there are a number of national poetry and story writing competitions and pupils are encouraged to enter these.

All Stars Reading Rewards:

As part of the Accelerated Reader launch individuals and classes will be able to compete in various ‘All Stars’ competitions. As each pupil successfully completes an Accelerated Reader quiz, points and word counts are accumulated.  These scores not only mark individual progress but can also help their class towards becoming  ‘All Stars’ champions.
This scheme is in its infancy but it is intended that new ‘champions’ will be announced every term  so it will be all to ‘read’  for each new term with pupils helping their class beat the previous champions and claiming the victory. Certificates will also be awarded each term for individuals who have been making exceptional progress.

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English Curriculum Overview

 

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.

During Year 6 pupils will study:

  • Biography and Autobiography
  • Macbeth (A practical approach)
  • Reporting (Journalistic style, chronological and non-chronological)
  • Poetry … (Humour, Performance and Technique )
  • Persuasive and formal letter writing
  • Narrative, Imagination and Scripts
  • A modern novel/Short Stories (e.g. Kensuke’s Kingdom, Why the Whales Came, Tyke Tyler, Singing for Mrs Pettigrew, Holes)

 

During Year 7 pupils will study:

  • Boy by Roald Dahl (Characterisation and Persuasive Writing)
  • Literary Heritage (Charles Dickens)
  • Shakespeare (Elizabethan Theatre & A Midsummer Night’s Dream)
  • Poetry (Imagery and Ballads)
  • Survival (Thematic unit)
  • A modern novel/Play (e.g. Skellig, Street Child )

 

During Year 8 pupils will study:

  • War and Conflict (A thematic unit)
  • Poetry (World War 1 & poetry from other cultures)
  • A modern author (Style, language and themes)
  • Influence and Argument (Persuasion across a range of texts and genres)
  • Adapting Fairytales (Purpose and Audience)
  • Gothic Horror

 

Pupils will also participate in Accelerated Reader and have weekly spellings to learn.

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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.

Communicate

Your child has a Reading and Writing Journal from school. We are more than happy to read positive comments from you about shared reading at home. Your child will then know that you are interested in their progress and that you value reading.

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. 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.

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.

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