Welcome to English
The English department at ‘Madani Boys’ School’ aims to perfectly align linguistic and literary study with our beloved ‘HEART’ ethos. Our knowledgeable and dedicated team of teachers will deliver a balanced, challenging and fun curriculum to ensure our students are exposed to texts heavy in literary heritage - with opportunities for social and cultural capital throughout. We want our students to be optimally prepared for the world of academia and the wider world, beyond the walls of Madani. We want to teach the ‘best that has been thought and said’ and believe all young people deserve the rigour of that knowledge as a birth right. Our intent is for all our students to:
- Read great texts influenced by history, that, in turn, influenced our culture.
- Become stronger writers by becoming stronger active readers.
- Learn new vocabulary to read more challenging texts and express more.
- Be accountable for what we say and how we say it.
The KS3 curriculum is historically chronological, in nature – rather than sequenced by theme or textual form. We believe that teaching students to be effective readers will enable them to grow into more competent writers – this is why we have centred the curriculum on the skills of effective critical reading and integrated writing opportunities through these, in a supplementary sense.
As year 7 students enter the school, they will undertake a transitionary unit on ‘Autobiographies’. This will be a reading and writing unit that allows students to appreciate the stories of their famous house representatives and consolidate their skills of reading and expression from KS2. Their second unit will begin the chronology, starting with Homer’s Odyssey and moving into Old and Middle English (Beowulf and Chaucer). The end the year with Shakespeare’s comedy, Twelfth Night. We hope they will be able to track use their knowledge to track the gradual literary influence through their learning journey.
Consequently, we have centred our curriculum focus on prioritising the retention of core knowledge and so we make opportunities for assessed pieces (both oral and written) throughout each successive unit taught. Each assessment will also focus on the competence of one of five threshold concepts for writing, analysis and expression of knowledge. They are:
- Understanding how word choice/language can create different effects
- Understanding how different ways of structuring texts can produce different effects
- Understanding the relationship between grammar and meaning
- Understanding the effect of context, on both writers and readers
- Understanding how to support interpretations with evidence
There will be a baseline assessment as students enter year 7, along with one cumulative assessment at the end of each year – building on (and synthesising) knowledge from the previous years. This means that students must try to retain and consolidate all of their learning from previous study.
At KS4, students progress to more advanced G.C.S.E study. The exam board specification is Edexcel for English Language and Eduqas for English Literature, currently. Throughout KS3, students will have learned all the skills necessary to grapple with more challenging texts, in terms of concepts and language. They will be prepared to read with a critical perspective and build on their early studies.
English Map of Learning