Language lies at the heart of developing in our pupils the capacity to express themselves confidently, logically and imaginatively. To learn well, boys must be inspired, challenged and engaged and for these reasons, we work together to provide clear and ambitious goals for all boys in their English studies.
Boys have access to a wide range of literary material and are encouraged to evaluate their own critical writing about texts, commenting on the authorial perspectives offered on individuals, community and society in texts from different cultures and historical periods.
Pupils are taught to plan, draft and re-read work to anticipate the effect on the reader and revise style and structure, as well as accuracy with this in mind. Throughout their time in lower school, boys engage closely with:
- Writing to imagine, explore and entertain
- Writing to inform, explain and describe
- Writing to persuade, argue and advise
- Writing to analyse review and comment
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Research and study skills
Boys are required to review and extend their own strategies for locating, appraising and extracting relevant information, synthesising data from a range of sources and then evaluating the relevance, reliability and validity of information available through print, ICT and other media sources.
Boys are taught to know and use effectively the vocabulary, grammar and stylistic conventions of the specific writing forms, adapting the stylistic conventions of the non-fiction text types to fit different audiences and purposes.
Boys embark on a range of individual and group activities that extend their development as speakers in a range of different contexts.
During their English studies, boys are taught a range of drama techniques, including work in role, to explore issues, ideas and meanings. In their study of Shakespeare texts, for example, they may develop and compare different interpretations of scenes or plays. Boys are also encouraged to write critical evaluations of performances they have seen or in which they have participated, identifying the contributions of the writer, director and actors.
Teachers undetake the following units of work in common:
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Year
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Term 1
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Term 2
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Term 3
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7
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Fiction
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Drama & Poetry
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Non-Fiction & Media
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8
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Non-Fiction & Media
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Fiction
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Drama & Poetry
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9
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Fiction
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Drama & Poetry
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Non-Fiction & Media
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The outline of the units of work is general enough to allow teachers flexiblity when selecting texts; however, it encourages consistency and sharing of ideas within the department.
Year 7 and Year 8 form have timetabled library lessons.
All Year 7 pupils should participate in the Reading Challenge this year. The Reading Challenge is designed to encourage pupils to read a wide range of challenging fiction.
The Reading Challenge is set in two parts and pupils will have one term to complete both parts. Part One allows pupils to achieve a Certificate of Merit. In order to achieve this, pupils will need to read six books from the set booklist – one from each of the selected categories. Once they have completed this, they may then move on to the second part.
Part Two allows pupils to achieve a Certificate of Excellence. In order to achieve this, pupils will need to read a further six books from the set booklist, again one from each of the six categories, giving a total of twelve books. Pupils will be credited for each book that they read if they can answer a series of questions about it.
A prize will be awarded to the first pupil in each form who completes both parts of the Reading Challenge.
A similar Reading Award is currently being trialled with Year 8 boys and we hope to introduce this across the Year group from September 2009.
Library quests or investigative activities also help the boys fully appreciate the value of the library resources at the school – resources to help here are currently being developed and will be placed in the Library File.
Although boys in Year 9 do not have an ‘official’ library lesson, they are encouraged to use the library as much as possible and engage in a substantial assignment during the course of the year that requires sustained and advanced use of library resources.
