As teachers of English our starting point is our awareness that each student entering the College already possesses significant Literacy skills which we will seek to develop and expand.  The study of Literature will be a key part of this process and it will also enable each student to enhance his capacity for making judgements of a social, moral and aesthetic nature and thus come to a deeper understanding of himself and of the world in which he lives.  Underpinning the work of the English Department is a positive embracement of new technologies to support and facilitate each student maximising their potential

English is a key subject in the core curriculum of the College and, in addition, flourishes at KS5 level.  If is, therefore, a major subject in its own right and also supports the work of other departments who all of course, require their students to communicate effectively in appropriate ways.  In turn we in the English Department whilst embracing our leading role in raising Literacy standards within the College, as outlined in ‘Count Read Succeed’, believe that all other departments must share responsibility for the teaching of Literacy sills.  ‘Literacy across the Curriculum’ is a vital concept and the English Department, working with all other Departments, seeks to accomplish this aim. 

   In addition to achieving academic excellence and examination success in English Language and English Literature, we wish all our students to acquire a ‘Language for Life’; to foster strong emotional intelligence skills to help each individual adapt to, and cope with, the demands of an ever changing 21st century world.   

"English is a key subject in the core curriculum of the College..."

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/ ENGLISH IN ST. MALACHY'S

The study of English in St Malachy’s College is recursive and based upon an incremental approach to developing three core skills areas across the demands of the KS3/4/5 curricula. 

The working practices of the English team will be informed by: a positive behaviour management strategy; common assessment practices; reflective/evaluative monitoring procedures; and a pupil centred approach to teaching and learning in order to ensure each individual student is supported to be a reflective learner and reach their own full potential.  The English department seeks to develop the ability of students to communicate with clarity, confidence and creativity.

Subject specific aims relating to core skills

SPEAKING AND LISTENING

• Speak with confidence, clarity, fluency and in appropriate forms of speech

• Speak in a range of situations and for a variety of audiences

• Speak for a range of purposes of increasing complexity

READING

• Read fluently and with understanding a range of different kinds of material, using reading methods appropriate to the material and the purpose(s) for which they are reading

• Have confidence in his capacity as reader of all forms of text (inc new media texts)

• Find pleasure in and be voluntary user of reading for information, interest, entertainment and for the extension of experience and insight that poetry and fiction afford

• See that reading is necessary for each individual’s personal life, learning throughout the curriculum and for the requirements of living and working in society

WRITING

• Write for a range of purposes e.g. creative, discursive, transactional, analytical, evaluative etc

• Have a sense of audience

• Organise the content of what is written in ways appropriate to the purposes

• Use styles of writing appropriate to the purposes and the intended readership

• Use spelling, punctuation and syntax accurately and with confidence

/ CURRICULAR ORGANISATION AND EXAMINATION STRUCTURE

Content:

Your son will explore and reflect upon a range of increasingly complex themes and issues arising from the study of a variety of fictional and non-fictional texts including a class novel, poetry, extracts from Shakespeare and media texts. He will focus on developing his oral and written communication skills in preparation for his GCSE years ahead. He will also complete three Controlled Assessment Tasks and Winter and Summer internal exams which will assess his ability in the three main areas of Communication: Reading, Writing and Talking and Listening. At the end of Year 10, and therefore the end of the Key Stage, he will be given a level in Communication based on controlled and computer assessments that year.

How he will be assessed:

• Assessment of formal and informal speaking and listening tasks such as presentations and group drama pieces and two formal Communication Tasks

• Assessment of reading skills through homework, comprehension and interpretation of fiction and non-fiction texts and two formal Reading Communication Tasks

• Assessment of writing skills through homework, timed essays in class and two formal Writing Communication Tasks     

• Monthly Common Homework Tasks with agreed Success Criteria

• One formal exam, in June, covering themes and issues studied. The final grades for the reports following the exam will incorporate marks from selected controlled assessment tasks completed throughout the year.  

How you can help:

Encourage your son to:

• read widely and with enthusiasm as this is one of the best ways to improve his communication skills;

• develop an interest in literature and oral and written expression; 

• use a computer for research and certain homework and redrafting;

• learn key literary terminology and know how to use it;

• redraft written work, if necessary;

• take pride and show initiative in the content & presentation of all class assignments & homework;

       be prepared: bring essential equipment to class e.g. relevant texts.