Students study AQA 8700 specification.
The specification offers a skills-based approach to the study of English Language in an untiered context. Questions are designed to take students on an assessment journey through lower tariff tasks to more extended responses.
The specification offers the attraction of two equally-balanced papers, relating reading sources to the topic and theme of writing tasks. The reading sources act as stimulus for writing tasks, providing students with a clear route through each paper.
Each paper has a distinct identity to better support high quality provision and engaging teaching and learning.
Paper 1, Explorations in Creative Reading and Writing, looks at how writers use narrative and descriptive techniques to engage the interest of readers.
Paper 2, Writers’ Viewpoints and Perspectives, looks at how different writers present a similar topic over time.
We also complete the Spoken Language Assessment which covers the Speaking and Listening element of the GCSE.
To boost your vocabulary, the following will all help:
Read widely and often, listen to audio books, chat regularly but also you can actively develop this through engaging in out CHES weekly vocab challenge through our Twitter page.
Keep a log of new and unfamiliar words.
For GCSE, there is a compulsory part of the syllabus that examines this and you will prepare a short presentation with your teacher who will be able to give you all the details you need. The following links can help you revise what makes a good speech and how to interact and respond effectively.
If you want to look at a sample exam paper, you can access one here along with the 'INSERT' which contain the reading extract/s upon which the questions are based. Your teacher will be able to provide you with lots more during the course as you practise how to answer the questions and develop your understanding.
In terms of our English curriculum planning for individual students, we firstly look to liaise with our referring schools. Aligning our teaching so that students are able to keep up with their peers within mainstream and are ready to transition back when health allows, we also look to support gaps in learning. Where Key Stage 3 students are with us for a longer period of time, the CHES curriculum for English may then be delivered.
The CHES Key Stage 3 curriculum map has been developed in parallel with many emerging curriculum maps from our mainstream partners; the principles underpinning the National Curriculum for English; literature from national CPD bodies such as the EMC and CLPE; and other outstanding hospital school providers. During this 2018-19, CHES teachers have worked together, pooling their knowledge and experience, to build this sense of journey for our students that enhances both their skills of literacy and language, and their experience of Literature.
Our curriculum map is not a panacea; it allows us to adapt and respond to individual need and interest, and for teachers to continue to innovate and develop resources and methodologies as they develop their own short term schemes and in depth planning based on this journey. It allows for teaching to link to students’ interests, without this being the sole driver of curriculum content, so that students move to worlds and books that are unfamiliar and increasingly challenging. In doing so, we seek to support our values of fairness and parity so that all CHES students have similar opportunities to their mainstream peers to experience a rich, progressive, exciting English curriculum offer.
By ensuring we have mapped the intended skills and content journey, and are clear on the non-negotiable principles that underpin our curriculum, students whose health will at times make attendance more difficult are still supported and thus enabled to make progress. Where students’ health makes lesson attendance and therefore curriculum coverage more difficult, the teachers will refer to these core principles below to ensure that planning and home learning is adapted and shaped to move students forward from their starting points.
Following the principles of the National Curriculum, Students will be taught to:
And through the above be supported in transitioning back into mainstream education at the appropriate stage.
This Curriculum Journey is rightly ambitious in its aim and scope. It takes students to worlds outside of the familiar; explores historical and contemporary themes such as the impact of colonialism, race and gender equality through literature and ensures high challenge in terms of developing spoken, written and reading skills. The units are sequenced to allow each unit to ‘stand alone’ where students join us mid-year, but equally are linked and spaced in terms of progression and experience of a range of creative and transactional writing, balancing contemporary and historical literature.
Key Stage 3 English Curriculum Content Maps
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