English

The teaching of English at Ludgrove is dynamic and exciting and the work covered designed to be inspiring and also challenging. Naturally the subject is always different, and through the school a wide variety of literature is used to inspire pupils. As all pupils are unique, literature and written tasks are chosen and geared to best inspire each group of boys, while close attention is also paid to the basics of the written language. Regular competitions help to inspire boys not only to produce written work of the highest quality but to derive great enjoyment and achievement from the construction of excellent English. Work is differentiated according to ability and very close links are made with the learning support department through weekly meeting between the heads of these departments to discuss the progress of individual boys.

SIXES (Year 4)

In the Sixes the focus is largely on introducing and improving basic English skills as well as fostering an enjoyment of the subject early on. An author visit early in the year assists in this process, and regular book fairs and library sessions encourage boys to develop a love of reading. Some of the work covered in this first year is detailed below. Classes are set when possible after initial testing and assessment.

Reading:

· One set class text per term selected from a wide variety of texts

e.g. ‘Charlotte’s Web’ by E.H. White; ‘The BFG’ by Roald Dahl. These are selected as and when appropriate according to ability. It may be necessary to start reading shorter or simpler stories in the first term

· A range of short pieces of writing especially geared towards comprehension

· A range of poetry

Writing:

· Responses to literature – comprehension answers based mainly on fiction but also on poetry and non-fiction (newspaper etc) pitched at appropriate level

· Creative writing – poetry, story writing based on titles, topics (e.g. scary stories), stories based on range of stimulus material

· Story openings

· Newspaper articles

· Debating

· Handwriting exercises

Language:

· Spellings – weekly spellings from Spelling Made Easy to introduce and reinforce spelling rules

· Basic grammar and punctuation– parts of speech, using adjectives, adverbs, tenses of verbs, capital letters and full stops, punctuation of direct speech (more advanced), apostrophes

There is also a well-stocked sixes library for the use of boys in their first year at Ludgrove.

FOURS (Year 5)

In the fours the focus is on consolidating basic language work and then moving on to producing lengthier and more detailed writing. Again enjoyment of the subject is paramount and author visits, visits from a professional storyteller, involvement in class or whole year group plays all add to the experience of English within the classroom environment. Teaching is varied, with the lower ability groups concentrating on consolidation of language while higher ability groups learn to use their ever-improving language skills to produce a variety of text types. Broadly the work covered is detailed below:

Reading:

· One set class text per term which may be selected from: ‘The Sleeping Sword’ and ‘Kensuke’s Kingdom’ by Michael Morpurgo, ‘The Silver Sword’ by Ian Serrailier, ‘Boy’ by Roald Dahl, ‘Tom’s Midnight Garden’ by Philippa Pearce

· A range of short pieces of writing especially geared towards comprehension

· A range of poetry

Writing:

· Responses to literature – comprehension answers based on poetry, fiction and non-fiction (newspaper, autobiography etc) pitched at appropriate level

· 11+ comprehension papers introduced early on for those most able

· Creative writing – poetry, story writing based on titles, topics (e.g. scary stories), stories based on range of stimulus material; playscript, sagas

· Non-fiction: speeches, autobiographies etc

Language:

· Spellings – weekly spellings from Spelling Made Easy to introduce and reinforce spelling rules

· Basic grammar and punctuation– parts of speech, using adjectives, adverbs, tenses of verbs, capital letters and full stops, punctuation of direct speech (more advanced), apostrophes

· similes and metaphors

THREES (Year 6)

With the basics of the language hopefully secure, the boys’ experience of different text types is broadened in the threes. Much emphasis is still placed on the rudiments of the language, but with more of a focus on using basics learned earlier in the school to fuel interesting and exciting forms of writing.

Reading

· One set class text per term which may be selected from: ‘Goodnight Mr Tom’ by Michell Magorian, Bridge to Terabithia’ by Katherine Paterson, ‘The Wreck of the Zanzibar’ by Michael Morpurgo, among many available titles

Writing

· Recounts and discursive essays linked to novel

· Note-making techniques

· Planning, writing, proofing, editing speeches

· Narrative, first person accounts

· Openings

· Characterisation – study and description of characters

· Narrative structure

· Writing newspaper articles

Language

· Spelling – structured programme based on ‘Spelling Made Easy’ (Level 3) including dictations as considered desirable

· Grammar – the basics particularly as required to improve descriptive creative writing; verbs, adverbs, adjective/adverb phrases; singular and plural nouns; pronouns

· Punctuation – boys should have mastered the following by the end of the year: capital letters, full stops, commas, question marks, exclamation marks, apostrophes, indentation of paragraphs and punctuation of direct speech

Handwriting and presentation

· This should be monitored and commented upon through the course of the year. Boys should continue to develop a comfortable, legible and mature joined up handwriting style. Boys should be encouraged to present neat and accurate work.

TWOS (Year 7)

The twos sees the start of more consolidated preparation for CE, though this is by no means over-bearing at this stage, and the focus is still very much on pupils’enjoyment of the subject. At this stage many pupils are able to cope with more mature reading matter and produce a wide variety of written work.

Reading:

· One set class text per term selected from a wide range of literature and suitable for the ability of the boys involved

e.g ‘Lord of the Flies’ by William Golding, ‘The Cay’, by Theodore Taylor, ‘Going Solo’ by Roald Dahl, ‘Soldiers’ Heart’ by Gary Paulsen, ‘Hatchet’ by Gary Paulsen

· A range of poetry, short stories or appropriate literature

Writing

· A range of creative writing - stories based on different stimulus material, first person accounts, narrative accounts, characterisation, dialogue, narrative structure

· Argumentative writing – based on fiction or non-fiction stimuli

· Comprehension work- some made up, 12+ Common Entrance papers; old style 13+ Common Entrance papers; some from books (e.g Comprehension to 14); range of text types, especially non-fiction - biography and autobiography, travel writing, information, newspaper articles, brochures etc

· Book reviews

· Responses to literature, some based on the Common Entrance topic (currently conflict)

Language:

Spelling and vocabulary as per National Literacy Strategy Year 7 document; revision of basic grammar as appropriate; sentence structure; apostrophes, speech, colons, hyphens and dashes as appropriate; phrases, clauses, simple and complex sentence

TOP YEAR (Divisions I, IA, IB, IC)

In the top year there is an inevitable focus on preparation for public exams, whether Scholarship, Common Entrance, general entrance exams and, increasingly, pre-tests for certain public schools.

Scholarship Division (Division I)

The top division will be prepared for appropriate scholarship exams, which involves preparing them for a number of different papers according to their chosen senior schools.

The most important aspects of the year’s teaching are:

· To encourage the boys to think for themselves, to form their own opinions and to try to express them in a clear and logical fashion

· To be willing to answer difficult questions and to use their intelligence to tackle anything thrown at them

To this end the work covered may include:

· Looking at, discussing and writing about a range of texts of different types – fiction, non-fiction, poetry etc

· Reading about, discussing and writing about current affairs

· Reading from a range of literature

· Writing general essays

Common Entrance Divisions

The remainder of the top year are usually prepared for Common Entrance or Winchester Entrance, although it is still possible for boys within these divisions to tackle scholarship exams if they are considered able and sufficient time will always be given to those tackling these exams. The aim, however, is to be broad in teaching this year, and not entirely prescriptive in ‘teaching to the exams’. However, it must be noted that the boys are required to meet a standard to pass, so that the teaching must be governed by this first and by ideals second.

The teaching will involve:

· The ability to read, discuss and answer appropriate questions on a range of non-fiction texts and passages - newspapers, magazine articles, advertisements, diaries, speeches etc.

· Reading, discussing and answering questions on a range of poetry

· Reading two or more books in class and discussing plot, characterisation and the appropriate topics for Common Entrance

· Writing discursive essays based on this literature

· Encouraging reading for pleasure

· Expanding vocabulary

· Writing creatively – including study of plot, characterisation, mood as well as using appropriate and mature language

· How to prepare a speech

· An awareness and an ability to use language effectively, choosing appropriate register, suitable vocabulary appropriate to the task as well as spelling, punctuation and grammar

A variety of texts may be studied, to an extent selected according to the prescribed theme (currently conflict). These may include:

‘To Kill a Mockingbird’

‘Of Mice and Men’ by John Steinbeck

‘Private Peaceful’ by Michael Morpurgo

‘Lord of the Flies’ by William Golding

‘War Horse’ by Michael Morpurgo

A variety of First World War Poetry

‘Animal Farm’ by George Orwell

ENRICHMENT in english

Competitions

Through the year there are a number of internal competitions and publications which encourage boys use and practise a wide range of text types.

Poetry Recitation Competition

This takes place in the Autumn Term. All boys take part. Each boy learns and delivers a poem of his own choice. The first round takes place in divisions, followed by a semi-final in front of members of the English department. Four to six boys from each year group going forward to the final which is judged by a master from a public school. There is one prize winner in each year group and an overall winner.

Handwriting Competition

This takes place in the Spring Term. All boys copy a poem, with three from each division going through to the semi-final. Five are chosen (by members of the English department) from each year group. Winners are selected by an external judge. There is one prize winner in each group and an overall winner.

Speeches Competition

This also takes place in the Spring Term. All boys write a speech on a topic of their choice, and after careful planning, research and writing, perform it firstly in front of their own division. Several boys from each division are selected to perform their speeches in front of members of the English department at the semi-final stage, and the best speeches are put forward to the final in front of an external judge (usually a current parent).

Essay Competition

This takes place in the Summer Term. All boys choose from a list of six titles, and write an essay of some 600+ words. Members of the English staff choose about five from each year group, and these essays are judged by an external examiner. A prize is awarded in each year group.

THE LUDGROVIAN

This is a school newspaper, written by boys, in which boys are encouraged to write short articles for publication.

DEBATES

Through the course of the year pupils in the top years are involved in debating. Some will speak in front of the assembly, others contribute from the floor in order to improve their public speaking.

LECTURES AND VISITING SPEAKERS

Through the year visiting speakers talk to the school or groups within the school on a wide variety of interesting and thought-provoking topics. Recent speakers have included explorers, authors, poets and a wide variety of other personalities.

EVENTS

There are some days within the year devoted to events. On World Book Day there is often a visiting author, and there are also several other visits from authors or to workshops at other schools or venues.

DRAMA

Most of the boys will have an opportunity to be on stage during the course of the year. There is a sixes nativity play, a fours theatrical evening, a middle school play and the DS (the senior play) which take place at various stages through the school year.

THEATRE TRIPS

The boys in the top year will have several opportunities to visit theatres over the course of the academic year. There have been visits in recent years to London theatres, the Oxford Playhouse, the Reading Arts theatre and also smaller local theatre or productions at senior schools.