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English

Curriculum Intent

At Newton Abbot College, our English Curriculum is designed to allow students to experience Literature as a mode of communication that simultaneously reflects the society it is a product of, reflects an individual’s experiences and is the product of a reader’s own personal response. Our students are taught to recognise that English Language and Literature is about finding a voice, and our curriculum strives to represent both those traditional voices, alongside the voices of those who have not always been heard. We believe that students are entitled to powerful knowledge, and consequently our curriculum engages students with famous canonical works, which we invite students to study with a critical eye, alongside more contemporary and diverse texts. Students are exposed to a wide range of Literary conventions and forms, and given the disciplinary language needed to identify, discuss and analyse these forms.

English Curriculum Journey

Built around our key threshold concepts, including the understanding that the text is a construct and that language is a powerful tool for writer’s communication, our curriculum is ambitious and wide ranging. Students are taught the disciplinary skills of analysis and evaluation across a range of forms and modes of writing, as well how to craft their own writing to communicate skilfully using vocabulary of the highest level. Sequenced to ensure a broad range of study, as well as allowing students the time to revisit and build on key knowledge, our curriculum empowers our students to become articulate, powerful communicators who understand their own Literary heritage and the power of English in their own world.

Our students will understand that:

  • Text are constructs
  • Literature is a mode of communication that has evolved over time, and is reflective of society, periods in history and social contexts
  • All writing uses language and structure as powerful tools in their communication
  • Writers can manipulate language for creativity, argument and criticism
  • The reader is a consumer of the text who can form their own interpretations, evaluate and criticise texts they are given

Implementation

First and foremost, our curriculum is designed to be both progressive and iterative. The curriculum is built to ensure that key concepts, conventions and procedural knowledge are introduced, revisited and built upon as students progress through our seven year curriculum. We work hard to ensure it is cohesive, with a consistency of language and approaches used by all teachers and across year groups so that students develop confidence and autonomy in both their analysis and written skills. To that end, our curriculum is well resourced and centrally planned, with our subject specialist and highly experience staff collaborating to ensure our intent is reflected in the resources shared with students.

 We strive to ensure there is quality first teaching at the forefront of students’ experience, so that our enacted curriculum is highly effective in securing student progress. Staff are supported to develop their excellent teaching through CPD within department meetings and high quality coaching.  Modelling, scaffolding and questioning are central to our teaching practice. Staff regularly model reading and writing skills both to and with students, so that they develop the metacognitive understanding of how to approach the complexities of knowledge retrieval and application that a subject like English demands. Students are provided with a variety of scaffolded approaches to their work, which will gradually dissipate as they grow in their own confidence and understanding. High quality questioning lies at the heart of our lessons. Either spoken or written, our questioning continually asks students to retrieve core knowledge, extend their own thinking about language and ask their own questions about what they read. This is complimented through explicit vocabulary instruction. Regular opportunities to produce extended writing is important to us, allowing students time to process their knowledge and demonstrate their own understanding and progress within our subject.  Our scaffolding, focused modelling and emphasis on recalling key vocabulary and concepts supports our SEND students to access our curriculum fully, whilst also ensuring our DS students have access to the highest academic knowledge, concepts, writing and vocabulary.

Our curriculum is an evolving one, and to that end it is a curriculum in which we will consistently monitor.  Assessment is integral to our curriculum, enabling staff to assess the impact of our curriculum on a regular basis. Students are assessed on both their knowledge and their ability to apply this knowledge appropriately. Low stakes quizzes and formative assessments are used within cycles to ensure staff are aware of students’ current understanding and can employ their responsive and adaptive teaching skills to support students to continually progress.  Summative assessment is used diagnostically, to allow us to give students clear indication of their progress.

Wider reading is also important in ensuring our curriculum intent is enacted. Students are given the opportunity to read regularly through Accelerated reader and SPARX in year 7 and 8. From September 2023, an increased focus on reading fluency and wider reading within KS3 library lessons will encourage students to revisit the key concept and conventions of English while building confidence as independent and curious readers.

Impact

Students at Newton Abbot College understand the importance of English in their future and as a result work well with their teachers in lessons. Students demonstrate an ability to write academically, utilising our consistent approaches to writing and reading to produce more extended pieces of writing. They are able to discuss key concepts that have shaped society, such as patriarchy and capitalism alongside understanding key Literary moments like Romanticism. Students also understand conventions within our subject, such as rhetoric and genre.  Data collected through assessment, learning walks and work scrutiny is used to allow us to continually assess the impact our curriculum is having, and develop it accordingly to ensure that all our students continue to make good progress in the subject through whole department approaches and personalisation to suit specific cohorts.

Subjects

  • Art
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  • English
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Newton Abbot College
Old Exeter Road | Newton Abbot
Devon | TQ12 2NF
Telephone: 01626 367335

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Hi, I am Russell Satterley, I have over 12 years of experience as a school governor and believe in ensuring that every child has access to a high-quality education within a safe and supportive learning environment. I am also currently serving as the chair of governors at Bradley Barton Primary School, and I am passionate about making a positive impact in the community.

I am the owner of a data cabling and electrical contracting business but before this I spent time gaining skills as a sound and light engineer, working with various bands and performance groups at different venues around the country. I like to think this has helped not only develop my technical expertise and eye for detail but also my love for creativity and collaboration.

When I am not busy with work or school governance, I enjoy outdoor cooking and trialling new techniques and recipes for family and friends to enjoy.

Gregg has developed his finance, operations and leadership skills through obtaining his MBA at the University of British Columbia, as well as, progressive professional roles within the private and public sectors. His roles have included Operations Director of a regional technology accelerator in British Columbia, General Manager of a prominent South African Law Firm and he has also served as Business Manager/ Bursar at Schools in Cape Town and London. Having recently moved to beautiful South Devon, he looks forward to bringing these experiences to help within the local community and drive Newton Abbot College's mission forward: to provide all our students with the best possible educational experience we can

I am delighted to serve as a parent governor at Newton Abbott College, having always been passionate about supporting young people to achieve their full potential. As a parent of a child in the College, I believe it is vital that all parents have a representative voice in shaping the school’s future, ensuring that the partnership between home and school remains strong.

With 25 years of experience in Sales and Customer Service Management, I bring skills in communication, leadership, and problem-solving, which I hope will add value to the governing body. I previously served as a governor at my child’s primary school for four years, which gave me valuable insight into how schools operate, and the important role governors play in providing both support and challenge to the leadership team.

I have a particular interest in student wellbeing and safeguarding, as I firmly believe that happy, safe, and supported children are best placed to thrive academically and personally. I am excited to contribute to the school’s mission to provide all students with the best possible educational experience, and I look forward to working collaboratively with fellow governors, staff, parents, and students to help the school achieve its vision.

His career began in the Royal Marines and spanned over 30 years with his last few appointments as a Brigadier (Director level) in Whitehall. Simon has extensive operational experience; taught at the Military Staff College; and worked across government and international organisations in his MOD roles. After leaving the Royal Marines he has had 12 years’ experience at Director/CEO/MD level in industry, in the UK and the Middle East, for HP, British Aerospace, Airbus and General Dynamics. He was awarded an MBE in 1994.

Simon lives in Exeter; is a Director of a local veteran’s charity; works as a government consultant; and wishes to give more to the local community in his role as a school governor.

Tom Mooney is an experienced cybersecurity professional with a career spanning UK government agencies and multinational financial services firms. With a strong background in protecting critical systems and data, he specializes in risk management, cyber resilience, and regulatory compliance. As a school governor, Tom brings his expertise in security, governance, and strategic planning to support the school’s leadership and safeguard its digital and operational resilience. Committed to education and community service, he is dedicated to ensuring a safe and effective learning environment for all students.

I have lived in the Teignbridge area for over 35 years, and have had 2 children pass through the school, and I now have grandchildren following through. I’ve been on the board since Knowles Hill School days and seen many changes. I’m currently the link Governor for Careers and the Arts.

I’m Linda and I have been a Governor responsible for 'School Performance' at NAC for six years. Prior to my retirement, I taught KS3 science, GCSE and 'A' level chemistry. During my teaching career I successfully held the position of Head of Science and Assistant Principal (Director of School Performance).

An experienced HR professional with a robust background in the retail sector, accumulating over 15 years of expertise. In the last two years, I have demonstrated a keen focus on HR Change, showcasing a commitment to innovation and adaptability.

I took on the role of school governor in May 2023, contributing strategic insights to foster a positive educational environment. Beyond the professional sphere, I find joy in exploring new destinations with my husband, relishing walks with our dog in the countryside, and pottering in the garden.

Hannah has 30 years’ experience working across a number of different Industry sectors in senior roles. She has always aimed to channel her talents into directions that create social change for good. In her role as Head of Social Responsibility at British Gas, Hannah worked collaboratively with a number of UK Charities to help tackle fuel poverty in the UK, specifically working with Save the Children.  After living and working in London for 18 years, Hannah moved back to Devon to raise her children and be closer to her wider family, her son is still at Newton Abbot College.

In 2015 Hannah took over as Director of Social and Commercial Enterprise for the Dame Hannah Rogers Trust, a local Devon Charity, which supported children and young adults with Special educational needs and disabilities succeed. Now as Chief Executive Officer, Hannah leads the Life Chance Group, and School for Inspiring Talents; an award-winning independent therapeutic education provider that specialises in supporting young people and families who have experienced trauma. Hannah is also a Trustee for the Life Chance Trust which supports 16-25 year olds in our local community who have had complex life histories.

Cathy Hooper is a Registered General Nurse with a background in Trauma & Orthopaedics and Children's Nursing. She is also a Specialist Community Public Health Practitioner in Health Visiting and has worked in safeguarding for the past 17 years.

Cathy loves taking advantage of Dartmoor walking opportunities whenever she can and is mum to a rugby/horse loving daughter who attends NAC.

As a parent governor, Cathy is the safeguarding governor and supports the young carers agenda, alongside being the link governor for Humanities.

I am Becca Ward, I am currently the Autism lead at Newton Abbot College, this is my second year working at NAC. I enjoy working with students and running the sensory space at school. Prior to this job I was a Primary School teacher in Cornwall for 8 years. I have always been passionate about working with young people and supporting them to achieve their very best. After the birth of my son just over two and a half years ago I moved up here to Devon where a change of job was welcomed. I am currently undergoing a university course which will allow me to become a SENCO.

I am Charlotte Tonge and I have been a Teacher at Newton Abbot College for 6 years now. I started as an NQT and I am currently lucky enough to be Head of PE and Deputy Head of Sixth Form. I feel incredibly passionate about the education and opportunities our students get at Newton Abbot College. I believe we have the power to open doors to allow our students to challenge themselves and succeed where they never thought possible. As a Governor I am able to take my knowledge of the day-to-day workings of the college and passion for our students to ensure any decisions made are moving NAC in an ambitious and student-centred direction.

Christine is the CEO of a Devon-based Housing Association.  She has extensive leadership and management skills and considerable financial acumen.  Christine also has over 20 years’ experience of school governance in both primary and secondary schools.

Christine was appointed to the Governing Body in January 2021 and was appointed as Chair of Governors in September 2022.  She is also the Chair of Governors at Highweek Primary School.

In her spare time, Christine is a keen gardener, photographer and traveller.

Amy has been Headteacher of Newton Abbot College since September 2021, having previously been Headteacher of St James School in Exeter and Director of Education for the Ted Wragg Trust.

“Having spent the best part of twenty years working in schools in Devon, I am as passionate today about the importance of a good quality education and the need to develop a love of learning in our classrooms, as I was the day I started.  It is this passion that remains my motivation: to ensure that every day, in every classroom, we are providing our students with the best possible educational experience that helps them grow into responsible and kind young people; that challenges and supports them to achieve their best; and offers them a wealth of opportunities so that they can discover their talents and develop a curiosity about the world in which they live, so that when they leave us they are inspired and empowered to take their next steps and to start carving out their own path in life.”