1
The Duchess’ Community High School
Department of English
2016-2017
Curriculum, Marking
& Assessment Policies
2
DCHS English Department Curriculum, Marking & Assessment Policy 2016-17
1. What do we teach?
Years 9-13 curriculum calendars for 2016-17 English and Drama, including teaching and learning focus, assessment, and
homework
2. How do we mark?
English marking and feedback policy 2016-17
3. When and how do we assess?
Calendar of assessment
Explanation of assessment grids
Explanation of how progress is mapped
4. Grids
Conversion, full, high, and low grids for GCSE Literature, Reading, Writing, NEA Spoken Language, and Drama
All resources are also accessible to students and staff on frog.dchs-alnwick.org
under the title: English Curriculum, Marking & Assessment Policy
3
What do we teach? Curriculum calendars for 2016-17 English and Drama, including teaching and learning focus, assessment, and homework:
Year 9 KS3
Years 10 &11 GCSE Language & Literature
Years 10 & 11 GCSE Drama
Year 12 & 13 A-level Literature
Year 12 & 13 A-level Language
Years 12 & 13 A-Level Theatre & Drama
4
Year 9 English Calendar of Curriculum & Assessment Autumn 2016 Spring 2017 Summer 2017
7 weeks 7 weeks 7 weeks 6 weeks 5 weeks 7 weeks
Tea
chin
g a
nd
Lea
rnin
g L
iter
atu
re
Creative writing
What makes a good story?
Weekly development to look at
building plot, theme, character,
setting etc.
Poetry students will be introduced
to a variety of poetry. This range
will include both contemporary
work and examples from pre-1914.
Speaking and listening
opportunities included.
Study of a complete Novel – OMAM
An exploration of character and theme.
Students will also look at the connection
between text and social /historical context.
Study of a complete Shakespeare Play- MAAN
Students will read and discuss the text in full. Points can be
emphasised by watching the play via
‘digitaltheatreplus.com’ but this should not replace reading
and discussing the play. Skills of analysis and interpretation
to be developed.
Tex
t A
na
lysi
s Introduction to analysing text –
content
Structure
Language devices
Develop skills of analysis and
critical thinking. Students will be
taught to recognise a range of
poetic conventions and understand
how these have been used.
Analysis of a range of non-fiction articles
to understand the context and importance
of the Great depression.
Lessons explicitly show students how to
annotate and analyse a text.
The Text Analysis lessons are linked closely to the literature
lessons and in some cases sections of text are used in both
lessons.
First half term looks at the language of Shakespeare.
Second half term uses skills from the first half but relates to
extracts from MAAN.
SP
aG
Private reading
Parts of speech and sentence
types.
Private reading
Weekly spelling and vocabulary
development linked to technical
terms used to discuss and analyse
poetry.
Private reading
Emphasis on paragraphs and punctuation
to enhance meaning and fluency in own
writing.
Common spelling mistakes to be
addressed.
PEE and PEEA revisited.
Private reading
Shakespeare spelling and
language changes.
Commonly misunderstood
words
Private reading
Revision to look at areas
noted as problematic for
specific students /classes
Ass
essm
en
t
Speaking and listening – Urban
Myth
Write own original story.
Marked using DCHS Grid
(Wk7+) DIT task to follow up
teacher marking.
Response to ‘Havisham’
Marked using DCHS Grids. DIT
task as follow up to teacher
marking. (WK 5+)
Essay style
response to a
passage about
Crooks.
Marked using
DCHS grids.
DIT follow up to
teacher marking.
(Wk 6+)
Essay response:
“Steinbeck shows us
the life of an itinerant
worker as bleak. Do
you agree?”
Marked using DCHS
Grid. DIT task after
marking. (Wk 10+)
‘Mock’ style assessment. 3
questions regarding
relationships between central
characters. Marked using
DCHS reading grid. DIT task
after marking (WK6+).
Assessment based on an
extract from MAAN.
Taken from old K3 SATs.
Marked with DCHS Grid.
DIT task after marking.
Ho
mew
ork
Homework is identified in
purple on the Literature page
each week but will include
Speaking and listening task
prep.
Students will use their developing
knowledge of literary and rhetorical
devices from their reading and
listening to enhance the impact of
their own writing to produce an
original anthology of poems.
-
Homework is
identified in
purple on the
Literature page
each week.
Homework is
identified in purple
on the Literature page
each week.
Homework is identified in
purple on the Literature page
each week.
Homework is identified in
purple on the Literature
page each week.
5
Year 10 GCSE Language & Literature Calendar of Curriculum & Assessment Autumn 2016 Spring 2017 Summer 2017
7 weeks 7 weeks 7 weeks 6 weeks 5 weeks 7 weeks
Tea
chin
g &
Lea
rnin
g
Literature Study
Reading AIC and practice
analysis to support Paper 2,
Section A
Language Study
Explore character
perspectives in AIC through
the use of drama
Explore context of the play
through Non-fiction writing
Literature Study
Reading An Inspector Calls
and practice analysis to
support Paper 2, Section A
Language Study
Explore context of AIC
through reading short fiction
texts.
Literature Study
Reading R&J
And practice analysis to
support Paper 1, Section A
Language Study
Explore character in R&J
through fiction writing
Literature Study
Reading R&J and practice
analysis to support Paper 1,
Section A
Language Study
Literature Study
Study Poetry and practice
analysis to support Paper 2,
Section B
Language Study
Explore character in poetry
through fiction writing
Literature Study
Study Poetry and practice
analysis to support Paper 2,
Section B
Language Study
Explore poetry through
discussion
Ass
essm
ents
mar
ked
pro
gre
ssiv
ely
, m
ov
ing
tow
ard
s an
Eo
Y10
Tar
get
Language Assessment
Week 3: NEA Spoken
Language Hot Seat using
Spoken Language Grid
(Marked in the lesson)
Week 6: Nonfiction Writing
Assessment using Writing
Grid (DIT in week 7)
Language Assessment
Week 8: NEA Spoken
Language Presentation using
Spoken Language Grid
(Marked in the lesson)
Week 11: Fiction reading
assessment using Reading
Grid (DIT in week 12)
Literature Assessment
Week 13:AIC mock Paper 2,
Section A using AQA mark
scheme and indicative
content (DIT in week 14)
Language Assessment
Week 6: Fiction writing
assessment using the
Writing Grid
(DIT in week 7)
Literature Assessment
Language Assessment
Literature Assessment
Week 10: R&J mock Paper
1, Section A using the AQA
mark scheme and indicative
content
(DIT in week 11)
Language Assessment
Week 2: Fiction writing
assessment using the
Writing Grid
(DIT in week 3)
Literature Assessment
Week 4: Poetry mock Paper
2, Section B using the AQA
mark scheme and indicative
content
(DIT in week 5)
Language Assessment
Week 10: NEA Spoken
Language Group Discussion
using Spoken Language
Grid (Marked in the lesson)
Literature Assessment
Week 11: Poetry mock
Paper 2, Section B using the
AQA mark scheme and
indicative content
(DIT in week 7)
Ho
mew
ork
Digital Homework Packs
Digital Homework Packs
Digital Homework Packs
Digital Homework Packs
Digital Homework Packs
Digital Homework Packs
6
Year 11 GCSE Language & Literature Calendar of Curriculum & Assessment Autumn 2016 Spring 2017 Summer 2017
7 weeks 7 weeks 7 weeks 6 weeks 5 weeks
Tea
chin
g &
Lea
rnin
g
Literature Study
Reading ACC and practice
analysis to support Paper 1,
Section B
Literature Study
Preparation for Literature
mock exams in December.
Focus on exam technique
and practising required skills
Language Study
Preparation for Language
mock exams in December.
Focus on exam technique
and practising required skills
Literature
Content review and exam
preparations. Strategy
informed by results of the
Autumn Literature mock
Language Study
Review and exam prep
including a Language mock
to inform strategy.
Literature
Content review and exam
preparations. Strategy
informed by results of the
Autumn Literature mock
Language Study
Review and exam prep
including a Language mock
to inform strategy.
Literature
Content review and exam
preparations. Strategy
informed by results of the
Autumn Literature mock
Language Study
Review and exam prep
including a Language mock
to inform strategy.
Ass
essm
en
ts m
ark
ed p
rog
ress
ivel
y,
mo
vin
g
tow
ard
s a
n E
oY
11
Ta
rget
Literature Assessment
Read the following extract
and then answer the question
that follows.
How does Dickens present
Scrooge as an outsider to
society? Write about:
• How Dickens presents
Scrooge in this extract
• How Dickens presents
Scrooge as an outsider to
society in the novel as a
whole.
DIT to follow feedback from
assessment
Language Assessment
English Language Paper 1
full mock exam
English Language Paper 2
full mock exam
DIT to follow feedback
from mocks
Literature Assessment
English Literature Paper 1
full mock exam
English Literature Paper 2
full mock exam
DIT to follow feedback
from mocks
Language Assessment
Regular formative teacher
assessment of written
responses to specific
questions
DIT in response to feedback
Mock to be scheduled
Literature Assessment
Regular formative teacher
assessment of written
responses to specific
questions identified from
autumn 2 mock data
DIT in response to feedback
Language Assessment
Regular formative teacher
assessment of written
responses to specific
questions
DIT in response to feedback
Mock to be scheduled
Literature Assessment
Regular formative teacher
assessment of written
responses to specific
questions identified from
autumn 2 mock data
DIT in response to feedback
Language Assessment
Regular formative teacher
assessment of written
responses to specific
questions
DIT in response to feedback
Mock to be scheduled
Literature Assessment
Regular formative teacher
assessment of written
responses to specific
questions identified from
autumn 2 mock data
DIT in response to feedback
Ho
mew
or
k
Booklet practising language
skills
Booklet practising language
and literature skills
Booklet practising language
and literature skills
Booklet practising language
and literature skills
Booklet practising language
and literature skills
7
Year 10 GCSE Drama Calendar of Curriculum & Assessment Autumn 2016 Spring 2017 Summer 2017
7 weeks 7 weeks 7 weeks 6 weeks 5 weeks 7 weeks
Tea
chin
g &
Lea
rnin
g
Understanding of
explorative strategies and
devised performance
developed through the theme
of conflict
Understanding how to
respond to a
Component 1, Section 3,
live performance.
Continuing work from
previous half term, students
will complete a full
Component 2 devised
performance on the theme of
conflict.
Workshop school play
(spend a day with the cast &
design crew, then watch the
school play) option of
streaming
Read The Crucible and
apply understanding of
explorative strategies from
Autumn Term.
Prepare performance of 2
Extracts from The Crucible
while reading (though final
exam of Component 3 will
be on Blood Brothers, skills
are transferable)
Read The Crucible and
apply understanding of
explorative strategies from
Autumn Term.
Prepare performance of 2
Extracts from The Crucible
while reading (though final
exam of Component 3 will
be on Blood Brothers, skills
are transferable)
Workshop musical (spend a
day with the cast & design
crew, then watch the
musical) option of streaming
Read Blood Brothers and
apply understanding of
explorative strategies.
Prepare performance of 2
Extracts from Blood
Brothers while reading
Read Blood Brothers and
apply understanding of
explorative strategies.
Prepare performance of 2
Extracts from Blood
Brothers while reading
Ass
essm
ent:
Mar
ked
pro
gre
ssiv
ely
,
mo
vin
g t
ow
ard
s an
Eo
Y1
0 T
arg
et Formative Assessment
Component 1,
Section A (4 marks): Multiple choice, key terms
assessment
Summative Assessment
Component 2,
Devised Performance
(20 marks): Practical
soliloquy assessment
Formative Assessment
Component 1, Section C
(32 marks):
Teacher directed response to
a live performance
Summative Assessment
Component 2, Devised
performance (20 marks)
and
Devising Log (60 marks)
and DIT to improve
Formative Assessment
Component 3,
Performance of 2 Extracts
(40 marks) from
The Crucible
Summative Assessment
Component 1,
Section B (44 marks)
Mock Exam Q2
on The Crucible
Formative Assessment
Component 1, Section C
(32 marks):
Response to Exam Question
3, response to a live
performance
Summative Assessment
Component 1 (80 marks)
Full Mock Exam
on The Crucible
Formative Assessment
Component 3,
Performance of 2 Extracts
(40 marks) from
Blood Brothers (first half of
play)
Summative Assessment
Component 2, Devising
Log (60 marks) in response
to performed extracts. Use
filming to support log
writing.
Formative Assessment
Component 3,
Performance of 2 Extracts
(40 marks) from
Blood Brothers (second half
of play)
Summative Assessment
Component 1 (80 marks)
Full Mock Exam
on Blood Brothers
Ho
mew
ork
Homework
Digital Theatre
marked for ATL
Homework
Digital Theatre
marked for ATL
Homework
Digital Theatre
marked for ATL
Homework
Digital Theatre
marked for ATL
Homework
Digital Theatre
marked for ATL
Homework
Digital Theatre
marked for ATL
8
Year 11 GCSE Drama Calendar of Curriculum & Assessment Autumn 2017 Spring 2018 Summer 2018
Tea
chin
g &
Lea
rnin
g Review explorative strategies on
the theme of power.
Watch a liver performance and
review how to respond.
Complete Component 2 on the
theme of power. Film and utilise
film to support log.
Review The Crucible and apply
understanding of exam strategies.
Watch a live performance and
review how to respond.
Review Blood Brothers and apply
understanding of explorative
strategies.
Prepare performance of 2 extracts
from Blood Brothers .
Review Blood Brothers and The
Crucible, apply understanding of
explorative strategies.
Prepare performance of 2 extracts
from Blood Brothers while reading
Ass
essm
ent:
No
t-p
rog
ress
ive,
All
Ass
essm
ents
at
Eo
Y 1
1 T
arg
et
Formative Assessment
Mock Component 1, Section A
(4 marks) (extended multiple
choice of all key terms)
Summative Assessment
Mock Component 1,
Section C (32 marks): Response
to a live performance or streamed
Formative Assessment
(For GCSE) Component 2:
Devised Performance (20 marks)
Summative Assessment
(For GCSE) Component 2:
Devising Log (60 Marks)
Formative Assessment
Component 1,
Section B
(44 or 32 Marks)
on The Crucible and live
performance
Summative Assessment
Component 1,
Full Mock Exam
(80 Marks)
Formative Assessment
Component 3, film
Performance of 2 Extracts
(40 marks) from
Blood Brothers
Summative Assessment
(improve upon previous work with
whole class filmed critique)
Component 3,
Performance of 2 Extracts
(40 marks) from
Blood Brothers
Formative Assessment
Component 1,
Full Mock Exam
(80 Marks)
Summative Assessment
(improve upon previous work with
whole class filmed critique)
Component 3,
Performance of 2 Extracts
(40 marks) from
Blood Brothers
Ho
mew
ork
Homework
Digital Theatre
marked for ATL
(Over Summer) Mock
Component 1, Section 3,
response to a live performance
due Autumn 2017
Homework
Drafts of Devising Log for teacher
assessment
Homework
Mock essay questions for teacher
assessment
Homework
After school group extract practice
Homework
Mock essay questions for teacher
assessment and after school group
extract practice
9
A-Level Literature Calendar of Curriculum & Assessment AUTUMN YR 12 (1) AUTUMN YR 12 (2) SPRING YR 12 (1) SPRING YR 12 (2) SUMMER YR 12 (1) SUMMER YR 12 (2)
3 lessons per week
‘Intro to Tragedy’
‘Othello’ (Exam 1A at AS
& 1A at A Level)
‘Othello’ continues focused
on Lit. Genres: Drama (1A
at AS and 1A at A-Level)
Lit Genres: ‘Death of a
Salesman’ (1A at AS and
1A at A Level)
Lit Genres: ‘DOAS’
complete and revise
‘Othello’ for AS-Exam (1A
at AS)
Revision for examination
Literary Genres: Drama
(1A)
NEA preparation on
poetry (War/Sonnetts)
linked to Critical
Anthology
2 lessons per week
Aspects of Tragedy for Lit
Genres Prose and Poetry
The Remains of the Day
(Exam 2A at AS only +
available for NEA at A
Level)
Aspects of Tragedy for Lit
Genres Prose and Poetry
The Remains of the
Day(Exam 2A at AS only +
available for NEA at A
Level)
Aspects of Tragedy for Lit
Genres Prose and Poetry.
Exam 2a at AS and 1A at
A-Level)
John Keats
Collection:’Lamia’, Isabella
or The Pot of Basil’, La
Belle Dame Sans Merci’,
‘The Eve of St Agnes’
Aspects of Tragedy for Lit
Genres Prose and Poetry
complete ‘Keats’ and
prepare for exam through
revision.
(AS Exam 2A)
Revision for AS Exam 2A
Literary Genres: Prose
and Poetry
NEA preparation on ‘The
Remains of the Day linked
to Critical Anthology
Note: 2 essays need to be
completed 1200-1500
words- 1 prose, 1 poetry.
Tasks and focus on Critical
anthology must offer
variety of choice.
AUTUMN YR 13 (1) AUTUMN YR 13 (2) SPRING YR 13 (1) SPRING YR 13 (2) SUMMER YR 13 (1) SUMMER YR 13 (2)
3 lessons per week
Political and Social Protest
Writing Intro-‘A Doll’s
House’ (A2 Paper 2B).
NEA- War/Sonnets
Independently Completed
by Half term
Political and Social Protest
Writing Intro-‘A Doll’s
House’ (A2 Paper 2B).
Literary Genres: Aspects of
Tragedy- Revision of
‘Othello’, ‘DOAS’ and
‘Keats’ as well as elements
of tragedy reminders in
relation to paper 1A of the
A-Level.
Literary Genres: Aspects
of Tragedy- Revision of
‘Othello’, ‘DOAS’ and
‘Keats’ in relation to paper
1A of the A-Level.
Literary Genres: Aspects
of Tragedy- Revision of
‘Othello’, ‘DOAS’ and
‘Keats’ in relation to paper
1A of the A-Level.
Students have left
2 lessons per week
Intro to Elements of
Political and Social Protest
Writing- ‘The Kite
Runner’ (A2 Paper 2B
NEA independent work on
‘The Remains of the Day’
linked to Critical
Anthology completed by
half term
Political and Social Protest
Writing- ‘The Kite
Runner’ (A2 Paper 2B)
Introduction to Unseen
Element of the A2 Paper
2B examination- Focus on
commenting on elements of
political protest writing in
extracts.
Complete Unseen Element
of the A2 Paper 2B
examination.
Begin Blake’s ‘Song of
Innocence and Experience’
Paper 2B A-Level
Blake’s ‘Song of Innocence
and Experience’ Paper 2B
A-Level
Begin Revision for Paper
2B A-Level incorporating
‘The Kite Runner’, ‘A
Doll’s House’ & Blake’s
‘Songs of Innocence and
Experience’
Revision for Paper 2B A-
Level incorporating ‘The
Kite Runner’, ‘A Doll’s
House’ & Blake’s ‘Songs of
Innocence and
Experience’. Include
Unseen also and ensure
focus on elements of
political and social protest
writing.
Students have left
10
Year 12 Literature Calendar of Curriculum & Assessment
Year 12 English
Literature
Autumn 2016 Spring 2017 Summer 2017
7 weeks 7 weeks 7 weeks 6 weeks 5 weeks 7 weeks
Teac
hin
g an
d L
earn
ing
3 le
sso
ns
‘Intro to Tragedy’
‘Othello’ (Exam 1A at AS &
1A at A Level)
‘Othello’ continues
focused on Lit. Genres:
Drama (1A at AS and 1A at
A-Level)
Lit Genres: ‘Death of a
Salesman’ (1A at AS and
1A at A Level)
Lit Genres: ‘DOAS’
complete and revise
‘Othello’ for AS-Exam (1A
at AS)
Revision for examination
Literary Genres: Drama
(1A)
NEA preparation on poetry
(War/Sonnetts) linked to
Critical Anthology
2 le
sso
ns
2 lessons per week
Aspects of Tragedy for Lit
Genres Prose and Poetry
The Remains of the Day
(Exam 2A at AS only +
available for NEA at A
Level)
Aspects of Tragedy for Lit
Genres Prose and Poetry
The Remains of the
Day(Exam 2A at AS only +
available for NEA at A
Level)
Aspects of Tragedy for Lit
Genres Prose and Poetry.
Exam 2a at AS and 1A at
A-Level)
John Keats
Collection:’Lamia’,
Isabella or The Pot of
Basil’, La Belle Dame Sans
Merci’, ‘The Eve of St
Agnes’
Aspects of Tragedy for Lit
Genres Prose and Poetry
complete ‘Keats’ and
prepare for exam through
revision.
(AS Exam 2A)
Revision for AS Exam 2A
Literary Genres: Prose
and Poetry
NEA preparation on ‘The
Remains of the Day linked
to Critical Anthology
Note: 2 essays need to be
completed 1200-1500
words- 1 prose, 1 poetry.
Tasks and focus on
Critical anthology must
offer variety of choice.
Ass
essm
ent:
mar
ked
pro
gres
sive
ly, m
ovi
ng
tow
ard
s an
Eo
Y12
TG
3 le
sso
ns
Progress Journals
Mock Examination
questions x1
Progress Journals
Mock examination
questions x1
Progress Journals
Mock examination
questions x1
Progress Journals
Mock examination
questions x1
Mock examination
questions x2
Progress Journals
2 le
sso
ns
Progress Journals
Mock Examination
questions x1
Progress Journals
Mock Examination
questions x1
Progress Journals
Mock Examination
questions x1
Progress Journals
Mock Examination
questions x1
Progress Journals
Mock Examination
questions x2
Progress Journals
Ho
mew
ork
- Progress Journals
- Research - Frog
- Progress Journals
- Research - Frog
- Progress Journals
- Research - Frog
- Progress Journals
- Mock Exam Work
- Frog
- Progress Journals
- Mock Exam Work
- Frog
- Progress Journals
- Research - NEA essay
drafts
11
Year 13 Literature Calendar of Curriculum & Assessment
Year 13 English
Literature
Autumn 2016 Spring 2017 Summer 2017
7 weeks 7 weeks 7 weeks 6 weeks 5 weeks 7 weeks
Tea
chin
g a
nd
Lea
rnin
g
3 l
esso
ns
Political and Social
Protest Writing Intro-‘A
Doll’s House’ (A2 Paper
2B).
NEA- Sonnets
Independently Completed
by Half term
Political and Social
Protest Writing Intro-‘A
Doll’s House’ (A2 Paper
2B).
Literary Genres: Aspects
of Tragedy- Revision of
‘Othello’, ‘DOAS’ and
‘Keats’ as well as elements
of tragedy reminders in
relation to paper 1A of the
A-Level.
Literary Genres: Aspects
of Tragedy- Revision of
‘Othello’, ‘DOAS’ and
‘Keats’ in relation to
paper 1A of the A-Level.
Literary Genres: Aspects
of Tragedy- Revision of
‘Othello’, ‘DOAS’ and
‘Keats’ in relation to
paper 1A of the A-Level.
Students have left
2 l
esso
ns
2 lessons per week
Intro to Elements of
Political and Social
Protest Writing- ‘The Kite
Runner’ (A2 Paper 2B
NEA independent work
on ‘The Remains of the
Day’ linked to Critical
Anthology completed by
half term
Political and Social
Protest Writing- ‘The Kite
Runner’ (A2 Paper 2B)
Introduction to Unseen
Element of the A2 Paper
2B examination- Focus on
commenting on elements
of political protest writing
in extracts.
Complete Unseen Element
of the A2 Paper 2B
examination.
Begin Blake’s ‘Song of
Innocence and
Experience’ Paper 2B A-
Level
Blake’s ‘Song of
Innocence and
Experience’ Paper 2B A-
Level
Begin Revision for Paper
2B A-Level incorporating
‘The Kite Runner’, ‘A
Doll’s House’ & Blake’s
‘Songs of Innocence and
Experience’
Revision for Paper 2B A-
Level incorporating ‘The
Kite Runner’, ‘A Doll’s
House’ & Blake’s ‘Songs
of Innocence and
Experience’. Include
Unseen also and ensure
focus on elements of
political and social protest
writing.
Students have left
Ass
essm
ent:
mar
ked
pro
gre
ssiv
ely
, m
ov
ing
tow
ard
s an
Eo
Y12
TG
3 l
esso
ns
Progress Journals
Mock Examination
questions x1
Progress Journals
Mock examination
questions x1
Progress Journals
Mock examination
questions x1
Progress Journals
Mock examination
questions x1
Mock examination
questions x2
2 l
esso
ns
Progress Journals
Mock Examination
questions x1
Progress Journals
Mock Examination
questions x1
Progress Journals
Mock Examination
questions x1
Progress Journals
Mock Examination
questions x1
Progress Journals
Mock Examination
questions x2
12
Year 12 Language Calendar of Curriculum & Assessment
Year 12 English
Language
Autumn 2012 Spring 2016 Summer 2016
7 weeks 7 weeks 7 weeks 6 weeks 5 weeks 7 weeks
Tea
chin
g a
nd
Lea
rnin
g
3 l
esso
ns
RM
B
Language levels
Mode, formality, genre
Political and elections texts
Chapter 1
Levels continued
(resources on FROG)
Language and social
groups
Language and region
Language and occupation
Language and gender
Exam preparation
and completion
(Paper 2)
Ethnicity
2 l
esso
ns
SE
Text varieties
Audience, purpose, genre
Chapter 2
Critical Discourses
Animals texts
Chapter 2
Views and opinions of
language issues (social,
region)
Chapter 3
Views and opinions of
language issues (occupation,
gender)
Chapter 3
Exam preparation
and completion
(Paper 1)
Investigation
preparation
Ass
essm
ent:
mar
ked
pro
gre
ssiv
ely
, m
ov
ing
to
war
ds
an
Eo
Y1
2 T
G
3 l
esso
ns
Political writing text analysis
Regular, mini terminology
test(s)
Full terminology test
Unseen paper 2
Formal essay
Non-fiction writing
opinion article
Forma essay
Non-fiction opinion article
Paper2 preparation Formal essay
Non-fiction writing
opinion article
2 l
esso
ns
Health and well-being text
analysis
Terminology test(s)
Animal themed text
analysis as Paper 1 test
(guided)
(from Chapter 2)
Academic essay Summary of views and
opinions
Paper 1 preparation Ethnicity
essay/opinion
article
Ho
mew
ork
- Progress Journals
- Research
- Frog
- Progress Journals
- Research
- Refreshing AS
texts
- Frog
- Progress Journals
- Refreshing AS
texts
- Research
- Frog
- Progress Journals
- Mock Exam
Work
- Frog
- Progress Journals
- Mock Exam
Work
- Frog
- Progress Journals
- Research
- NEA essay drafts
13
Ho
mew
ork
DITs
Learning journals
- Intro
- Chapter 1
- Chapter 2
DITs
Learning journals
- Chapter 2
DITs
Learning journals
- Chapter 3.1,
3.2, 3.3, 3.4
DITs
Learning journals
DITs
Paper 2 preparation
Investigation
preparation
Learning journals
- Chapter
3.5
Year 13 Language Calendar of Curriculum & Assessment
Year 13
English
Language
Autumn 2012 Spring 2016 Summer 2016
7 weeks 7 weeks 7 weeks 6 weeks 5 weeks 7 weeks
Tea
chin
g a
nd L
earn
ing
3 l
esso
ns
LR
, C
R
Power of Persuasion
Power of Information
Power of Storytelling
Commentaries
Working on NEA
Language Change
With media and
topical perspectives
Chapter 5
Language in the World
Revision of Ethnicity
as relevant
Chapter 6
Paper 2 Revision
-Essay writing
-Text analysis
-Attitudes
-Directed writing tasks
Exam preparation and
completion
(Paper 2)
2 l
esso
ns
RM
B, JT
T
Language
Investigation
Language Acquisition,
spoken and multi-
modal
Chapter 4.1
Language Acquisition,
reading and writing
Chapter 4.2
Revision Paper 1
-Older and modern texts for analysis and
comparison
-Discursive essay writing
Exam preparation and
completion
(Paper 1)
Ass
essm
ent:
mar
ked
pro
gre
ssiv
ely
,
mo
vin
g
tow
ards
an
Eo
Y1
2 T
G
3 l
esso
ns
Complete original
writing (750 words)
and commentary (750
words)
Change task (Q3 of
specimen paper 2)
Opinion article (Q4 of
specimen paper 2)
World task (tbc)
Ethnicity/World task
(tbc)
Paper 2 preparation
(Q1 and 2 of specimen paper 2)
(tbc, tasks on occupation, region and social
groups)
Paper 2 preparation
(tbc, tasks on
Language in the World
and Language Change)
14
2 l
esso
ns
Complete
Investigation (2000
words)
Children’s Language:
spoken task (Q4 of
specimen paper 1)
Children’s language
task multi-modal (tbc)
Children’s language
reading task (tbc)
Children’s language
task (Q5 of specimen
paper 1)
Paper 1 preparation
(Q1, 2, 3 of specimen paper 1)
Paper 1 preparation
(tbc, tasks on
Children’s Language)
H
om
ework
DITs
Learning journals
DITs
Learning journals
DITs
Learning journals
Learning journals Revision
15
Year 12 Drama
and Theatre
Autumn 2016 Spring 2017 Summer 2017
7 weeks 7 weeks 7 weeks 6 weeks 5 weeks 7 weeks
Tea
chin
g a
nd L
earn
ing
3 l
esso
ns
Component 2 (C3 A-
Level) Katie
Mitchell-
(Practitioner Theory)
Component 2 (C3 A-
Level) Play 1-
Workshop +
Performance + Write
½ supporting Notes for
AS
Component 2 (C3 A-
Level) Play 2-
Workshop +
Performance + Write
½ supporting notes
for AS
Revision for
Component 1
Complete Supporting
Notes- Component 2
Devising Process &
Updating of Working
Notebook
Devising Process &
Updating of Working
Notebook
2 l
esso
ns
Hedda Gabler-
Component 1- Interp
Drama + Selection of
Live Performances
Seen
Hedda Gabler-
Component 1- Interp
Drama
+ Selection of Live
Performance Seen
Hedda Gabler-
Component 1- Interp
Drama + Selection of
Live Performance
Seen
Revision for
Component 1- Interp
Drama + Live
Performance Seen
Nick Hytner-
Component C2 at A-
Level)- Practical
theory for devising
Devising Process &
Updating of Working
Notebook
Ass
essm
ent:
mar
ked
pro
gre
ssiv
ely,
mo
vin
g t
ow
ards
an E
oY
12 T
G
3 l
esso
ns
Progress Journals
demonstrating learning
in workshops
Testing understanding
of Katie Mitchell
techniques
Progress Journals
demonstrating learning
in workshops
Supporting notes
based around play 1
Progress Journals
demonstrating learning
in workshops
Supporting notes
based around play 2
Examination papers
Final supporting notes
for formal assessment
at end of AS exam.
Progress Journals
demonstrating learning
in workshops
Progress Journals
demonstrating learning
in workshops
2 l
esso
ns
Progress Journal write
ups
Exam questions on
‘Hedda Gabler’
Progress Journal write
ups
Exam questions on
‘Hedda Gabler’
Progress Journal write
ups
Exam questions on
‘Hedda Gabler’
Progress Journal write
ups
Exam questions on
‘Hedda Gabler’
Progress Journal write
ups
Exam questions on
‘Hedda Gabler’
Progress Journal write
ups
Exam questions on
‘Hedda Gabler’
16
Year 12 Drama & Theatre Calendar of Curriculum & Assessment
Hom
ewo
rk
- Progress
Journals
- Exam
Questions
- Progress
Journals
- Exam
Questions
- Supporting
notes
- Practical
rehearsal
- Progress
Journals
- Exam
Questions
- Supporting
notes
- Practical
rehearsal
- Progress
Journals
- Exam
Questions
- Supporting
notes
- Practical
rehearsal
- Progress
Journals
- Exam
Questions
- Supporting
notes
- Practical
rehearsal
- Progress
Journals
- Exam
Questions
- Supporting
notes
- Practical
rehearsal
17
When and how do we assess?
Calendar of assessment
Explanation of assessment grids
Explanation of how progress is mapped
18
When and how do we assess? Year 9 Year 10 Year 11
Lit
era
ture
Autumn 2 Poetry Assessment
Grid used for marking & data entry
Spring 2 OMAM Assessment
Grid used for marking & data entry
Autumn 2 AIC Assessment
AQA mark scheme used for indicative content & Conversion grid
used for data entry
Spring 2 R&J Assessment
AQA mark scheme used for indicative content & Conversion grid
used for data entry
Summer 1 & 2 Poetry Assessments
AQA mark scheme used for indicative content & Conversion grid
used for data entry
Autumn 1 ACC Assessment
AQA mark scheme used for indicative content &
Conversion grid used for data entry
Autumn 2 until the end of the year
Literature Mocks
AQA mark scheme used for indicative content &
Conversion grid used for data entry
Rea
din
g
Autumn 1 Baseline Nonfiction
Grid used for marking & data entry
AO1&2
Summer 1 MAAN Assessment
Grid used for marking & data entry
AO(1 & 4)
Summer 2 MAAN Assessment
Grid used for marking & data entry
(AO 2,3 &4)
Autumn 2 Fiction Reading Assessment
AQA mark scheme used for indicative content & Conversion grid
used for data entry
Autumn 2 until the end of the year
Fiction & Nonfiction Reading
Language Mocks
AQA mark scheme used for indicative content &
Conversion grid used for data entry
Wri
tin
g
Baseline test at start of year 9
(letter task) Grid for marking
Autumn 1 Fiction Writing Assessment
Grid used for marking data entry
Spring 1 OMAM Crooks Assessment
Grid used for marking & data entry
Autumn 1 Nonfiction Writing Assessment
Grid used for marking data entry
Spring 1 Fiction Writing Assessment
Grid used for marking data entry
Summer 1 Fiction Writing Assessment
Grid used for marking data entry
Autumn 2 until the end of the year
Fiction & Nonfiction Writing
Language Mocks
AQA mark scheme used for indicative content &
Conversion grid used for data entry
SL
Autumn 1 Urban Myth
Grid used for marking & data entry
Autumn 1 Drama Hot Seat
Grid used for marking & data entry
Autumn 2 Presentation
Grid used for marking & data entry
Summer 2 Group Discussion
Grid used for marking & data entry
NEA Assessments complete
19
What are the Grids?
The grids are assessment tools that enable the DCHS English department to measure student progress from years 9-11 against the skills set out by AQA in their
GCSE Literature, Language, and Drama courses. All of the work we do in English prepares students to develop the following skills:
Language Assessment Objectives Literature Assessment Objectives Drama Assessment Objectives
AO1:
• identify and interpret explicit and implicit information and ideas
• select and synthesise evidence from different texts
AO2: Explain, comment on and analyse how writers use language
and structure to achieve effects and influence readers, using relevant
subject terminology to support their views
AO3: Compare writers’ ideas and perspectives, as well as how these
are conveyed, across two or more texts
AO4: Evaluate texts critically and support this with appropriate
textual references
AO5: Communicate clearly, effectively and imaginatively, selecting
and adapting tone, style and register for different forms, purposes and
audiences. Organise information and ideas, using structural and
grammatical features to support coherence and cohesion of texts
AO6: Candidates must use a range of vocabulary and sentence
structures for clarity, purpose and effect, with accurate spelling and
punctuation. (This requirement must constitute 20% of the marks for
each specification as a whole.)
AO7: Demonstrate presentation skills in a formal setting
AO8: Listen and respond appropriately to spoken language, including
to questions and feedback on presentations
AO9: Use spoken Standard English effectively in speeches and
presentations.
AO1: Read, understand and respond to texts.
• maintain a critical style and develop an
informed personal response
• use textual references, including
quotations, to support and illustrate
interpretations.
AO2: Analyse the language, form and
structure used by a writer to create meanings
and effects, using relevant subject
terminology where appropriate.
AO3: Show understanding of the
relationships between texts and the contexts
in which they were written.
AO4: Use a range of vocabulary and
sentence structures for clarity, purpose and
effect, with accurate spelling and
punctuation.
AO1: Create and develop ideas to
communicate meaning for theatrical
performance.
AO2: Apply theatrical skills to
realise artistic intentions in live
performance.
AO3: Demonstrate knowledge and
understanding of how drama and
theatre is developed and performed.
AO4: Analyse and evaluate their
own work and the work of others.
21
How do we mark? English marking and feedback policy 2016-17 for Years 9-13
English Marking and Feedback Policy 2016-2017
Purpose:
To ensure that a rigorous and consistent pattern of continual assessment takes place within the English team.
To ensure teaching staff can demonstrate a full understanding of student progress throughout an academic year or course.
To ensure students are empowered in English through a full understanding of their progress, achievement and key areas for development
Outstanding feedback follows the ‘Cycle of Progress’
22
Outstanding feedback in the English Department also…
- Uses and EBI. Students are told what they are doing well
- ( ) and how their work can be even better (EBI) in order to make
progress
- Is directly related to learning questions, success criteria and assessment
objectives
- Is consistent across the department
- Is recorded by the teacher in the appropriate spread sheet to
monitor progress
- Actively involves the students e.g. through the use of peer assessment
and self-assessment. NB. Peer and self-assessment should not replace
teacher feedback but should be in addition to it
Time scales – we mark year 9, 10 and 11 twice per half term
- All students should receive detailed feedback from their teacher that tells them where they are and what they need to do to improve twice per half
term. This will be through the use of EBI and will also include literacy marking. - This will include formal assessments and not be in addition to formal assessments such as mock exams
- Students will also be given enough time to adequately respond to their feedback and complete DIT so they can show they are moving forward and
making progress. Therefore, the minimum amount of DIT that should be seen in student’s books is twice per half term. However, there may well
be much more DIT than this if students are also given DIT time after peer and self-assessment
- It is expected that teachers acknowledge mark students notes by giving a tick on each page, obviously picking up on any misunderstandings that have
occurred, but in general 2 pieces of extended writing per half term should be marked thoroughly
23
- In the run up to the exams in the summer term formative marking will increase to once per week for year 11 as students complete frequent practice
questions
Sixth form marking – we will mark every two weeks at 6th form level, students will also have one formal assessment per half term
Progress Journals:
- Progress Journals are to be used in all Sixth Form lessons
- Students will reflect on what they have learned and will write their thoughts into an exercise book. Students will go through the cycle two weeks which
involves:
o Teacher will give feedback using EBI
o Students will then have DIT time to move forward with their learning in response to the teacher’s feedback, this may be done as homework
o Teachers will then respond to students DIT
- In addition to marking learning journals, students will have one formal assessment per half term. This will increase to once per week prior to the exams.
Colour coding:
- Teachers are to mark in red pen and use EBI when giving formative feedback
- Students are to do DIT and ‘recall’ writing in green pens
- Students are to complete peer and self-assessment in black pen – they can highlight that peer or self-assessment has taken place by writing ‘peer
assessment’ or ‘self-assessment’ in the margins
Homework:
- In all subjects and across all year groups homework should be set once per week.
- In years 9, 10 and 11 homework booklets will be completed by students. These booklets will develop skills that are directly related to the exam
specifications
- The questions will be short comprehension style questions/which will require only a tick in terms of marking
- Booklets will be checked every week by the subject teacher. The teacher should mark the booklet a minimum of every 3 weeks and give the student a
mark e.g. 5/10 and A2L and record this in their planner/spreadsheet/mark book
24
Rationale behind homework marking:
- Homework is extremely beneficial to students’ in establishing effective habits of learning and consolidating what they have learned in lessons
- We do however recognise that it would be impossible for teachers to provide detailed feedback on what amounts to hundreds of students every week
- Class work and mock exams will be the main focus for detailed written feedback, this also ensures parity between our more advantaged and
disadvantaged students as we can ensure the work we are making is the student’s own work