English Faculty Policy 

Curriculum Statement

Curriculum Statement

The English Faculty teaches its students the National Curriculum programme of study for English.  Our aim is to provide a broad balanced programme of study that engages our students and encourages them to develop their core skills and understanding of themselves and others so that they are able to communicate their needs, ideas and emotions as fluently as possible.  Texts and key themes are adapted where appropriate to meet the needs of individual groups.  In Key Stage 3, Key Stage 4 and Key Stage 5 students benefit from engagement with a wide range of texts designed to enable them to both acquire knowledge and build on what they already know.  Language skills are essential to participating fully as a member of society and therefore these skills are prioritised.   Thematic groups work with a cross-curricular themed approach to their learning, incorporating stimulating texts that fit with the themes and build greater understanding of themselves and the world around them.  Their work builds on skills developed through Early Years Foundation Stage. 

Throughout each key stage all students are taught with an understanding of the need to reinforce all written texts incorporating individual learning styles and communication methods.  The attainment targets cover the principal areas of our work in developing students’ skills and understanding:

Spoken Language

The national curriculum continues to reflect the importance of spoken language in pupils’ development across the whole curriculum. Spoken language underpins the development of pupils’ reading and writing and therefore we work to ensure that pupils’ confidence and competence in this area continues to develop. We encourage students to develop these skills in a variety of contexts from one to one communication with an adult/peer, paired and small group discussions to the use of role play involving familiar and unfamiliar audiences.   As students develop they will be encouraged to make presentations with an increasing focus on the use of language in different contexts and also engage in debates.   Particular emphases is given to the use of drama as an effective means of building language and understanding as well as reinforce core communication skills.  Use of signing and other augmentative and alternative communication devices should be taught as appropriate to allow all students to communicate and express their opinion and choice. 


Reading at all key stages aims to ensure that students have the opportunity to engage with a wide, varied and challenging range of texts.  Students will read whole books, to read in depth and to read for pleasure and for

information. [This work is continued through the Read Write Inc programme of study and support for developing individual reading choices from form tutors through home reading.]  Students move from gaining confidence in reading aloud to being able to decode text to a level where they can respond to implied and latent meanings beyond the literal.   Students are encouraged to use their reading skills to review both their own work and the work of others.  The wide range of fiction and non-fiction texts, including simplified versions of major works, used within the English Programme of Study is designed to meet the needs of the range of students and increase their awareness of language, comprehension and confidence as readers. This work will also support students to enhance their vocabulary and understanding of grammar and punctuation which will benefit development of their writing skills.


Students are taught, in the first instance, to write communicating a basic idea as independently as possible and then build to using correct punctuation, interesting vocabulary and in a legible hand.  Students will be taught to control their speaking and writing consciously, understand why sentences are constructed as they are and to use Standard English.  Decisions about progressions should be based on the security of students’ linguistic knowledge, skills and understanding and their readiness to progress to the next stage. Students whose linguistic development is more advanced should be challenged through being offered opportunities for increased breadth and depth in reading and writing. Those who are less fluent should consolidate their knowledge, understanding and skills, including through additional practice.  It is our intention that over KS3, KS4 and KS5 students become confident in writing for a wider range of purposes and audiences, in a variety of forms.  I.T. should be used by all students as appropriate particularly with helping overcome difficulties arising from specific learning difficulties but also for the purposes of review, development and final presentation of work as well as supporting the work of the I.T. Faculty by embedding key functional I.T. skills. 


In response to the National Literacy Strategy the Faculty has supported the school in developing a plan appropriate to our students.  Literacy targets are drawn from the Primary Framework for Literacy as well as the National Literacy Strategy for KS3.  Literacy targets are reviewed as part of the teacher’s planning for a particular module of work.  General targets are selected for the group as well as individual targets identified for particular students. Students in all key stages will continue to work to develop their core literacy skills and continue to be part of the formative profiling process where they are supported to identify individual targets for Spoken Language, Reading and Writing, to be reviewed with a teacher on a termly basis.   In KS4 & KS5 the literacy targets will be taken from the appropriate examination qualification.

Literacy Across the Curriculum:

In addition to the work completed in the English Faculty, the Read Write Inc programme reinforces core literacy skills and encourages our students to use these skills in all lessons.  The school’s Literacy Across the Curriculum Policy encourages everyone to see these key skills as everyone’s responsibility to develop; all Faculties have identified key literacy targets and ensure that these are incorporated into the teaching of programmes of study to maximise learning. 

All teaching rooms have appropriate dictionaries, Read Write Inc Speed Sound charts and Signalong dictionaries to ensure that students’ are encouraged to transfer working on their core literacy skills into all areas of learning.  [Please see the  Literacy Across the Curriculum and the Read Write Inc. policy documents for further information.]


Reviewed by A Sugden
September 2016



Through wide, varied and challenging programmes of study and a positive ethos focused on encouraging students to identify and acknowledge small step achievements and identify next step targets, we aim to encourage all students to achieve their individual potential in all attainment target areas.

1.     How Language Works    

It is our intention to teach students how to use language in order to communicate their ideas as fluently as possible through, verbal (to include signing and other augmented communication methods as appropriate to the individual) and written form and to benefit from studying and understanding the writings of others.  Students should be given the opportunity to reinforce and build on knowledge gained in Key Stage 2 and then Key Stage 3 & 4. Decisions about progression will be based on the security of students’ linguistic knowledge, skills and understanding and their readiness to progress to the next stage.  

Spoken English

Students will be taught to speak confidently and effectively, including through:

  • using Standard English confidently in a range of formal  and informal contexts, including classroom discussion.
  • giving short speeches and presentations, expressing their own ideas and keeping to the point
  • participating in formal debates and structured discussions, summarising and/or building on what has been said (higher level challenge)
  • taking part in drama activities, initially with support then through building skills improvising, rehearsing and performing play scripts and poetry in order to generate language and discuss language use and meaning, using role, intonation, tone, volume, mood, silence, stillness and action to add impact.


Students should be taught to

  • develop an appreciation and love of reading, and read increasingly challenging material with increasing independence (wide range of fiction and non-fiction texts)
  • understand increasingly challenging texts through learning new vocabulary, knowing the purpose, audience and context, making inferences and referring to evidence and checking to make sure that what they have read makes sense
  • read critically through knowing how language presents meaning; recognising poetic conventions; studying setting, plot and characterisation; how dramatists communicate effectively through performance; making critical comparisons across text; studying a range of  authors.


  • Students should be taught to write as accurately, fluently, effectively and at length for pleasure and information through write for a wide range of purposes and audiences 
  • summarising and organising material, supporting ideas and arguments with necessary factual detailapplying their growing knowledge of vocabulary, grammar and text structure to their writing and selecting the appropriate form
  • drawing on knowledge or literary and rhetorical devices from their reading and listening to enhance the impact of their writing (higher level skill)

In addition, they should be taught to plan, draft, edit and proof-read through

  • considering how their writing reflects the audiences and purposes for which it was intended
  • amending the vocabulary, grammar and structure of their writing to improve its coherence and overall effectiveness
  • paying attention to accurate grammar, punctuation and spelling are as accurate as possible.  [Rules set out in English Appendix 1 to the key stage 1 ad 2 programmes of study for English.  Also applying knowledge and skills gained from the Read Write Inc programme.]

Grammar and Vocabulary

Students should be taught to consolidate and build on their knowledge of grammar and vocabulary through

  • extending and applying the grammatical knowledge in English Appendix 2 to the key stage 1 and 2  programmes of study to analyse more challenging texts
  • studying the effectiveness and impact of the grammatical features of the text they read
  • drawing on new vocabulary and grammatical constructions from their reading and listening, and using these consciously in their writing and speech to achieve particular effects (higher level skill)
  • knowing and understanding the differences between spoken and written language, including differences associated with formal and informal registers, and between Standard English and other varieties of English.
  • using Standard English confidently in their own writing and speech
  • discussing reading, writing and spoken language with precise and confidence use of linguistic and literary terminology (higher level skill).

2.    Personal Growth

We aim to provide opportunities for discussion during which students are able to develop an understanding of themselves and others within society.  These discussions arise by offering the students a wide range of texts both literary and non-literary.  Developing students’ language and communication skills is seen as being core the work in English as it supports students’ full participation as a member of society.

3. The Social Dimension

Preparing for Citizenship is part of the responsibility of a school.  Through reading, writing and discussion we endeavour to stimulate students to make stronger links with the world around them and consider the issues of relationships and issues from the family perspective through to the wider community and world vision.

4. Providing Appropriate + Stimulating Schemes  of Work

The faculty aims to provide all students with a balanced, appropriate and stimulating programme of study throughout all key stages.  The faculty programme of study should be reviewed annually to make sure that it is catering for the needs of all our students.  In the same way, schemes of work should also be reviewed by individual teachers before commencing each unit of work, with particular emphasis placed on the need for accommodating a wide range of learning styles to ensure good progress for all students.  New resources should be identified and purchased to ensure that students encounter engaging and challenging texts that meet their needs.

5. Student Involvement in Formative Profiling

For maximum progress to be made the faculty believes that student involvement is a vital ingredient.  Students are therefore fully involved in the following areas:

  • Reviewing their work against the learning objective/assessment focuses
  • Review of teacher feedback [in line with whole school Marking Policy]
  • End of module review (including referencing examination assessment criteria in KS4 + 5)
  • Termly Target Setting          
  • Annual Report to parents      
  • Parent’s Evenings

Targets in all three attainment areas are set and reviewed termly through dialogue between student and teacher.  There is a section on the Annual Report to parents which allows students to comment on their progress.  In line with school policy, students are encouraged to attend parents’ evenings to take part in the discussion of their progress.  

6. Examinations and Accreditation

The faculty aims to make sure that all students leave school with evidence of the skills that they have gained through external accreditation.  The faculty accredits student achievement through a wide variety of qualifications that share a positive ethos and allow students a smooth transition as they progress.  Student progress is monitored and assessed throughout each Key Stage and this includes examination planning as students reach the end of Key Stage 3; planning on a yearly basis in Key Stages 4 & 5 with amendments made where necessary in light of student progress.  

In Key Stage 4 & 5 a new qualification, AQA Step Up To English, has started this year.  This course will allow smooth transition and progression between the key stages where learning can be continued.  This specification also provides clear progression to higher level qualifications [English Functional Skills Levels 1 and Level 2 / G.C.S.E. English Language].   

In Key Stage 4 & 5 students build skills, knowledge and understanding towards the relevant exam through completing additional extended units of work.  These units allow students to study whole texts and also study in greater depth.  Texts are carefully selected to allow the opportunity for reinforcement of core knowledge across the curriculum as well as support personal growth, stimulating students to make stronger links with the world around them and consider the issues of relationships and issues from the family perspective through to the wider community and world vision.  These units are carefully matched individual groups and this work is accredited through the AQA Unit Award Scheme. 

In Key Stage 5 this year Thematic Learners will be developing their skills through the ASDAN Developing Communication Skills units. This work provides an opportunity to develop core English skills at an appropriate level through a wide range of life-skills based tasks.


Reviewed A. Sugden
September 2016


Awards & Qualifications

Through the study of a broad and balanced programme of study, the faculty enters students for the following qualifications:

Exam Board Qualification Key Stage
AQA Entry Level Certificate - English KS4 & 5
  Silver Step (ELC1 & 2)  
  Gold Step (ELC 3)  



Exam Baord Qualification Key Stage
AQA Unit Award Scheme KS4 & 5
  English Units  
  Literacy Units  



Exam Board Qualification Key Stage
AQA English Functional Skills Level 1 KS5
AQA English Functional Skills Level 2 KS5



Exam Board Qualification Key Stage
AQA  GCSE English KS5



Exam Board Qualification Key Stage
ASDAN Towards Independence KS5
  Developing Communication Skills - Introduction  



In Key Stage 4 students begin working towards a variety of qualifications.  Students will complete a range of units in Year 10 to build skills and understanding with working towards higher/more formal tasks.  These tasks will be identified as either Spoken Language, Reading or Writing and have appropriate assessment focuses.  Students will be encouraged to engage with these as independently as possible in preparation for Year 11 where they will take the appropriate AQA Step Up To English Non-Exam Assessments (NEA). Assessments are taken at appropriate times throughout the year; NEA’s are intended to create an engaging and supportive learning assessment experience for Entry Level students. Step Up To English is designed to support students to build skills and progress through the different steps and then on to higher level qualifications if they are able.

In Key Stage 5 students will work to extend their skills through the next step qualification for them.  Individual planning for each student will support this process.  To reinforce core skills as well as build a deeper understanding of themselves and the world around them, students will complete longer AQA Unit Award Scheme units. These are designed to have strong cross-curricular links and support preparation for the world beyond school, core communication skills will be developed for this purpose.  Step Up To English and the AQA English Functional Skills qualifications are designed to develop practical skills for the modern world and help them get the most from life, learning and work.  These specifications aim to ensure students have good communication skills in reading, writing and speaking and listening.  The exams assess whether students can use these skills in everyday situations. This work allows development of key skills towards G.C.S.E. English.

For Thematic Learners the most appropriate next step in Key Stage 5 is working towards a qualification that supports development of core communication skills, life-skills and reinforcement of learning across the curriculum.  The units identified to work on in English are Developing Communication Skills Introduction and Progression.


Reviewed A.Sugden
September 2016


Presentation of Work

Student workbooks form a key link for students with their line of learning and it is therefore important that work is clearly identified. It is also important that students are taught to plan, draft, edit and proof-read their work to reinforce learning and support their participation in next step planning.  Therefore it is important that

  • each piece of work should be dated and should be given a title which is underlined.
  • main tasks should be identified in schemes of work and clear preparation made for those tasks. Pupils should be encouraged to… 
  • re-draft this work until they and the member of staff are satisfied that the work produced is their best version.  All students should be given the opportunity to develop their work through the use of I.T.
  • students should be supported to review their work at the end of each module, identifying work they feel is particularly successful and select a piece that they wish to transfer to the Class Tracking Folder (see Assessment, Recording + Reporting). In KS3 students should transfer their ‘best work’ to a ‘best work folder’ which will build throughout the year and at the end of the year shared with their parents/carers. 
  • in Key Stage 4 & 5 student work needs to be produced in line with exam board requirements. 
  • student work should regularly be put on display either in a class book or on the wall.  The Faculty runs a programme of displays in the English corridor which is designed to support the programmes of study being run. These displays also offer an opportunity for students to review their work and learn from the work of others.


Reviewed A.Sugden
September 2016


Marking Policy


All key pieces of work should be marked. Feedback should relate to the assessment focuses (AFs) set for the task and individual pupil targets. In KS3 these targets should be linked to the literacy targets identified in the scheme of work. In KS4 & KS5 this work should be continued however the AFs should be linked to relevant Entry Level Certificate criteria or English Functional Skills exam. Careful thought should be given when approaching a task to ensure that students have the opportunity to build the skills to be assessed. 

Most students should be working in pen, reviewing their work in blue. Teacher comments should be in green.  [See Whole School Marking Policy for further details.] 

For students who would benefit from this process, in KS4 & KS5 reference can be made to ELC or English Functional Skills mark scheme. Marking is most effective when completed with the student.  There should be an opportunity for pupils to discuss comments made with the teacher when work is returned to gain the maximum benefit from the process and ensure that it is a positive process.

Content: Where this needs clarification staff should make comments at the end of the piece.

Punctuation: All errors in punctuation should be corrected.  Where a pupil has extensive problems in this area the teacher must decide which rule should be focused on in the piece.  This decision should make reference to student individual targets.

Spelling: Mis-spelt words should be underlined and the correct spelling written in the margin or if more appropriate above the word.  Where the pupil has extensive problems in this area, the teacher must decide which rule and/or group of words will be corrected in the piece.  It is de-motivating for pupils when their work is over-marked.

Feedback to students must be presented in a consistent way. Positive comments with one pieced of constructive criticism should follow each main piece of written work.   

In line with school policy, the following methods should be used to feedback; ‘two stars and a wish’ or  ‘WWW (What Went Well) and EBI (Even Better If)’ or NS (Next Steps) depending on the ability level and understanding of the student.  Feedback will also include record of merits (KS3 & KS4)/raffle tickets (KS5).  Positive Notes and Certificates can also be awarded.  Positive Notes through the teacher, English Certificates of Achievement through the Faculty Leader.

Review by A. Sugden
September 2016


To support consistency and clarity for students, the faculty has purchased  ‘red star’ and ‘green smiley face’ stamps. The red star stamp can be used to support ‘2 stars and a wish’ and the ‘green smiley face’ can be used in conjunction with the sticker bus as part of the rewards system.  Teachers working with students using WWW and EBI can use both stamps as a quick visual reference of excellent effort. 

Use of Display and Visual Imagery 

Recognising the needs of our students, the faculty has a strong commitment to the use of good quality visual imagery to reinforce understanding.  The Faculty creates displays in the English corridor on a termly basis which supports the work being completed within the English Programme of Study.   This work reinforces learning and supports students to re-read books encountered earlier to increase familiarity with them and provide a basis for making comparisons.  English teachers also have the responsibility of creating interesting and stimulating displays within the classroom/corridor outside their room to encourage engagement, reinforce key information and support students to review and value their achievements.

Creating visual cues for our students is an integral part of planning for all lessons within the faculty.  To this end the English Faculty has a designated computer and scanner (in Room15) which can be accessed by department staff at any time.  The aim of this initiative is to support the production of good quality worksheets and other support materials but also to develop an ‘Image Bank/Library’ containing images for all schemes of work. This should be added to by all members of staff to allow it to develop and remain current with student’s needs.  [Copy of this folder is updated in the English Faculty file on a regular basis.]

Reviewed A. Sugden
September 2016


Reward System

It is important that the positive comment is as specific as possible so that the student is aware of in what way they have achieved well.  In line with school policy there are a number of ways that students’ achievement can be positively reinforced:

  • Verbal praise -  teacher / peers / Form Tutor / Head of Faculty/ Deputy Head / Head Teacher
  • Range of stickers [English Faculty Sticker Buses]
  • Merits (KS3 + 4) / Raffle Tickets (KS5)  
  • Positive Notes to parents *
  • Certificate of Achievement in weekly Celebration of Achievement assembl
  • Nomination for termly subject award.
  • Special certificates awarded eg Reading Challenge (termly), George the Reading Dragon (class and individual awards), World Book Day (class and individual awards).
  • Positive Notes for each module of work are available in the Key Stage 3.  In the Key Stage 4 and Key Stage 5, as well as a generic Positive Note, Positive Notes are being developed for all Schemes of Work on an on-going basis.  (see examples in C8 folder).

Certificates of Achievement are of a very high quality and designed to reference the Scheme of Work being studied with an individual comment for the student on their achievement.  These should be treated as a very special achievement.  Certificates should only be awarded when all other steps in the reward system have been used and the effort from the student is consistent or if the student has really achieved something very special that week.  (see examples in C8 folder)

Reviewed A. Sugden
September 2016


Assessment, Recording & Reporting 

It is the intention of the English Faculty to work consistently with students to improve standards.  Assessment, recording and reporting forms an integral part of this process and the basis of an on-going dialogue with students about their work which is formalised through a formative profiling system.  The English Faculty monitors progress in line with whole school policy guidelines.

Monitoring of Pupil Progress:

Progress should be monitored through teacher observations of student work, with reference to B2 to support this work. Results of progress are reviewed termly by the Faculty Leader and monitored through print outs of progress provided by the Data Manager. These are then annotated following discussion with the relevant teacher to form a more complete record of pupil progress. At present the Faculty is focussing monitoring progress in line with school policy to ensure that targets set through CASPA are realistic ‘next steps’ for the students involved.  Recorded dialogue with the appropriate teacher also ensures that barriers to progress are identified and that necessary steps are being taken to support the student with their learning.  A statement on progress must be made for each strand per term with a summative statement made at the end of the academic year.  This information is currently recorded on the English Faculty Tracking Sheets. The Faculty Leader will oversee this process, discussing any anomalies with the teacher and, if necessary, the Data Manager.  

Use of Data for Planning:

Information gathered will be used to inform planning for pupils. In Key Stage 3 students are taught in their tutor group where possible as they are generally matched appropriately and this reduces the amount of ‘change’ experienced by our students in the school day.  There is also an enormous amount of valuable PSHE work that can be carried out through the English Programme of Study as well as trips and shared experiences which are very valuable to group cohesion and stability. Progress is reflected through objectives, outcomes and differentiation set by the teacher for the next Scheme of Work, including literacy objectives identified for all AT areas with specific reference to individual students.  

At the end of Key Stage 3 English groups are reviewed for KS4 with particular focus on individual pupil predicted development over KS4. Where possible students are taught in their tutor groups, however, where a need is identified, pupils will be matched to an appropriate group so that they are working on relevant resources at the correct pace to facilitate maximum benefit.  At the end of Year 10 discussion of the appropriate Unit Award or Entry Level Step will take place for each student; predicted grades will be set and barriers to learning and strategies identified. 

In Key Stage 5 individual planning for all 6th Form students is carried out and reviewed on an annual basis.  Students are matched to the appropriate group to maximise their learning potential. Schemes of work are developed with the needs of each group in mind and examination planning is completed for each student. Planning is shared with relevant staff and forms part of an on-going dialogue with the Faculty Leader throughout the year.  Areas of difficulty are identified and this information is disseminated to the Head of 6th Form and all 6th Form English teachers. 


1.     Assessment should be recorded in line with school policy using English Faculty Tracking Sheets and B-Squared (printed sheets to be annotated by the teacher, information transferred into B-Squared).

2     Written:  Within each Scheme of Work an assessment piece will be identified.  Students will complete this as independently as possible, any support given carefully identified.  Students should be encouraged to review and then redraft this piece where possible. Once per term a piece of work which has been briefly annotated to substantiate the B2/National Curriculum grade awarded should also be added to the Class Tracking Folder.  This grade will form a key part of the assessment process along with observations of pupil progress recorded through B2, on-going annotations . An effort grade will also be awarded at the end of each half term.

 One piece of work per year per student which has been briefly annotated to substantiate the grade given on the student’s annual report will be placed in the Cohort Tracking file together with copy of the report. 

3.     Reading: Following initial assessment on entry, students will assessed using the New Group Reading Test annually (in June).  This information will be recorded on tracking sheets stored centrally for use as needed by all staff.  In addition, student progress will be recorded on a        termly basis through B-Squared (printed sheets to be  annotated by the teacher, information transferred into B-Squared).

4.    Spoke Language: Once per term each pupil will be given a teacher assessed grade for Spoken Language. B2 on- going assessment tool should be used to support this process (see above) as well as use of video evidence.  Teacher and student will review of progress, once per
term recording this dialogue on the Spoken Language Activity Record Sheet. 

5.      At the beginning of the Autumn Term Year 7 will be given a set of controlled assignments to establish a working baseline.  This will be marked and moderated by the teacher, Read Write Inc Manager, Faculty Leader and Data Manager. Completed Baselines for each student will be stored in the Data & Assessment and English Faculty files for use as needed by all staff. This
baseline grade will be recorded in the Cohort Tracking Folder. This information will provide a useful tool to set individual ‘first targets’ in all AT areas. Additional resources/support required for particular students can also be identified as part of this discussion. All new students to M.H.S. will also take part in a similar process.

6.     In Year 9, as part of the transition process, ‘Student Portfolio’ which has been growing for each child as they progress through Key Stage 3 and B-Squared information will be reviewed and their path of progress discussed with the teacher, Read Write Inc Manager and Faculty Leader.  This information will then be used to create the best fit groups (see Use of Data above) and initial individual planning will take place.

 7.     KS4 + 5, in addition to assessment as detailed above, work will be assessed using the appropriate examination board criteria.  Students will engage with the examination board assessment criteria as much as possible for key pieces of work so that they develop a greater engagement with the development of their work, including the target setting progress. 


In order to facilitate the availability of information at the point that it is needed the English Faculty has worked to develop a two tier monitoring and tracking system; a central Cohort Tracking File held in the locked cupboard and individual Class Tracking Folders which are retained by the appropriate English teacher and move with the class and are added to each year.  A new Class Tracking File is created at the end of each Key Stage. The English Faculty Tracking Sheets are kept centrally so that they can be accessed anyone who needs this information and by the Faculty Leader to support the maintenance of consistency.  Class Tracking Folders are reviewed on a yearly basis by the Faculty Leader.  This is one of the methods used by the faculty leader to monitor student progress and forms part of an on-going dialogue between the Faculty leader and the staff in the faculty as well as staff, students and parents/guardians. 

Class Tracking Folder

Should contain:

  • Any assessments  (KS4 & KS5 – including practise papers)
  • Copy of the Annual English Report to Parents
  • Individual Tracking documents (inc. current B Squared sheets + faculty Spoken Language Activity Record Sheet)
  • Individual Student Target Setting -  Termly Progress Sheet
  • Student selected work (ONE per module – at least one per term)
  • Student selected work  (ONE per term) clearly labelled ‘Student selected work’
  • Copy of complete and graded Entry Level/Unit Award Scheme Objective Sheets (KS4 + 5)
  • Any additional relevant information; memos /referrals/spottings/review of progress documents/ record of Positive Notes or Certificate Awards / information from outside agencies.

Cohort Tracking Folder

Should contain:

  • Copy of the Annual English Report to Parents
  • Copy of one piece of work N/C graded per student each  year
  • Copy of completed and graded ELC/Unit Award Front  Cover Sheet
  • Copy of Baseline Work [completed on entry to the  school]
  • Cohort Tracking Sheets + any additional tracking  documents available produced in conjunction with faculty staff and the Data Manager
  • Any filing for the Cohort Tracking system should be put in the marked tray in room 15.

Examination Folders

KS4 + 5 Student Coursework/Evidence for Accreditation:

As students begin their studies in Key Stage 4 an examination folder is created for each student.  This folder will contain:

  • Completed and graded Step Up To English Entry Level Non-Examination Assessments.
  • Completed AQA Unit Award Outcome Checklist Sheets (appropriately signed with student and teacher comment) together with work being submitted as  evidence for each objective. No extra work is needed as further evidence.


AQA Step Up To English Entry Level Examination

Completed and graded Component 1 and Component 2 Non-Examination Assessments with assessment marks clearly recorded in line with examination procedure should be handed to the Faculty Leader for safe storage.  Grades will be recorded on the Faculty Tracking document. 

AQA Unit Award Scheme

AQA Unit Award Scheme units should be handed to the Faculty Leader.  This should contain the Teacher Outcome Checklist, Student Checklist, copy of the AQA Unit Award unit and required student completed work only. No additional work is needed.

AQA Functional Skills Qualifications 
(Level 1 4720 and Level 2 4725) 

These Functional Skills qualifications are designed to allow candidates to demonstrate the fundamental applied skills in English that help people to gain the most from life, learning and work.  Candidates should be entered for either Level 1 or Level 2 when they can demonstrate all the skills standards outlined at that level.  This qualification has a clear component structure with reading, writing and speaking, listening and communication being assessed in separate tests or tasks.  This means that candidates can take the components in different examination series of all in the same series.  There are unlimited re-sit opportunities for candidates who do not achieve the required level at the first attempt.  These exams are available at 4 different points in the year; November, January, March and June which gives flexibility to meet the needs of each student. The examination should be dealt with in line with examination board instructions.  Speaking, Listening & Communication evidence must be stored in the English Functional Skills folder kept by the Faculty Leader to be available during exam board moderation visits.

AQA G.C.S.E. Examination

Work for this qualification will be dealt with in line with examination board instructions for coursework and external examination. Currently there are no candidates taking this qualification.  Careful checks into any new rules and procedures will be made and then followed. The Faculty Leader will attend a re-fresher course before the commencement of this work to make sure that we are working in line with current guidelines.

Rewards & Reporting

Reporting to parents should take place in line with school policy through Annual Reports, Termly Progress Sheets, parents’ evenings and on-going dialogue as required. The reward system of stickers, merits (Raffle Tickets in the 6th Form), positive notes and certificates should also be used.  [C8 folder for examples].

Annual Reports should be completed in line with Whole School Policy.  The reports contain a summary of the focus of the work for each Key Stage, an effort grade, an N/C or ‘P’ Level grade reflecting the student’s current level and for Key Stage 4 + 5, where relevant, a predicted grade for achievement at examination.  The faculty believes that students should be as involved as possible with the review of their progress.  For this reason we have chosen to continue ensuring that there is a ‘student comment’ section to the report.  All students should complete ‘I have enjoyed…’ (use of student work, photographs of experiences etc. should be used to support this process), most students should be able to continue and complete ‘I have got better at…’.  Where possible students will be encouraged, with teacher support, to set a target for the coming year, something they really want to make sure that they work at improving.  The teacher comment should again be in line with school policy, starting with a positive comment about student progress and attitude then going on to discuss briefly all three AT areas before concluding with a target(s) and a final positive comment.  

English Tracking Document should be completed when requested to do so in line with whole school policy.  

The English Faculty welcomes the opportunity to talk to parents about the work we are doing with their child.  English teachers and the Faculty Leader are always happy to discuss any concerns or answer any questions that parents might have as part of an on-going dialogue as well as through more formal means of communication e.g. reports.  The Meadow High School website is also a valuable means of communication with parents and will be an area the faculty looks to develop further in the coming academic year as the website upgraded allowing new features to be available.

The English Faculty has produced a series of Positive Notes, one for each Scheme of Work in all Key Stages.  Each Positive Note has an image(s) from that scheme of work and a space for the teacher to add a personal comment detailing the nature of the success the student has achieved to share with people at home. The idea behind this is that having once received a Positive Note to take home, students will want to try and get one for the new scheme of work as it will look totally different.  [See C8 folder for examples]

The English Certificates work in a similar way.  Rather than a formulaic design, to encourage students and reinforce learning, there is an individual certificate designed for each scheme of work.  For longer schemes of work there is more than one image available and where possible the Faculty Leader will liaise with the English teacher so that the image reflects the part of the story they have reached.  English teachers are asked to provide specific comment on the success the student has achieved so that it can be added to the certificate.  Students are given a coloured copy of the certificate for their Pupil Portfolio and a coloured, laminated copy to take home. This will form part of a positive record of student progress and achievement as well as provide a positive discussion point of achievement at home.  [See C8 folder for examples] 

Communication of Examination Results & Celebrating Achievement.

The Faculty is aware of the importance of ensuring that students feel successful as learners.  The reporting of examination results is therefore very important in this process.  Students will be given a ‘Results Slip’ from the Faculty Leader to take home which details their achievement.  This will be given 1:1 by their English teacher and their result discussed.  Where a student has been unsuccessful they will meet with the Faculty Leader before results are given to other students to discuss the positive aspects of their achievement and next step planning to further support their progress.  A letter will then be given for them to take home to explain the result to parents and offer an opportunity to discuss this further.

Examination board certificates are given out at the school’s Celebration of Achievement Evening.  Staff and parents meet to celebrate with students and ensure that they recognise and value their progress to build confidence for the next step whether this is in school, college or the world of work.  



Reviewed A.Sugden
September 2016

Homework / Extended Learning

Homework and Extended Learning: are key components to progress for all students,  especially students with special educational needs.  It is therefore the faculty’s policy to use these opportunities and include them as part of planning for individual groups/students where possible.  It is important that, in line with school policy, if homework is set support is available for students to allow them to complete it.  It must be born in mind that not all students have this support at home therefore it is good practice to offer a particular ‘study period’ during one break/lunchtime in the week that the homework is set.  By giving up their own time students are achieving the goal of beginning to take responsibility for their education.  In addition, careful thought needs to be given to all homework tasks to ensure that all students will be able to gain from the experience. 

Our aim is that homework should be set with the Every Child Matters philosophy in mind; students should enjoy and achieve through homework tasks.

Trips & Visits: The department is fully committed to ensuring that all students have the opportunity to reinforce/prepare for learning in the classroom through visits and trips.  These learning opportunities should be part of the scheme of work planning for individual groups/students.  The faculty recognises the important Life Skills opportunities presented within these trips and therefore encourage the use of public transport where appropriate, particularly for students in Key Stage 4 & 5. It is important that all students have the opportunity to experience a wide variety of different environments and have the opportunity to gain skills and knowledge in how to manage them/rules and expectations. This is particular important for our A.S.D. students who find learning and transferring skills in this area more difficult.  Appropriate preparation for trips should be made through use of photographs taken on previous trips and social stories.

Health & Safety - must be an important part of the planning for any trip, please refer to school policy regarding trips and ensure that all paperwork required is completed thoroughly and in the correct time-scale state. 

Student experience on the trip must be recorded to support student learning in the classroom.  Copy of a selection of photographs/videos taken must be forwarded to the faculty leader for faculty/school records. An on-going record of these experiences will be made available to students/parents through display and also through the new school website.  

Funding - Whilst the department are very keen to support the important Learning achieved through trips and visits we have a limited budget that we have to use for a variety of purposes throughout the year, therefore, in line with school policy, letters to parents should be phrased in terms of a ‘voluntary contribution’.  If a particular trip is going to be require too large a percentage of our budget the faculty reserves the right to ask that alternate funding be sought e.g. through Friends of Meadow etc.

English Faculty staff have generously given up additional time to plan and run the following trips/visits/activities:-

  • Beksonscot Model Village  (KS4 ‘Jack & the Beanstalk’)
  • Black Park (KS3, 4 + 5 various activities related to several schemes of work)
  • Chiltern Open-Air Museum (KS4 ‘Robin Hood’ – 
  •  Thematic Study Myths & Legends)
  • Cinema visits – including ‘Skyfall’  (KS3 ‘Spy File’); 
  • 'Jungle Book’ (KS4 Thematic Study Myths & Legends)
  • Dogs Trust (KS3 ‘Call of the Wild’)
  • Hellfire Caves (KS4 ‘Ghosts Research’ – Thematic Study Myths & Legends)
  • Natural History Museum (KS4 ‘Mythical Creatures’ – 
  • Thematic Study Myths & Legends)
  • Murrage Meadow (KS4 ‘Fairytales Reloaded’ – Carriage Ride)
  • Odds Farm (KS3 + 4 various activities related to several schemes of work)
  • Theatre visits to see - ‘Cinderella’ (KS5 Fairytales Reloaded),
  • ‘The Gruffalo’ (CLDD PoS)
  • Warner Brothers ‘Harry Potter World’ (KS3 Harry Potter)
  • World’s End Garden Centre (KS4 ‘The Night Before Christmas’)
  • Drama Project at the Compass Theatre (KS5 Fairytales Reloaded)
  • HOAC – Archery Lessons  (KS4 ‘Robin Hood’ – Thematic Study Myths & Legends)
  • World Book Day (Whole School event to promote reading and enjoyment of ).

Please see the Trips and Visits page for photos.