English

‘The limits of my language mean the limits of my world.’

– Ludwig Wittgenstein

We teach English Language and Literature at The Horizon School to not only ensure students leave with the skills they need to progress to the next stage of their education, but to also ignite their interest in the cultural and social connections that can be made through the study and interpretation of language.  The skills that students can aspire to are:

  • Read and understand a wide range of fiction and non-fiction texts.
  • Through reading and discussion, increase vocabulary use and knowledge.
  • In writing, students will aspire to write clearly and creatively, using literature and discussion as inspiration.

In the Haven Classroom, literature and language are combined in a sequence of learning that uses the text/s studied to inform the basis for practice in writing creative and non-fiction writing pieces.  Coverage for exam preparation is paramount as many students have gaps in learning that must be addressed in order for GCSE examinations to be accessible.  The long term plan is highly personalised to the students in the current cohort as it needs to consider what is revision and what is initial teaching.  Beginning with 19C text and moving into poetry, is a method to increase knowledge of literary techniques and vocabulary.  This knowledge can then be put to use across the rest of the curriculum, whether that be language analysis or creative writing, in tandem with gaining the required comprehension, knowledge of language, form and structure as well as the contexts and relationships between the texts.

This differs slightly in the main school in order to meet the needs of the students. Students in the Horizon will first develop their skills of writing in descriptive and narrative styles as well as develop their knowledge of language techniques through the exploration of creative writing. They then use this knowledge as a basis to allow them to analyse the Power and Conflict poetry cluster. The themes covered in poetry then allow the students to extrapolate their skills in the study of Shakespeare’s Romeo and Juliet. Exposing the students to this older text then allows a coherent flow into the study of the 19C text Dr Jekyll and Mr Hyde. The students then study the modern text, J.B. Priestley’s An Inspector Calls, with the knowledge of literary techniques, vocabulary and historical context needed in order to access the themes presented throughout the play.

The intended impact from this focus is that students will be equipped to navigate and contend with the final GCSE exams in order to maximise their potential for moving on to further education and/or employment.  The aim is for students to have an appreciation for creativity and know how that can reflect, or allow escape from, real life. Students will have the confidence and ability to apply their skills in everyday life and allow those skills to help progress with their life choices.  In turn, our students will leave The Horizon School and make a worthwhile contribution to society.

Careers

  • Digital copywriter.
  • Editorial assistant.
  • English as a foreign language teacher.
  • Magazine journalist.
  • Newspaper journalist.

‘The limits of my language mean the limits of my world.’

– Ludwig Wittgenstein

We teach English Language and Literature at The Horizon School to not only ensure students leave with the skills they need to progress to the next stage of their education, but to also ignite their interest in the cultural and social connections that can be made through the study and interpretation of language.  The skills that students can aspire to are:

  • Read and understand a wide range of fiction and non-fiction texts.
  • Through reading and discussion, increase vocabulary use and knowledge.
  • In writing, students will aspire to write clearly and creatively, using literature and discussion as inspiration.

In the Haven Classroom, literature and language are combined in a sequence of learning that uses the text/s studied to inform the basis for practice in writing creative and non-fiction writing pieces.  Coverage for exam preparation is paramount as many students have gaps in learning that must be addressed in order for GCSE examinations to be accessible.  The long term plan is highly personalised to the students in the current cohort as it needs to consider what is revision and what is initial teaching.  Beginning with 19C text and moving into poetry, is a method to increase knowledge of literary techniques and vocabulary.  This knowledge can then be put to use across the rest of the curriculum, whether that be language analysis or creative writing, in tandem with gaining the required comprehension, knowledge of language, form and structure as well as the contexts and relationships between the texts.

This differs slightly in the main school in order to meet the needs of the students. Students in the Horizon will first develop their skills of writing in descriptive and narrative styles as well as develop their knowledge of language techniques through the exploration of creative writing. They then use this knowledge as a basis to allow them to analyse the Power and Conflict poetry cluster. The themes covered in poetry then allow the students to extrapolate their skills in the study of Shakespeare’s Romeo and Juliet. Exposing the students to this older text then allows a coherent flow into the study of the 19C text Dr Jekyll and Mr Hyde. The students then study the modern text, J.B. Priestley’s An Inspector Calls, with the knowledge of literary techniques, vocabulary and historical context needed in order to access the themes presented throughout the play.

The intended impact from this focus is that students will be equipped to navigate and contend with the final GCSE exams in order to maximise their potential for moving on to further education and/or employment.  The aim is for students to have an appreciation for creativity and know how that can reflect, or allow escape from, real life. Students will have the confidence and ability to apply their skills in everyday life and allow those skills to help progress with their life choices.  In turn, our students will leave The Horizon School and make a worthwhile contribution to society.

 

Defining spiritual, moral, social, cultural development within Science

 

With the use of creative writing, pupils are given the opportunity to use their imagination. Pupils are set pieces of work in which they must reflect on experiences from their past. Work within English gives pupils the ability to reflect on their own beliefs, religious or otherwise, that inform their perspective on life and their interest in, and respect for, other people’s faiths, feelings and values. Pupils are given the opportunities to explore different faiths and cultural diversity.

 Using group discussion and the effective use of questioning and answering, pupils are given the ability to recognise the difference between right and wrong, whilst understanding the consequences of their behaviour and actions. Pupils are taught to respect, understand and appreciate the viewpoints of others.

Pupils are taught about the importance of decision making and how to weigh up the positives and negatives of a decision. The aim is to develop pupils’ skills allowing them to demonstrate skills and attitudes of how they can participate fully in, and contribute positively to, life in modern Britain.

Positive Feedback

The staff at The Horizon School, Hartlepool take time to listen and build relationships with all the students.

Annais (Student)

I have a better relationship with the teachers at The Horizon School, Hartlepool. They listen to me and help me with my work

Sean (Student)

Teachers have high aspirations for pupils and their next steps in life...Pupils are well prepared to leave school after Year 11.

OFSTED Inspectors