Darien Delmede-Crawford

Assistant Head


Darien Delmede-Crawford is a high-performing and extremely committed primary and secondary education professional with a genuine dedication to maximising the potential of every pupil and raising standards. He was a Key Stage 3 / 4 English Co-ordinator at an Ofsted rated ‘Outstanding’ special school for fifteen years. Key to his success is his dedication to delivering high quality teaching that incorporates social, emotional and behavioural factors alongside academic development.
Prior to his teaching career Darien trained at Illinois State University and Newcastle University majoring in both Dance and Theatre. He was an accomplished actor on both stage and screen and appeared in several television and theatre productions including lead roles in Othello and Macbeth.



English - Subject intent


In English lessons, both reading and writing, we intend to develop confident speakers who can present ideas in a formal context; listen to feedback and ask questions to clarify information, using standard English. Through a skills-based curriculum, we intend to develop pupils’ comprehension skills to read critically from a variety of texts. When writing, we intend to develop effective writers who can confidently deploy figurative language and analyse texts. These are the key skills needed to obtain a recognised qualification (GCSE English Language/Functional Skills) and entry to a career pathway.


Units comprising the GCSE English Language

AO1: (i) identify and interpret explicit and implicit information and ideas o (ii) select and synthesise evidence from different texts

AO2: Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views

AO3: Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts

AO4: Evaluate texts critically and support this with appropriate textual references

AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts 

AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. (This requirement must constitute 20% of the marks for each specification as a whole.)

AO7: Demonstrate presentation skills in a formal setting

 AO8: Listen and respond appropriately to spoken language, including to questions and feedback on presentations

 AO9: Use spoken Standard English effectively in speeches and presentations


Units comprising Functional Skills English

• Listen, understand and make relevant contributions to discussions with others in a range of contexts;

• Apply their understanding of language to adapt delivery and content to suit audience and purpose;

• Read a range of different text types confidently and fluently, applying their knowledge and understanding of texts to their own writing;

• Write texts of varying complexity, with accuracy, effectiveness, and correct spelling, punctuation and grammar; and understand the situations when, and audiences for which, planning, drafting and using formal language are important, and when they are less important.

Students should be able to use these functional skills autonomously, applying them to a range of formal and informal contexts, in the workplace and in real life. A key aspect of developing knowledge and skills in English, at Level 1 and Level 2, is to be able to communicate with confidence, effectiveness and with an increasing level of independence.