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English

Introduction

The journey from joining OBA to when you finally leave can seem somewhat daunting. Do not fear! The English department works hard with all other curriculum areas to support you on that journey. You will learn to gain confidence in yourself and your ability to succeed. You will enjoy a range of exciting, challenging and imaginative experiences both in the class room and other fantastic venues. We hark back to the by-gone era of Theatre and stride forward with technology – even encouraging reading via iPads! Create your own film – be a star! Lead in dynamic conversation or simply enjoy being a sensitive listener. What ever your strength – what ever you lack confidence in – you can guarantee that you will achieve the maximum success – and you might even enjoy it too! The English department has a clear aim: for every student to gain independence and confidence when communicating either through the written or the spoken word; to mature into considerate and responsible members of society where opinion is listened to and appreciated. Ultimately it is our wish that every student is supported to enable them to aspire to be the very best that they can be.


Support Materials

How we can help you further?


One to one and small group mentoring:


We all know how tricky it can be to keep the momentum of learning going, every day, every week, every month and every year. To this end we incorporate small group and one to one mentoring into the school day, to support students in developing skills that will enable a significant difference to their progress. This can be from the very straight forward such a spelling strategies to more complex higher thinking, explorative and planning techniques. These sessions are individually created to support the individual child.



Contact the staff

Miss S Kitt
CTL for English

Mrs T Toone
Second in Department, Teacher of English/Leader of Learning for English

Mrs C Rowbottom
Teacher of English

Mrs J Ash
Teacher of English/Lead Practitioner

Mrs N Barber
Teacher of English/Lead Practitioner for English

Miss R Houghton
Teacher of English

Miss C Jones
Teacher of English

Mrs C Streets
Teacher of English

Mrs C Davies
Teacher of English

Mrs F Shrubb
Teacher of English

Miss J Kellaway
Teacher of English

Miss K Gluch
Teacher of English

Miss K Scothern
Curriculum Assistant


  • Scheme Title

    Description

    Final Assessment

    Autumn Term

    Assessing Pupil Progress

    Paper 1

    Harry Potter Transition Unit

    Muggles? Quidditch? Hogwarts? Students will explore the magical world of Harry Potter. This scheme encourages the students to analyse the construction of Rowling’s memorable characters, to create their own magical games and to consider how language can be used to engage the reader.

    Reading Assessment: In what way is Robert Frost’s poem ‘The Road Not Taken’ an inspiration for young people?

    Writing Assessment: Students must imagine that when they walked through the doors of OBA on their first day of school they were transported to a magical place.

    Students must write an epistolary describing their adventures in this magical world.

    Speaking and Listening Assessment: ‘“Harry Potter and the Philosopher’s Stone” is a novel which has many male central characters but also includes strong female characters to ensure that the readership gender split is even- the book encourages both boys and girls to read.’

    Students must consider to what extent do they agree with this statement? They must then write a speech communicating their views.

    Students will use this speech to help them debate this issue.

    Spring/Summer Term

    Gulliver’s Travels

    In this scheme, students will experience 18th century literature, and begin to show a true appreciation of how context influences the way in which a text is produced and received. They have the opportunity to write for a variety of different forms, purposes and audiences including travelogues, travel guides, leaflets etc.

    Reading Assessment: Comparison of Belfast Confetti to an extract from Gulliver’s Travels

    Writing Assessment: Travel guide or travelogue

  • Scheme Title

    Description

    Final Assessment

    Autumn Term

    Theme of War

    In this scheme of learning, pupils will be explore the theme of war, with a strong focus on World War 1. The objective is for pupils to gain a deep contextual understanding of the era and be able to empathise with people living through conflict. This links with the GCSE in a variety of ways, for example, the poetry section we have chosen for GCSE is conflict, and the language focuses on non-fiction and fiction writing. Throughout the theme of war scheme, pupils will look at a range of fiction and non-fiction writing that stretches our pupils to aid the transition for GCSE. We will explore extracts from The Christmas Truce, Birdsong and a variety of poetry including the inspirational war poet, Wilfred Owen.

    Reading Assessment: A timed GCSE Style Language Paper. Questions based on a single extract addressing Language AOs 1, 2 and 4.


    Writing Assessment: A descriptive monologue, based on an image in the style of a GCSE writing paper.


    Speaking and Listening Assessment:To become an expert in a specific area of interest surrounding WW1 and to present this to the whole class.

    Spring/Summer Term

    Shakespeare

    What’s in a name?


    Well, if it is Shakespeare’s name, quite a lot! What breaks through yonder window is this scheme of work which invites Year 8 students to sample the delights of Shakespeare’s stories, characters, wit, trickery, magic and most of all, his rich and wonderful language.


    They will begin by introduced to the world of the stage, embedding the clear idea from the start that Shakespeare’s works should be watched and performed, and not just read straight from the page. They will look at character types, plot structures and explore some of Shakespeare’s best known heroes and heroines, villains and fools! Finally they will focus on the calamitous and hilarious world of The Mechanicals and the ‘play within a play’ in A Midsummer Night’s Dream.

    Reading Assessment: Analysis of major characters and their soliloquies.

    Writing Assessment: Transformation of the tale of Pyramus and Thisbe from A Midsummer Night’s Dream into 2 different formats. Extension: Commentaries on how they have been transformed.

    Speaking and Listening Assessment: Directing and reciting a soliloquy

  • GCSE English

    Students will study both English Language and English Literature alongside each other at GCSE. The courses complement each other and are excellent preparation for further study at AS/A-level.


    Edexcel English Language (9-1)

    The English Language qualification comprises of three components:

    • Component 1 – Fiction and Imaginative Writing (60%)
    • Component 2 – Non-Fiction and Transactional Writing (40%)
    • Spoken Language Endorsement (will be reported as a separate grade)


    Edexcel English Literature (9-1)

    The English Literature qualification comprises of two components:


    Component 1 – Shakespeare and Post-1914 Literature (50%)

    Students will study Macbeth and either An Inspector Calls or The Woman in Black. The exam lasts 1 hour and 45 minutes. Students will answer a two part question in Section A based on the Shakespeare element. Students answer one essay question from a choice of two in Section B based on their Post-1914 text. It is a closed book examination.


    Component 2 – 19th Century Novel and Poetry since 1789 (50%)

    Students will study A Christmas Carol and a collection of poetry based on the theme conflict. The exam lasts 2 hours and 15 minutes. Students will answer a two part question in Section A based on their 19th Century Novel. Students will answer one question in Section B on one named poem from the collection and another of their choice. They will also answer one question comparing two unseen contemporary poems. It is a closed book examination.

  • A-level English

    What are A-Levels?

    • An A-level is normally achieved through a two-year course that is a progression from a GCSE or equivalent.
    • AS (Advanced Subsidiary) is the first half of an A-level.
    • A2 is the second half of an A-level qualification.


    What does A-Level English have to offer?

    • Exciting exploration of language.
    • Opportunities to choose the texts you want to study.
    • Creative and original writing.
    • Playing around with style, genre, format and setting.
    • A wide variety of texts: scripted, unscripted, classical, contemporary, radio, TV.


    Edexcel A-level Language and Literature

    Component 1: Voices in Speech and Writing Students study a variety of non-literary and digital texts in Voices in Speech and Writing: An Anthology.
    Students will sit a written examination which lasts 2 hours and 30 minutes. The exam is split into two sections, and students will answer the question from both sections A and B.


    Component 2: Varieties in Language and Literature Students study one compulsory prose fiction anchor text and one other literary text selected from of a chosen theme.
    Students will sit a written examination that lasts 2 hours and 30 minutes. The exam is split into two sections. Students will answer one question from a choice of eight in section A and one question from a choice of four in Section B.


    Coursework

    The coursework component has been designed to allow students to demonstrate their skills as writers, crafting their own original texts for different audiences and purposes. This component allows students to pursue their own interests, applying the skills they have developed to investigate a topic they are interested in.

    Assignment 1: Two pieces of original writing; one piece of fiction writing and one piece of creative non-fiction writing.

    Assignment 2: One analytical commentary reflecting on their studied texts and the two original pieces of writing they have produced.
  • Pop-up Peterborough – Author Visit

    I enjoyed Syria Ahmed’s visit because when you meet the author of the book you get a real sense of the thought that went behind it and how it was written. We got to take part in a role play activity during the visit, which I particularly enjoyed as it gave an image to scenes that you had read about in the book, that you may have not otherwise understood. Making Henna hands to adorn the classroom for the visit was also great fun. I really enjoyed reading the book and was allowed to ask many questions about the characters and structure of the book. The author visits are always surprising as the author is sometimes different from what you actually imagined. I would love to take part in another author visit again in the future.


    Robyn (Yr 7)



    Charlie and the Chocolate factory

    In November, the first term at school, we got invited to see the theatre version of Charlie and the chocolate factory. We were really excited to see how it turned out because we enjoyed the film and the novel.

    When we arrived in London, we stepped into the entrance of the theatre full of miniature kiosks. Then we walked into the grand hall filled with magnificent paintings and three tiers of silky, red seating. After around ten minutes of waiting and odd looking hologram of a coco bean appeared on to the wavy, royal-red curtains. Then all of a sudden the curtains were gently drawn back revealing the awe-striking stage.

    The extravaganza began by showing a filthy dump with the main character; Charlie. We were on the edge of our seats, waiting in anticipation, of how the wonderful Dahl story could possibly be translated to the stage. The scene with Mike TV was extraordinary, Violet Beauregarde blueberry explosion was hilarious, but nothing could prepare us for the magic and awe of the Great Glass Elevator as it flew across the audience!

    We escaped Willy Wonka’s fabulous factory excited and tired.


    Graham, Shannon & Laura (Yr 7)



    The Peter Pan trip

    At the end of the first term back at Ormiston Bushfield Academy, there was a trip to go and see the theatre version of the well-known tale of peter pan at the Royal Shakespeare Theatre in Stratford-Upon-Avon. The show itself was actually called Peter and Wendy, which made you wonder what was different about this particular version.

    When we arrived at the theatre there was a lot of excitement. It was decorated with things which are significant to the show and we couldn’t wait to see how they pulled off all the magical features of it. Personally I love the book, written by J.M Barrie so I was a bit ambivalent because I wasn’t sure if the theatre version of the story would do justice to the book, however, as soon as the show began, I was sure I was going to love it.

    The playwright, Ella Hickson, and director, Jonathan Munby had the difficult task of captivating young audiences whilst also keeping the older viewers interested. They did this very successfully too! As you entered the auditorium, you saw the scene of a bedroom on the stage. The actors entered and the show began, they were brilliant and very believable. During the show there was a slight technical hitch as they had trouble getting the pirates ship off of the stage. The situation was dealt with and the show continued. It didn’t really detract from the excellence and magic of the show.

    Half way through the production, there was an interval and everyone discussed their opinions of it and what they anticipated to happen.

    The way that they made the characters fly and the pirates fight was very inventive and much better than I thought it was going to be. During the curtain call, everyone was clapping and cheering loudly and we were sad that it had finished but glad that we had come.


    Alice (Yr 8)


    Harry Potter

    On the way to the mind-blowing Harry Potter Studios, we had butterflies in our stomachs! Upon our arrival we realised just how extraordinary the studios were. As we wondered around we discovered magnificent and astonishing things that took our breath away! The places that had this effect, such as the house area; It made everything more magical than the film alone. It felt as we were in the presence of Daniel Radcliffe himself. To our astonishment there were actual flying broomsticks. It was as if we were in an illusion of magic! We went outside and the dream of seeing Dudley’s house became a reality. The only words we can use to describe this trip are mind-bogglingly awe-inspiring!


    Benjamin & Amelia (Yr 7)



    Elf the Musical

    On the Eighteenth of November, year 7 students were lucky enough to visit the theatre in London to see Elf: The Musical. This fun-filled Christmas extravaganza followed the story of Buddy the elf in his quest to find his father.
    We all came to school as if it was a normal day (except from the feel of Christmas cheer!) and still got to enjoy tutor time as normal until 8:55 when we all gathered in the cafeteria, bursting with excitement. Everyone sat down waiting to be called and taken into groups. At 9:30 we had all been registered, placed into groups and had been allocated seats for the theatre. It was time to leave.
    We all boarded the coach and with one final check we were on our own sleigh ride to the theatre to meet Buddy in person.
    When we arrived at the theatre we were all ecstatic. We all assembled on the path and crossed the road together. As we entered the theatre, everyone was excited. After half an hour we took our seats. Some people hired binoculars to help them see everything.
    The show was amazing and worth the wait. All the actors showed great energy. All of the performers delivered their lines, jokes and portrayed their characters amazingly. It wasn’t like we were watching a play; we were watching this poor elf fight for his father's affection. The musical was even better than the film!
    I would rate this experience a 4.5 out of 5 and would recommend this trip to other students. The musical left everyone in a great mood and it was a brilliant life experience.


    Harley (Yr 7)



    Macbeth Review

    This was a really powerful learning experience – it is not every day you have the opportunity to watch real live actors and a director on stage in your own Academy- and they were here just to help us all understand our Macbeth GCSE text! The complete experience was so informative and a lot of fun too. When the company stopped performing to explain the significance of word choice and character development, it was great as it allowed us to see how words can be interpreted differently yet still make a lot of sense. The performance showed us how to explore our own understanding of Macbeth in much more depth: we were completely absorbed by a double lesson of Shakespeare!

    The performance was engaging as the company asked for our participation through answering questions and sharing our opinions. Pupils and teachers were even invited to take part in the performance by playing different characters, thus making the performance even more engaging. The question and answer session at the end covered everything that we were not sure about and was tailored for all levels of familiarity of the text –so all the year 10 classes could participate. We enjoyed the whole experience very much and do not think that Shakespeare is boring at all (not like we ever did before - honest!)


    Kuba and Chloe (Yr 10)


  • Photo Gallery for pictures from our trips and events

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