We want our students to love the books they are reading; we want to guide them to more books they can read for pleasure, learn more vocabulary and become confident, analytical and critical communicators. The course we have chosen reflects the interests and needs of the students in our community, providing not only scope for detailed and academic study into a range of literary texts, but also opportunities to read and write creatively with a carefully selected coursework unit. The texts we have chosen have been considered carefully - in consultation with students - and deal with a range of issues around race, gender and conflict. In this way, they are highly engaging and students respond powerfully and positively to them. Students wishing to study English at University will be well-prepared, not only through effective delivery of the core content, but through access to ample wider reading and extra-curricular provision, including theatre visits, writing workshops and EPQ support. This course also complements other pathways at LSS, providing academic rigour alongside other A Levels, complementary texts for Performing Arts and developing students’ essential communication skills, vital for success in Business and Creative Media BTEC subjects.
GCSE English: 6 5 other GCSEs graded 9-6
Students will compile work in folders in accordance with the 6th Form work policy and must bring these to every lesson. Course structure focuses on knowledge acquisition whilst continually building on prior knowledge, building meaningful schema throughout. We make time to teach students literary history because we know that without this much of the learning around set texts can be superficial. Assessments have also been structured in a way that allows students to build on knowledge and skills systematically, ranging from recall tests, moving to smaller extract questions and then onto larger literary and comparative essays. A range of DNAs are used at the start of every lesson and focus on knowledge recall; these reflect best practice in terms of daily, weekly and monthly reviews. Vocabulary is taught explicitly: Students are given and tested regularly on Tier 2 and Tier 3 vocabulary for every unit of work. Reading and writing is at the heart of what we do. Whilst this may seem obvious for English A Level, we know that these skills still need to be taught explicitly at KS5. We model effective reading, showing students how to annotate and use triplicate notes when completing wider research and reading critical works. Most texts will be read cover to cover in class as well as independently. Every student will be expected to read aloud. We model how to write, using LSS planning documents: MPOs, SPOs and GSTs. These are based on the excellent resources found in ‘The Writing Revolution’. There is a high-accountability expectation of 2-3 hours Prep to be completed / week. Very often this will require students to consolidate knowledge of what they have learnt, but may involve revision or preparation for a presentation. Essays (except for coursework) will always be handwritten and most of the time will be completed in lessons so we can monitor closely how students are working under timed conditions. Half Term 1: I will remember by undertaking daily DNAs, weekly short answer tests etc I will complete 2 portfolio tasks this half term, including horses for courses. This will be a knowledge test and a close analysis from act 1 Half Term 2 : I will remember by undertaking daily DNAs, weekly short answer tests etc Portfolio piece in Week 3 as well as writing bursts in lessons. Half Term 3: Formatively: DNAs, presentations, short weekly tests and essay writing practice Summatively: Portfolio green sheet given for practice essay set in Week 5. Half Term 4: Formatively: DNAs, peer reviews of work, discussions and essay writing practice Summatively: Portfolio green sheet equivalent is submission of all three pieces of coursework - Half Term 5: DNAs and knowledge tests on literary periods. Portfolio 1 - Application of academic writing to an unseen text of your choice. Half Term 6 I will remember by undertaking daily DNAs, weekly short answer tests etc Summer Exams Component 2: Cat on a Hot Tin Roof (Teacher 2: Component 1 - Section A - The Color Purple and Component 2 - Section A - Othello)
About Education Provider
| Region | London |
| Local Authority | Hounslow |
| Ofsted Rating | Good |
| Gender Type | Mixed |
| Address | Browells Lane, Feltham, TW13 7EF |
We want our students to love the books they are reading; we want to guide them to more books they can read for pleasure, learn more vocabulary and become confident, analytical and critical communicators. The course we have chosen reflects the interests and needs of the students in our community, providing not only scope for detailed and academic study into a range of literary texts, but also opportunities to read and write creatively with a carefully selected coursework unit. The texts we have chosen have been considered carefully - in consultation with students - and deal with a range of issues around race, gender and conflict. In this way, they are highly engaging and students respond powerfully and positively to them. Students wishing to study English at University will be well-prepared, not only through effective delivery of the core content, but through access to ample wider reading and extra-curricular provision, including theatre visits, writing workshops and EPQ support. This course also complements other pathways at LSS, providing academic rigour alongside other A Levels, complementary texts for Performing Arts and developing students’ essential communication skills, vital for success in Business and Creative Media BTEC subjects.
GCSE English: 6 5 other GCSEs graded 9-6
Students will compile work in folders in accordance with the 6th Form work policy and must bring these to every lesson. Course structure focuses on knowledge acquisition whilst continually building on prior knowledge, building meaningful schema throughout. We make time to teach students literary history because we know that without this much of the learning around set texts can be superficial. Assessments have also been structured in a way that allows students to build on knowledge and skills systematically, ranging from recall tests, moving to smaller extract questions and then onto larger literary and comparative essays. A range of DNAs are used at the start of every lesson and focus on knowledge recall; these reflect best practice in terms of daily, weekly and monthly reviews. Vocabulary is taught explicitly: Students are given and tested regularly on Tier 2 and Tier 3 vocabulary for every unit of work. Reading and writing is at the heart of what we do. Whilst this may seem obvious for English A Level, we know that these skills still need to be taught explicitly at KS5. We model effective reading, showing students how to annotate and use triplicate notes when completing wider research and reading critical works. Most texts will be read cover to cover in class as well as independently. Every student will be expected to read aloud. We model how to write, using LSS planning documents: MPOs, SPOs and GSTs. These are based on the excellent resources found in ‘The Writing Revolution’. There is a high-accountability expectation of 2-3 hours Prep to be completed / week. Very often this will require students to consolidate knowledge of what they have learnt, but may involve revision or preparation for a presentation. Essays (except for coursework) will always be handwritten and most of the time will be completed in lessons so we can monitor closely how students are working under timed conditions. Half Term 1: I will remember by undertaking daily DNAs, weekly short answer tests etc I will complete 2 portfolio tasks this half term, including horses for courses. This will be a knowledge test and a close analysis from act 1 Half Term 2 : I will remember by undertaking daily DNAs, weekly short answer tests etc Portfolio piece in Week 3 as well as writing bursts in lessons. Half Term 3: Formatively: DNAs, presentations, short weekly tests and essay writing practice Summatively: Portfolio green sheet given for practice essay set in Week 5. Half Term 4: Formatively: DNAs, peer reviews of work, discussions and essay writing practice Summatively: Portfolio green sheet equivalent is submission of all three pieces of coursework - Half Term 5: DNAs and knowledge tests on literary periods. Portfolio 1 - Application of academic writing to an unseen text of your choice. Half Term 6 I will remember by undertaking daily DNAs, weekly short answer tests etc Summer Exams Component 2: Cat on a Hot Tin Roof (Teacher 2: Component 1 - Section A - The Color Purple and Component 2 - Section A - Othello)
