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Our Vision:

It is our aim to motivate, enthuse and inspire learners at all key stages. We believe that it is our responsibility to enable all learners, regardless of their context or circumstance, to achieve their potential and make at least good progress throughout each key stage. Through our delivery of the English curriculum we aim to foster a genuine enjoyment of both Literature and English Language. It is our ultimate aim that all students leaving Temple Moor are confident communicators and independent learners who possess lifelong literacy skills.

Our Staff:

The English faculty at Temple Moor is one with a long track record of success across all three key stages.  The faculty is one of vast experience in a variety of roles and responsibilities across school.  The English faculty has a strong team ethos, a commitment to provide the best possible education for our students and a real passion for both language and literature.

Our Students:

At Temple Moor we teach students across Key Stage 3, Key Stage 4 and Key Stage 5.  In Year 7 and Year 8, students are set according to teacher assessment of their ability. Students are also placed in sets in Key Stage 4, according to their ability.  We teach a wide range of abilities throughout the school, ranging from gifted and talented students to those who join us with very basic literacy skills.

Key Stage 3:

In Year 7 students’ learning is predominantly skills based and includes reading, writing and speaking and listening.  Students will study drama including Shakespeare, poetry, creative writing and the novel within their first year at Temple Moor.  The Year 8 syllabus continues to build on the skills learned in Year 7. The programme of study in both years is designed to prepare the students fully for the GCSE course they will undertake in Key Stage 4. In Year 7 and Year 8, all students take part in accelerated reading, designed to improve their reading ability through the students' reading texts, which are specifically designed for their reading age. In Year 7 and Year 8, all students are also given specific literacy lessons to enable them to improve basic skills.

Key Stage 4:

Key Stage 4 courses at Temple Moor begin in Year 9, where students will begin to practise skills needed for a GCSE in English. Students spend Year 10 and 11 studying units examined by both controlled assessment and external examination. Students study a personalised programme of learning designed to suit their capability in English. All students will study English Language and English Literature, receiving two GCSE qualifications. Students will study either the traditional English GCSE or the iGCSE, depending on their needs as learners; the choice of course is designed to give them the best possible chance of achieving their potential. All students will study the iGCSE qualification in English Literature..

Key Stage 5/Sixth Form:

The English faculty have a long history of success at Key Stage 5 within English Language, English Literature and Media.  We teach students with a wide range of ability across these subject areas, delivering both A Level and BTEC qualifications, and aim to enable all students to achieve their potential, with the vast majority going on to further education after leaving us.

Accommodation & Facilities:

The English faculty features eight classrooms, each with an interactive Smartboard, computer and wireless Internet connection.  In addition, the faculty has over 60 laptops and a break out area with eight computers and a printer. The faculty also includes a library with a class set of computers.


Please click on the link below for our Home Learning Overview


English Blog

World Book Day
Please click here to read the letter sent home with students regarding World Book Day. See the below link for students to be able to find the Diary of a Young Girl online for free: http://cbseacademic.in/web_material/doc/novels/3_The%20Diary%20of%20a%20Young%20Girl.pdf
By Marie Brazier Posted on 24/02/2015 12:55:21

Revision Guidance for English

Students are encouraged to read as much as possible outside of school. Reading should encompass both fiction and non-fiction texts. This means that students should be encouraged to read novels, short stories, plays and poetry but also a range of non-fiction such as magazines (these could cover hobbies such as angling, cars, rugby, computing etc) and a range of newspapers – both broadsheet and tabloid. Students should be encouraged to cut out articles, front pages and advertisements and annotate them and take notes on their presentation and the language used in them as well as the purpose and audience.



Students should be encouraged to write independently in a range of styles. Students could write short stories, opening chapters of their own ‘novel’, descriptions of people and places in order to practise writing to describe. Students should also practise writing to persuade or argue, choosing topics of their own and planning and writing letters or speeches on a subject they are interested in. Students should also practise writing to inform or explain, choosing areas of interest to them such as favourite sports teams, films, musicians and writing explanations as to their popularity or why they like them. Students could practise creating information leaflets on their local area, sports team or hobby in order to practise writing to explain or inform.










The last website is particularly useful for obtaining past papers for practise. Just make sure that your child asks their teacher for the correct course details for them.

By Ryan Heszelgraves Posted on 14/10/2014 13:41:25

Media Review Websites


Here are some review websites created by our Year 10 media students. There is some great information on the latest books, films, TV series and video games.

Not only do the websites look incredibly professional and were made by the students themselves but all the reviews are written by the students, their friends and even some guest reviews by the staff here at Temple Moor!

By Ryan Heszelgraves Posted on 24/09/2012 19:50:50

Leeds Book Award

Leeds Book Award Nominee Visits Temple Moor

Last school year, a number of a students were lucky enough to take part in a seminar lead by ‘Fifty Fifty’ author S.L. Powell.  Students were given an insight into what it takes to become a published writer and the inspiration behind the author’s award nominated novel.  Six members of the school’s book club were then given the responsibility of keeping company with the author, as they waited to enter the awards ceremony at the Carriageworks Theatre to discover who the winners of the Leeds Book Awards for 2012 were.  The students had spent the past few months reading and reviewing all the nominated novels including the eventual winners: Bryony Pearce, author of ‘Angel’s Fury’ and Paula Rawsthorne, author of ‘The Truth About Celia Frost’.  After the awards ceremony, students from schools across the Leeds area were given the opportunity to introduce themselves to all the nominated novelists.

By Gavin Nicholson Posted on 17/09/2012 09:57:57

Acting and Role Playing
In the modern world of work being able to use role-play to practise potential skills and competencies is a vital tool.  Throughout our personal and professional lives it is important that we can empathise and relate to other people in a productive manner.  The skills of acting and role-play are valuable ones and form an important part of the  modern compulsory GCSE English syllabus. However, those very skills are, by nature, potentially embarrassing for adults and GCSE students alike.  In order to assist students in achieving the highest grades possible whilst also developing their role-play ability the English department innovated in the method of delivery of this key assessment.  Gone was a short piece which was rehearsed and presented to a watching audience.  Instead two sets (10A1 and 10A2) participated in a group workshop where all students improvised and performed at the same time, developing and transforming the piece as they went over a two hour workshop.  Throughout the afternoon the students were given a scenario from a noted 20th Century playwright and were given the opportunity to assume the personas of younger students, older students, journalists, teachers and family members in a piece of group drama.  There was no public performance, instead teachers assessed each group as they developed their role. This gave the students confidence as they were not being singled out for individual attention but were instead working in a collaborative manner. The students' improvisations were very empathic and creative and all participants were graded A/A* on this most challenging of tasks.
Mrs J Shelton
Post-16 Manager

By Gavin Nicholson Posted on 11/09/2012 08:42:37

World Book Day
On Thursday 1 March, Temple Moor celebrated World Book Day in spectacular style as the school was filled with staff and students dressed up as Harry Potters, Where’s Wallys, Captain Hooks and a whole host of other book characters in order to promote reading. As well as the fancy dress, students also had the opportunity to hear extracts from the favourite books of teachers from across the whole school and hear the music scores from a number of famous film adaptations of books during breaks. Our ks3 classes had their lessons for the day based around their favourite books, and all staff and students got the opportunity to ‘drop everything and read’ for half an hour during the day. In addition to this, staff and students had the chance to get rid of their unwanted books and pick a new one at our big book swap.

Although the day was focused on promoting reading, it was also used as an opportunity to raise funds to support The James Brook Appeal and we raised a fantastic £681.29 Through non-uniform and fancy dress contributions and the sale of buns and candy floss during break. The day was lots of fun for all of us and continued to promote the school’s positive message about reading.
By Gavin Nicholson Posted on 21/06/2012 21:49:16