English
The English curriculum at Trinity is set to enrich the students’ love of Language and Literature. They will be exposed to a range of books and will be encouraged to read for pleasure. We study a range of texts and poetry for Literature, as well as teach the students ways of expanding on their imaginations for Language. Our goal is to enable students to be fluent writers, readers, thinkers and communicators, ready for to fulfil their potential in the wider world. We align ourselves with the Ofsted framework.
By the end of Year 9, students will be able to develop a thesis statement to engage with essay-based responses and provide detailed effects of writer’s methods. They will also be able to analyse the language, structure and form of texts using subject terminology. Students will be able to use register, tone and formality to suit the task. They will have varied use of structural features for effect whilst using paragraphs coherently. They will be able to use a full range of linguistic devices and sophisticated vocabulary in their own writing.
For GCSE English Literature, students study An Inspector Calls, Macbeth, A Christmas Carol and the AQA poetry anthology in the theme of Power and Conflict. Studying this variety encompasses many key skills that will enable students to become eloquent and effective readers and writers, as well as opens their eyes to Literature from different time periods.
For GCSE English Language, students will study the way that words, punctuation and the structure of a text can affect the way that readers feel and respond to them. They will also learn how to craft thought-provoking pieces of writing that aim to showcase their blossoming authorial skills.
By the end of year 11 students will be able to write clear, concise and analytical responses to both Literature and Language style questions. They will be familiar with the GCSE examination format and the skills required to succeed. They will be able to work independently and constructively to consolidate their learning from the past two years. Key skills will include being able to interpret and critically evaluate texts. They will be able to take the initiative to effectively proofread and improve their work where necessary.
At Trinity, we offer the chance to study English Literature A-Level (AQA Literature B). This rigorous course is comprised of three strands: Aspects of Tragedy, Political and Social Protest Writing, and a Non-Examined Assessment. Across these strands, students discover for themselves the rich and provocative landscape of Literary texts. Articulation, essay writing, and critical thinking, are just three of the skills that students will be challenged to develop. A love of reading, and an openness to new ideas is essential for success in English Literature, post-16.
Inclusion Statement: English
English lessons at Trinity are designed and delivered with effective provision to make learning accessible to SEND and disadvantaged learners so that they can make equal progress compared to their peers. SEND information, such as Student passport and Mainstream Core Standards advice, is used carefully to inform planning, teaching and intervention, ensuring barriers to learning are identified and reduced.
Firstly, we are always working to refine the lesson resources: we aim to balance support (clear layout, chunked tasks, plain backgrounds, dual coding, explicit vocabulary teaching, scaffolds) with high expectations for all. The rationale is always for students to be able to attempt and feel successful, whilst also providing adequate challenge to motivate and inspire.
Secondly, English at Trinity is driven by an inclusive delivery of lessons: teachers know their students, and work with their strengths. Questioning and recall is used to check understanding; this also extends thinking and provides challenge. We use the “I do, we do, you do” process to include instruction, live modelling and independent practise in a supportive way.
Thirdly, the curriculum is designed to support progress for all students. The process of active reading is taught explicitly, showing students how to engage fully with texts, including the sub-skills of inference and interpretation. Creative and non-fiction writing is taught in lessons and rehearsed in homework tasks. Methodically, we break down the constituent parts of a great story, a great speech, a great article or description, and provide a structure for everyone to express their own ideas, with clarity, empathy and impact.
Dyslexic students particularly benefit from the explicit teaching of reading skills, pre-teaching vocabulary, chunking new information and regular recall of older learning. The reduction of cognitive load is central in the creation of resources. Spelling of high frequency words is taught through mnemonics, designed for dyslexic learners. Planning scaffolds and sentence starters explicitly teach the skills of planning for extended writing. Extra time needed for dyslexic learners is factored into lessons, with copying from the board kept to what is essential; we often use visualisers to model the skills of notetaking, editing and re-drafting.
Students with autism are particularly considered in the explicit teaching of inference skills, and in the use of writing frames for imaginative writing, and non-fiction writing, which is often a challenge. Sharing the success criteria for in-class tasks and assessments, as well as modelling high quality writing and inference also helps build a common understanding of what might otherwise be implicit expectations. Task boards, or checklists (individual or whole class) are also used to help students navigate the parts of a lesson and anticipate transitions. Where oracy is used, the social expectations of turn-taking, sharing in the classroom, and showing that we are listening with non-verbal communication are all taught explicitly.
ADHD students particularly benefit from the chunking of information, the seating plan design, and use of visual timers. Lesson structure usually allows for brief breaks from intense concentration, whilst also building stamina for extended reading and writing.
Across the seven years of English teaching at Trinity, we repeatedly practise and build upon the key skills time and again, layering up knowledge. The progression of lessons means all learners have what they need to tackle the challenge of GCSEs and indeed A-Level English.
