English

The English curriculum incorporates learning from Early Years to AS/A2 level. Even though we are a private school, the national curriculum underpins our teaching and learning processes. However, as we design and tailor the curriculum to cater for individual need, we are able to manipulate the pace and differentiate teaching to ensure every child accesses the curriculum. We place an onus on basic English skills and do indeed go beyond the national curriculum by embedding appropriate uses of grammar in standard English. This has been reflected in the school’s academic results and is integral to all aspects of written work.

Furthermore, as children progress through the school, grow and mature we can assess the level of work needed to enhance their learning and subsequent ability. This has been exemplified in recent years by children taking English exams early. We believe that ability is not synonymous with chronological age as every child is an individual. Again, there is a focus on enhancing ability across the spectrum from children with special educational needs to high achievers. It is our policy that every child is able to fulfil every potential they possess helped and assisted by dedicated and committed members of staff.

The cycle of teaching and learning is continuous, we always endeavour to improve and adapt the curriculum to ensure maximum learning.

Phone: 01305 264925

E-mail: info@dorchesterprepschool.co.uk

Early Years- Conforms to national curriculum and Government standards enriched by fun and exciting teaching built within a stimulating environment conducive to learning.

KS1- Children pursue a set framework outlined in the national literacy strategy. The main focus of which is reading, writing (including spelling) and speaking and listening skills. Regular and informal assessment ensures each child acquires these skills before the end of the key stage.

KS2- Conforms to the national curriculum however, learning is enriched with individual focused activities. At this point, children have the opportunity to pursue higher level work if all national curriculum objectives and targets have been previously met. Schemes of work are devised to split national curriculum objectives over two years to ensure both year groups in the same class have the opportunity to explore content fully and eliminate repetition. Also, we then have the opportunity to collaborate on projects on a cross-curricular basis and pursue work suitable to learning need. For example, KS2 students have previously had the opportunity to access simplified GCSE tasks and resources due to higher level of understanding and appropriate time to explore and discuss.

KS3- Conforms to the national curriculum however, learning is enriched with individual focused activities. At this point, children have the opportunity to pursue higher level work if all national curriculum objectives and targets have been previously met. Schemes of work are devised to split national curriculum objectives over two years to ensure both year groups in the same class have the opportunity to explore content fully and eliminate repetition. Also, we then have the opportunity to collaborate projects on a cross-curricular basis and pursue work suitable to learning need.

KS4- We feel it prudent to introduce GCSE English and English Literature early to our year 9 students. Students pursue GCSE syllabus and set texts and tasks early to ensure they have a deeper understanding at year 11. Teaching is paced to suit group dynamics and at this level students would be only expected to develop insight into GCSE work. As they progress, we shape and develop their skills acquired in year 9 to meet expectations outlined by exam board. Again, the difference between ability and chronological age is high-lighted as children likely to achieve a good result in year 10 will be encouraged (upon consultation) to pursue exams early. Children at the lower end of the spectrum benefit from this reasoning, as they are introduced early to exam expectations and consider year 9 as a prelude to their GCSE. Indeed, all work is considered ‘possible coursework’ from year 9 to year 11; this helps us to remove exam pressure from children in their GCSE final year.

GCSE- GCSE is usually taken in year 11, due to three years prior preparation. The syllabus encapsulates texts from different cultures, historical eras and societies. The student’s have an opportunity to obtain two GCSEs in English, one in literature and one in language. Course content involves textual analysis, inference activities, writing with a purpose for an audience, responding to media, drama and poetry, creative writing, Shakespeare and vast array of associated activities. Thus, it is our intention that at the end of year 11 students progress to further opportunities as well-informed and knowledgeable individuals. Both courses consist of supervised coursework and result in an examination at the end of year 11.

A Level- The school is able to provide English at AS and A2 level. Our students have the freedom to select which syllabus they might like to follow, either literature, language or a combination of both. Due to the nature of enrolment we offer A-levels as either one to one personal tuition or in small groups. Students pursuing an accredited A-level programme at our school have found the qualification as an access to higher education or employment.

Devised by Mrs H. Topliss

Literacy Coordinator

23/11/07