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English in  the  Nexus  Curriculum     Introduction     Throughout  both  Key  Stage  3  and  Key  Stage  4,  learning  in  English  falls  into  three   distinct   areas:   Writing,   Reading   and   Speaking   and   Listening.     The   aims   are   to   build   confident   and   articulate   English   users,   who   can   equally   analyse   another’s   work,   as   well   as   create   their   own.     The   Nexus   Key   Concepts,   which   cover   The   Learner,   The   Learner’s   World   and   the   Wider   World,   are   also   built   into   the   curriculum.     Key  Concepts     The   pyramid   below   gives   an   indication   of   how   the   curriculum   in   English   has   been   developed,   with   a   bottom   up   structure.     Underpinning   everything   are   the   Key   Competencies   which   centre   around   The   Learner,   The   Learner’s   World   and   The  Wider  World.   Lessons Assessment Focuses (AFs) found on attached individual rubrics Speaking and Listening, Reading, Writing

Creativity, Critical Understanding, Cultural Understanding, Competence

The Key Competencies of Nexus International School


There are  a  number  of  key  concepts  that  specifically  underpin  the  study  of   English.  Pupils  need  to  understand  these  concepts  in  order  to  deepen  and   broaden  their  knowledge,  skills  and  understanding.  These  essential  concepts   promote  pupils’  progress  in  speaking  and  listening,  reading  and  writing.     Competence   a. Being  clear,  coherent  and  accurate  in  spoken  and  written  communication.   b. Reading  and  understanding  a  range  of  texts,  and  responding  appropriately.   c. Demonstrating  a  secure  understanding  of  the  conventions  of  written  language   including  grammar,  spelling  and  punctuation.   d. Being  adaptable  in  a  widening  range  of  familiar  and  unfamiliar  contexts  within   the  classroom  and  beyond.   e. Making  informed  choices  about  effective  ways  to  communicate  formally  and   informally.     Creativity   a. Making  fresh  connections  between  ideas,  experiences,  texts  and  words,   drawing  on  a  rich  experience  of  language  and  literature.   b. Using  inventive  approaches  to  making  meaning,  taking  risks,  playing  with   language  and  using  it  to  create  new  effects.   c. Using  imagination  to  convey  themes,  ideas  and  arguments,  solve  problems,   and  create  settings,  moods  and  characters.   d. Using  creative  approaches  to  answering  questions,  solving  problems  and   developing  ideas.     Cultural  understanding   a. Gaining  a  sense  of  the  English  literary  heritage  and  engaging  with  important   texts  in  it.   b. Exploring  how  ideas,  experiences  and  values  are  portrayed  differently  in  texts   from  a  range  of  cultures  and  traditions.   c. Understanding  how  English  varies  locally  and  globally,  and  how  these   variations  relate  to  identity  and  cultural  diversity.     Critical  understanding   a. Engaging  with  ideas  and  texts,  understanding  and  responding  to  the  main   issues.   b. Assessing  the  validity  and  significance  of  information  and  ideas  from  different   sources.   c. Exploring  others’  ideas  and  developing  their  own.        

Essential skills  and  processes     Teaching   and   learning   within   the   English   classroom   involves   a   range   of   individual,  paired  and  group  activities.    Learners  are  continually  encouraged  to   discuss  ideas,  develop  opinions,  share  work  and  to  make  learning  a  collaborative   process.    At  times,  there  is  a  sense  of  shared  discovery  and  learning,  such  as  with   the  whole  class  reading  of  a  novel  or  play.    At  other  times,  learners  use  their  own   interests  from  which  to  choose  their  own  texts  and  base  their  studies.         Lessons   are   intended   to   be   flexible   so   that   each   individual   learner’s   needs   are   catered   for.     Often   lessons   will   begin   with   a   grammar   or   discussion   focused   activity,   depending   on   the   learners’   requirements.     During   Year   7,   the   focus   is   often   on   creative   thinking   skills,   however   by   Year   9   this   shifts   to   more   of   an   emphasis  on  critical  thinking.     Once  a  week,  all  Key  Stage  3  learners  spend  a  session  in  the  library  developing   their  own  individual  reading.      


Range and  Content     During   each   academic   year,   a   diverse   range   of   literature   will   be   studied,   including   poetry,   prose   and   drama.     The   literature   selected   is   based   upon   developing   an   appreciation  and  enjoyment  of  English,  learners’  maturity  and  interests,  creating  an   understanding  of  literary  heritage  and  covering  a  range  of  different  cultures.         Learners   will   also   develop   their   own   writing   style,   examine   aspects   of   the   media,   consolidate   their   knowledge   of   grammar   and   use   speaking   and   listening   as   a   tool   from  which  to  bolster  and  improve  learning.         As   English   is   a   skills   based   subject,   rather   than   one   which   relies   on   content   knowledge,   the   learning   from   year   to   year   follows   the   same   basis   and   the   same   objectives,  albeit  with  varying  depth  and  expectations.       Curriculum  opportunities       Speaking  and  listening   The  range  of  speaking  and  listening  activities  will  include:   a. prepared,  formal  presentations  and  debates   b. informal  group  or  pair  discussions   c. individual  and  group  improvisation  and  performance   d. devising,  scripting  and  performing  plays.     The  range  of  purposes  for  speaking  and  listening  should  include:   a. describing,  instructing,  narrating,  explaining,  justifying,  persuading,   entertaining,  hypothesizing   b. exploring,  shaping  and  expressing  ideas,  feelings  and  opinions.     Reading   The  texts  chosen  will  be:   a. of  high  quality,  among  the  best  of  their  type,  that  will  encourage  pupils  to   appreciate  their  characteristics  and  how,  in  some  cases,  they  have  influenced   culture  and  thinking   b. interesting  and  engaging,  allowing  pupils  to  explore  their  present  situation   or  move  beyond  it  to  experience  different  times,  cultures,  viewpoints  and   situations   c. challenging,  using  language  imaginatively  to  create  new  meanings  and   effects,  and  encouraging  pupils  to  try  such  writing  for  themselves.   The  range  of  literature  studied  will  include:   a. stories,  poetry  and  drama  drawn  from  different  historical  times,  including   contemporary  writers   b. texts  that  enable  pupils  to  understand  the  appeal  and  importance  over  time   of  texts  from  the  English  literary  heritage.  This  should  include  works  selected   from  the  following  pre-­‐twentieth-­‐century  writers:  Jane  Austen,  Elizabeth   Barrett  Browning,  William  Blake,  Charlotte  Brontë,  Robert  Burns,  Geoffrey  

Chaucer, Kate  Chopin,  John  Clare,  Samuel  Taylor  Coleridge,  Charles  Dickens,   Arthur  Conan  Doyle,  George  Eliot,  Thomas  Gray,  Thomas  Hardy,  John  Keats,   John  Masefield,  Christina  Rossetti,  William  Shakespeare  (sonnets),  Mary   Shelley,  Robert  Louis  Stevenson,  Jonathan  Swift,  Alfred  Lord  Tennyson,  HG   Wells,  Oscar  Wilde,  Dorothy  Wordsworth  and  William  Wordsworth   c. texts  that  enable  pupils  to  appreciate  the  qualities  and  distinctiveness  of   texts    from  different  cultures  and  traditions   d. at  least  one  play  by  Shakespeare.     The  range  of  non-­‐fiction  and  non-­‐literary  texts  studied  will  include:   a. forms  such  as  journalism,  travel  writing,  essays,  reportage,  literary  non-­‐ fiction  and  multimodal  texts  including  film   b. purposes  such  as  to  instruct,  inform,  explain,  describe,  analyse,  review,   discuss  and  persuade.     Writing   In  their  writing  pupils  will:   a. develop  ideas,  themes,  imagery,  settings  and/or  characters  when  writing  to   imagine,  explore  and  entertain   b. analyse  and  evaluate  subject  matter,  supporting  views  and  opinions  with   evidence   c. present  ideas  and  views  logically  and  persuasively   d. explain  or  describe  information  and  ideas  relevantly  and  clearly.     The  forms  for  such  writing  will  be  drawn  from  different  kinds  of:   a. stories,  poems,  play  scripts,  autobiographies,  screenplays,  diaries,  minutes,   information  leaflets,  plans,  summaries,  brochures,  advertisements,  editorials,   articles  and  letters  conveying  opinions,  campaign  literature,  polemics,   reviews,  commentaries,  articles,  essays  and  reports.     Language  structure  and  variation   The  study  of  English  will  include,  across  speaking  and  listening,  reading  and  writing:   a. the  principles  of  sentence  grammar  and  whole-­‐text  cohesion,  and  the  use  of   this  knowledge  in  pupils’  writing   b. variations  in  written  standard  English  and  how  it  differs  from  standard  and   non-­‐standard  spoken  language   c. the  significance  of  standard  English  as  the  main  language  of  public   communication  nationally  and  globally   d. influences   on   spoken   and   written   language,   including   the   impact   of   technology.            

AIMS for  Key  Stage  3     To  personalise  learning  and  create  an  environment  where  all  learners  can   succeed.       Reading     1. To  develop  strong  comprehension  skills  in  all  learners.   2. To  promote  the  enjoyment  of  reading.   3. To  develop  critical  analysis  skills.   4. To  expose  learners  to  a  wide  range  of  fiction  and  non-­‐fiction,  including  literary   heritage  works  and  other  cultures.       Writing     1. To  enable  learners  to  write  fluently  with  accurate  Standard  English  and  a  high   level  of  vocabulary.   2. To  ensure  that  learners  can  write  for  a  specific  audience  and  purpose.   3. To  develop  the  creativity  of  all  learners  across  a  range  of  forms  and  genres.   4. To  inspire  enthusiasm  in  all  learners  for  writing.       Speaking  and  Listening     1. To  use  speaking  and  listening  as  a  tool  to  support  all  learning  in  English.   2. To  encourage  learners  to  develop  their  own  confidence  at  speaking  in  front   of  an  audience,  both  formally  and  informally.   3. To  promote  the  use  of  clear  Standard  English  that  is  used  appropriately  for   the  context.       Skills     1. To  explicitly  teach  the  Key  Competencies  alongside  the  English  Learning   Intentions.   2. To  embed  ICT  throughout  the  English  curriculum.   3. To  empower  learners  and  encourage  independence  at  all  times.   4. To  use  reflection  as  a  tool  for  learning.       Assessment     1. To  use  ongoing  in  class  assessment  as  a  tool  for  progression  in   learning.   2. To  embed  AfL  techniques  throughout  all  lessons.   3. To  track  learning  on  a  regular  basis  using  the  Reading  and  Writing   AFs  and  adjust  teaching  and  learning  appropriately.   4. To  develop  learner  portfolios  that  include  examples  of  learning  from   each  unit.  

Programme of  Study     The  table  shows  the  RAFs  (Reading  Assessment  Focuses)  and  the  WAFs  (Writing   Assessment   Focuses)   and   how   they   link   to   the   GCSE   programme.     For   the   purposes   of   KS3   at   Nexus,   each   RAF   and   WAF   is   explicitly   taught   at   different   stages  throughout  the  year.       KS  3  ASSESSMENT  FOCUSES-­‐  READING   AF2  –  Understand,  describe,  select  or   retrieve  information,  events  or  ideas   from  texts  and  use  quotations  and   reference  to  text.   AF3-­‐  Deduce,  infer  or  interpret   information,  events  or  ideas  from  texts.     AF4-­‐  Identify  and  comment  on  the   structure  and  organisation  of  texts,   including  grammatical  and   presentational  features  at  text  level.   AF3  –  Deduce,  infer  or  interpret   information,  events  or  ideas  from  texts.   AF2  –  Understand,  describe,  select  or   retrieve  information,  events  or  ideas   from  texts  and  use  quotation  and   reference  to  text.   AF5  –  Explain  and  comment  on  writer’s   use  of  language,  including  grammatical   and  literary  features  at  word  and   sentence  level.     AF6  –  Identify  and  comment  on  writers’   purposes  and  viewpoints,  and  overall   effect  of  the  text  on  the  reader.  

GCSE ASSESSMENT  OBJECTIVES-­‐  READING   AO2i  –  Read  with  insight  and  engagement,   making  appropriate  references  to  texts  and   developing  and  sustaining  interpretations  of   them.   AO2ii  –  Distinguish  between  fact  and  opinion   and  evaluate  how  information  is  presented.  

AO2iii –  Follow  an  argument,  identifying   implications  and  recognising  inconsistencies.   AO2iv  –  select  material  appropriate  to  their   purpose,  collate  material  from  different   sources  and  make  cross  references.   AO2v  –understand  and  evaluate  how  writers   use  linguistic,  structural  and  presentational   devices  to  achieve  their  effects,  and  comment   on  ways  language  varies  and  changes.  

KS3  ASSESSMENT  FOCUSES  -­‐   WRITING   AF1  –  Write  imaginative,  interesting   and  thoughtful  texts.   AF2  –  Produce  texts  which  are   appropriate  to  task,  reader  and   purposes.   AF3  -­‐  Organise  and  present  whole   texts  effectively,  sequencing  and   structuring  information,  ideas  and   events.   AF4  –  construct  paragraphs  and  use   cohesion  within  and  between   paragraphs.     AF6  –  Write  with  technical  accuracy  of   syntax  and  punctuation  in  phrases,   clauses  and  sentences.   AF7  –  Select  appropriate  and  effective   vocabulary.   AF8  –  Use  correct  spelling  

GCSE ASSESSMENT  OBJECTIVES  -­‐   WRITING   AO3i  –  Communicate  clearly  and   imaginatively,  using  and  adapting  forms  for   different  readers  and  purposes.   AO3ii  –  Organise  ideas  into  sentences,   paragraphs  and  whole  texts.  

AO3iii –  Use  a  range  of  sentence  structures   effectively  with  accurate  punctuation  and   spelling.  

Year 7  Programme           Key  Competencies  






    Afs  and  Lis   RAF5,  RAF7  Exploring  language  variation   Introduction     and  development,  according  to  time,   The  Learner:  Self   Language   place,  culture,  society  and  technology   Management                  The  Wider   Autobiography   WAF1,  WAF2,  WAF3,  WAF4,  WAF5   World:  Using  language,     Developing  viewpoint,  voice  and  ideas;   symbols  and  tools   Oral   Using  the  conventions  of  Standard   Presentation   English   The  Learner's  World:   RAF2,  RAF3,  RAF5  Developing  and   Belonging  to  and  Leading   adapting  active  reading  skills  and   Groups                                                                             strategies;  understanding  how  writers'   Prose       The  Wider  World:   use  of  linguistic  and  literary  features   Essay       Understanding  and   shapes  and  influences  meaning  WAF3,   demonstrating  rights  and   WAF  5,  WAF6  Varying  sentences  and   responsibilities   punctuation  for  clarity  and  effect   RAF2,  RAF3,  RAF6  Understanding  and   responding  to  ideas,  viewpoints,  themes   The  Learner:  Thinking                                             Non-­‐fiction  and   and  purposes  in  texts  WAF2,  WAF3,   The  Wider  World:   Media   WAF4  Using  and  adapting  the   Communicating  and   Essay   conventions  and  forms  of  texts  on  paper   interacting  with  ICT   and  on  screen;  Using  grammar  accurately   and  appropriately   RAF6,  RAF7  Reading  and  engaging  with  a   wide  and  varied  range  of  texts;   Poetry     The  Learner's  World:   Understanding  writers  and  layout  WAF3,   Own  poems  and   Relating  to  others   WAF4,  WAF7  Improving  vocabulary  for   comment                         precision  and  impact;  structuring,   organising  and  presenting  texts   RAF7  Relating  texts  to  the  social,   historical  and  cutural  contexts  in  which   The  Learner:  Resilience                                         Genre     they  were  written  WAF1,  WAF2,  WAF3   The  Wider  World:  Using   Creative  writing   Generating  ideas,  planning  and  drafting;   language,  symbols  and  tools   Developing  varied  linguistic  and  literary   techniques   The  Learner's  World:   Participating  and   contributing  



RAF4, RAF5  Commenting  on  language   Drama       use  ;  Developing  and  using  editing  and      Oral   proofreading;  WAF2  Write  for  audience   Presentation                 and  purpose  

Year 8  Programme           Key  Competencies  



    Afs  and  Lis   WAF1,  WAF2  generating  ideas,   planning  and  drafting;  using  and   The  Learner's  World:  Belonging  to   Media   adapting  the  conventions  and  forms  of   and  Leading  Groups                                                                     texts  on  paper  and  on  screen;   The  Wider  World:  Communicating   Oral   developing  and  using  editing  and   and  interacting  with  ICT   Presentation                                             proofreading  skills  on  paper  and  on   screen   RAF5,  RAF4  Analysing  how  writers'  use   of  linguistic  and  literary  features  shapes   and  influences  writers'  use  of   Poetry  and   organisation,  structure,  layout  and   audience   The  Learner:  Self  Management            The   presentation  WAF2  WAF3  WAF5   (relationships)   Wider  World:  Using  language,   WAF6  varying  sentences  and     symbols  and  tools   punctuation  for  clarity  and  effect;   Essay   structuring,  organising  and  presenting                                             texts  in  a  variety  of  forms  on  paper  and   on  screen;  using  the  conventions  of   Standard  English   The  Learner's  World:  Relating  to   others  

Prose   Transformational   Writing                                          

RAF2, RAf3,  RAF6  Understanding  and   responding  to  ideas,  viewpoints,  themes   and  purposes  in  texts  WAF1,  WAF2   developing  viewpoint,  voice  and  ideas  

The Wider  World:  Understanding   and  demonstrating  rights  and   responsibilities  

Non-­‐fiction     (Current  affairs)   News                                    

RAF2, RAF3,  Developing  and  adapting   active  reading  skills  and  strategies   WAF2  WAF3  WAF4  WAF5  WAF6  using   grammar  accurately  and  appropriately  




RAF7 Relating  texts    to  the  social  and   historical  context  in  which  they  were   written  WAF8  Reviewing  spelling  and   The  Learner:  Thinking                                      The   increasing  knowledge  of  word   Drama             Learner's  World:  Participating  and   derivations,  patterns  and  families  RAF5   Essay                               Contributing   RAF4  exploring  language  variation  and   development  according  to  time,  place,   culture,  society  and  technology;   3a/b*   commenting  on  language  use   RAF6,  RAF7  Reading  and  engaging  with   a  wide  and  varied  range  of  texts  WAF7   Genre   WAF1  WAF2  WAF3  Improving   The  Learner:  Resilience   Creative  Writing   vocabulary  for  precision  and  impact;   developing  varied  linguistic  and  literary   3a/b*   techniques   *   In   order   to   maximise   our   use   of   resources,   classes   may   study   these   units   at   different   times   during  these  terms  

Year 9  Programme     Key  Competencies  

The Learner:  Thinking                           The  Wider  World:  Understanding  and   demonstrating  rights  and   responsibilities  

The learner's  world:  Belonging  to  and   leading  groups  


    Afs  and  Lis   RAF7,  RAF2,  RAF3  Relating  texts  to  the   social,  historical  and  cultural  contexts  in   which  they  were  written;  developing  and   adapting  active  reading  skills  and   Poetry       strategies  WAF8  WAF7  Review   Essay                                                     spellingand  increase  knowledge  of  word   derivations,  patterns  and  families;   Improving  vocabulary  for  precision  and   impact   RAF2,  RAF3  Developing  and  adapting   Non-­‐fiction     active  reading  skills  and  strategies  WAF2,   Oral   WAF3,  WAF4,  WAF5,  WAF6  Using   Presentation              grammar                           apropriately;  using  the   conventions  of  Standard  English  

RAF5, RAF6  Analysing  how  writers'  use   The  learner's  world:  Participating  and   of  linguistic  and  literary  features  shapes   contributing                                         Drama       and  influences  meaning  WAF1,  WAF2    The  Wider  World:  Understanding  and   Essay                                          WAF3         Developing  viewpoint,  voice  and   demonstrating  rights  and   ideas;  generating  ideas,  planning  and   responsibilities   drafting   RAF6,  RAF7  Reading  and  engaging  with  a   wide  and  varied  range  of  texts;   Genre   The  Wider  World:  Communicating   developing  and  using  editing  and   Creative   and  interacting  with  ICT   proofreading  skills  on  paper  and  on   Writing                                                       screen  WAF1,  WAF2,  WAF3,  Developing   varied  linguistic  and  literary  techniques   RAF7,  RAF2,  RAF3,  RAF6  Relating  texts   to  the  social,  historical  and  cultural   The  Learner:  Resilience                     contexts  in  which  they  were  written;   Prose                The  Learner's  World:  Relating  to   understanding  and  responding  to  ideas,   Essay                                                       others   viewpoints,  themes  and  purposes  in  texts   WAF3,  WAF5,  WAF6  Varying  sentences   and  punctuation  for  clarity  and  effect   RAF4  Analysing  writers'  use  of   organisation,  structure,  layout  and   Media       presentation  WAF3,  WAF4,  WAF2   The  Learner:  Self  Management          The   Class   Structuring,  organising  and  presenting   Wider  World:  Using  language,   dependent             texts  in  a  variety  of  forms  on  paper  and   symbols  and  tools                                                   on  screen;  using  and  adapting  the   conventions  and  forms  of  texts  on  paper   and  on  screen  


Assessment   Assessment  at  Key  Stage  3  follows  the  English  National  Curriculum  and  is  used   as   an   ongoing   process   to   measure   learners’   actual   progress,   rather   than   their   ability   to   perform   during   one   particular   day   and   in   one   particular   text.     Each   learner  has  their  own  individual  profiles,  where  their  day  to  day,  week  to  week   and   year   to   year   progress   in   the   3   key   areas   of   Writing,   Reading   and   Speaking   and  Listening  is  assessed.      The  Assessment  Focuses  listed  in  the  Programme  of   Study  displays  which  areas  are  targeted.     Furthermore,   there   are   times   when   learners   will   use   their   past   learning   to   produce   a   sustained   piece   of   work,   such   as   a   critical   essay   or   a   formal   oral   presentation.    It  is  intended  that  such  learning  will  aid  all  learners  in  preparation   for  the  demands  of  GCSE,  IB  and  indeed  further  higher  education.    

English curriculum revised  

Speaking and Listening, Reading, Writing Assessment Focuses (AFs) found on attached individual rubrics Creativity, Critical Understanding, C...