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Skegness Academy


Miss W Howard - Assistant Principal - (English & Literacy)

Mrs B Baker

Mr C Cotterill 

Mrs J Cash

Miss L Dawson - Assistant Principal - (Teaching & Learning)

Mrs S Ferrier - Head of Year 11

Miss N Gray

Miss O Scott - English and Performing Arts 

Mrs L Swan - Teaching & Learning Lead (English & Literacy)

Mr H Wells - Head of Year 9 (Maternity cover)

Mrs R Whelbourn – Learning mentor

Miss D Williams - Standards & Progress Lead (English & Literacy)

Mrs J Houlston-Lau - Senior Assistant Principal

We learn English at the Skegness Academy to be able to:

  • Read fluently with good understanding
  • Write clearly, accurately and correctly
  • Speak confidently and clearly

It is vital to empower pupils by equipping them with good Literacy skills if they are to be successful at school and within the wider community. Thus, at the Skegness Academy it is a core focus across the curriculum and pupils are encouraged to read widely and often. All pupils in the academy have the opportunity to read daily during DEaR and follow a comprehensive weekly Literacy programme within tutor time and discrete literacy lessons in year 7 and year 8. Alongside this, in years 7, 8 and 9, pupils follow the Accelerate Reader programme in which they are encouraged to read and take quizzes to develop comprehension skills. All KS3 pupils have timetabled weekly library lessons offering the pupils the chance to engage with a wider range of fiction and non-fiction texts using myON or the library facilities. KS4 pupils are encouraged to read for pleasure, as well as wider reading to support their GCSE and BTEC courses.

Literacy skills are developed within English lessons and across the wider curriculum. We offer a range of targeted intervention strategies to support pupils who experience difficulties with Literacy, through small withdrawal groups sessions with academic mentors or in class support. 

Curriculum Intent Faculty of English

The English curriculum at the Skegness Academy aims to provide a high-quality education where pupils are supported and encouraged to fulfil their potential. This will include providing provision for those pupils who require additional support with their speaking; reading or writing skills and enabling all pupils to further develop their literacy skills and knowledge in preparation for further/higher education.

Our overarching curriculum aims to meet the criteria specified in the English national curriculum. This will allow all pupils to promote the highest standards of language and literacy with a strong command of the spoken and written word and to develop their love of literature through widespread reading for enjoyment where all pupils:-

  • Become fluent and with good understanding of the language; by developing good habits of reading widely and often, for both pleasure and information. All pupils will acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language while appreciating our rich and varied literary heritage;
  • Are able to write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences. To do this we use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas;
  • Are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

In particular in Key Stage 3 pupils will be taught to develop fluency by:

Reading – Through reading develop an appreciation and love of reading. Through reading increasingly challenging material independently; by reading a wide range of both fiction and          non-fiction, whole books, short stories, poems and plays with a wide coverage of genres, historical periods, forms and authors.

Writing - To write accurately, fluently, effectively and at length for pleasure and information through writing for a wide range of purposes and audiences, including well-structured formal expository and narrative essays as well as writing for a variety of audiences. Pupils will furthermore develop skills in note taking for talks and presentations, as well as developing a range of other narrative and non-narrative texts, including arguments and personal and formal letters. Pupils will consolidate and build on their knowledge from KS2 in grammar and vocabulary through:- applying their growing knowledge of vocabulary, grammar and text structure to their writing and selecting the appropriate form, which will allow them to draw on knowledge of literary and rhetorical devices from their reading and listening to enhance the impact of their writing.

Spoken English - Pupils will speak confidently and effectively, by using Standard English confidently in a range of formal and informal contexts, including classroom discussion, speeches and presentations, so they are expressing their own ideas.  Participating in formal debates and structured discussions, as well as developing their use of improvisation, rehearsing and performing play scripts and poetry to generate language and discuss language use and meaning.

In particular in Key Stage 4 pupils will be taught to develop fluency by:

Reading - Reading and appreciating the depth and command of English literary heritage through a wide range of high quality, challenging, classic literature and extended literary non-fiction, such as essays, reviews and journalism. This will include whole texts, plays by Shakespeare and works from the 19th, 20th and 21st centuries; a wide variety of poetry since 1789 as well as re-reading literature and other writing as a basis for making comparisons. Pupils will also read books independently for challenge, interest and enjoyment.

Drawing on knowledge of the purpose, audience and context of the writing, including its social, historical and cultural context and the literary tradition to which it belongs, to inform evaluation. To identify and interpret themes, ideas and information as well as exploring aspects of plot, characterisation, events and settings, the relationships between them and their effects. To seek evidence in the text to support a point of view, including justifying inferences with evidence, to be able to analyse writer’s choice of vocabulary, form, grammatical and structural features, and evaluating their effectiveness and impact. Making critical comparisons, referring to the contexts, themes, characterisation, style and literary quality of texts, and drawing on knowledge and skills from wider reading and make an informed personal response, recognising that other responses to a text are possible and evaluating these.

Writing - Pupils will develop confidence in writing accurately, fluently, effectively and at length for pleasure and information and develop adapting their writing for a wide range of purposes and audiences by describing, narrating, explaining, instructional, and by giving and responding to information, through arguing. They will be selecting and organising ideas, facts and key points, and citing evidence, details and quotation effectively and pertinently for support and emphasis. Choosing, and using judiciously, vocabulary, grammar, form, and structural and organisational features, including rhetorical devices, to reflect audience, purpose and context, and using Standard English where appropriate while revising, editing and proof-reading and reflecting on whether their draft achieves the intended impact. Restructuring their writing, and amending its grammar and vocabulary to improve coherence, consistency, clarity and overall effectiveness, paying attention to the accuracy and effectiveness of grammar, punctuation and spelling.

Grammar and vocabulary - Pupils will consolidate and build on their knowledge of grammar and vocabulary through:- studying their effectiveness and impact in the texts they read; drawing on new vocabulary and grammatical constructions from their reading and listening; using these consciously in their writing and speech to achieve particular effects. They will be analysing some of 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 linguistic and literary terminology accurately and confidently in discussing reading, writing and spoken language.

Spoken English - To speak confidently, audibly and effectively using Standard English when the context and audience require it. To continue working effectively in groups of different sizes and taking on required roles, including leading and managing discussions, involving others productively, reviewing and summarising, and contributing to meeting goals/deadlines by listening to and building on the contributions of others, asking questions to clarify and inform, and challenging courteously when necessary.  Planning for different purposes and audiences, including selecting and organising information and ideas effectively and persuasively for formal spoken presentations and debates.

They will develop listening and responding skills in a variety of different contexts, both formal and informal, and evaluating content, viewpoints, evidence and aspects of presentations and performance of both poetry and plays.

Key Stage 4 (Years 9,10 and 11)

What course do pupils follow?

AQA GCSE ENGLISH LANGUAGE Specification code: 8700 AQA GCSE ENGLISH LITERATURE Specification code: 8702

What will pupils study?

The majority of pupils will study English Language and English Literature: two separate and distinctive GCSE subjects, which are taught in combination across the two/three year course.

GCSE English Language aims to equip you with the reading and writing skills essential for your future lives. The course has been designed to inspire and motivate pupils, providing stretch and challenge whilst ensuring that a range of fiction and non-fiction texts are accessible to all. The course will enable pupils to develop the skills they need to read, understand and analyse a range of texts covering the 19th, 20th and 21st Century time periods as well as to write clearly, coherently and accurately using a range of vocabulary and sentence structures.

GCSE English Literature takes a skills based approach to the study of English Literature that is consistent across a range of genres and texts over time. Again, the texts chosen are inspiring and challenging with assessment through close analysis of whole texts and then through extract analysis. 19th, 20th and 21st Century texts will be covered and include Shakespeare, poetry, plays and novels; texts are selected to ensure all abilities can meet their potential. Details of Assessment both GCSE English Language and English Literature are assessed through untiered, closed book terminal examination. In addition to this pupils will receive a separate endorsement for their spoken language skills.

English Language Paper 1: Examination (50%) Explorations in creative reading and writing.

Paper 2: Examination (50%) Writers’ viewpoints and perspectives.

Non-Examination Assessment: Spoken Language

English Literature Paper 1: Shakespeare and the 19th Century novel (40%)

Paper 2: Modern Texts and Poetry (60%)

Where can I find more information?

More information about the courses can be found using the links below.

Assessment resources Specimen paper questions can be found using the links below.

Useful links for English:


(English Language)

(English Literature)


(English Language)

(English Literature)

For English Lit texts

 Shakespeare: A brilliant series of videos from the Royal Shakespeare Company