English Curriculum Plans

Year 7 Autumn

What are we learning?
What Knowledge, Understanding and Skills will we gain?
What will excellence look like?
How will these be assessed?

READING

The Writer’s Craft

Students will develop skills in analysing how various writers’ use language and structure to engage their readers. They will read extracts from a selection of 19th century and modern classics to gain knowledge how writer’s craft character , plot and atmosphere.

When responding to the texts, students will be able to identify and explain the effect of a range of language and structural techniques. They will be able to recognise and analyse the impact that certain choices have on them as a reader.

Students understanding of the writer’s craft will be assessed through a timed task that will ask them to focus on a particular extract and analyse the impact of the writer’s structural and language choices on the reader.

WRITING

The Writer’s Craft

Through the of The Writer’s Craft, students will develop an understanding of how they can develop their own creative writing.

Students will demonstrate an ability to explore how language impacts the reader at word, sentence and text level.  They will be able to replicate the techniques that they are taught in their own creative writing.

Students will produce a piece that revolves around their own fictional character. Assessment will be on content, grammar, spelling and punctuation.

READING

Dickens

Students will study extracts from a range of Dickens’ novels, looking particularly at his creation of character. They will study the context of his writing and analyse how he is able to bring to life Victorian London through his writing.

Students will demonstrate an ability to explore and explain Dickens’ use of language and structure. They will support their ideas with a range of textual detail, with embedded quotations.  Subject terminology is used with sophistication and students are able to reference context where needed.

Students will produce a comparison of two Dickensian extracts looking at how language is used and making reference to context. This will be written under timed conditions.

WRITING

Dickens

Through the study of the various Dickensian extracts students will develop their own writing skills and be able to draw on his complex sentence structure and elaborate characterisation.

Students will demonstrate an ability to use a sophisticated vocabulary and be able to integrate complex structures in their own writing They will be able to replicate the techniques that they have learnt from Dickens in their own writing

Students will produce a non- fiction piece that draws on the research they have undertaken on the Dickensian era

Assessment will be on content, grammar, spelling and punctuation

Year 7 Spring

What are we learning?
What Knowledge, Understanding and Skills will we gain?
What will excellence look like?
How will these be assessed?

READING

Stimulus: A Midsummer Night’s Dream

Students will develop skills in analysing Shakespeare’s language through the study of A Midsummer Night’s Dream. They will gain knowledge of the play and characters and be able to relate them to the historical and social context of the era that Shakespeare was writing in.

When responding to the text students will be able to discuss the linguistic techniques that Shakespeare employs. They will be able to dissect the implied meanings of the play and support their ideas with a range of textual detail and embedded quotations. Context and its relevance to the play will be woven into their response.

Students understanding of the play and its central themes will be assessed through a timed assessment that focuses on the relationships between the main characters. Planning time will be allocated and essays will be assessed by the class teacher.

WRITING

Stimulus: A Midsummer Night’s Dream

Through the study of A Midsummer Night’s Dream, students will develop an understanding of how language is used to create impact and develop the skills needed to decipher the connotations and implicit meanings of words and phrases.

Students will demonstrate an ability to explore how language impacts the reader at word, sentence and text level.  They will be able to replicate the techniques that they are taught in their own creative writing.

Students will produce the front page of a newspaper to report on the events of a key moment in the play. Assessment will be on content, grammar, spelling and punctuation.

Year 7 Summer

What are we learning?
What Knowledge, Understanding and Skills will we gain?
What will excellence look like?
How will these be assessed?

READING

Conflict Poetry

Students will gain an understanding of how war poetry reflects the context within which it was written. They will be able to use analytical techniques to look at the structure, language and imagery within the set poems.

Students will be able to apply their analytical skills to any war poem they are given. They will focus on the wider issues impacting the poems; historical and cultural research will influence their understanding of the content of the texts.

Produce an analytical essay that compares two of the poems that they have studied.

‘compare how war is presented in….. and …..?’

 

WRITING

Conflict Poetry

Students will study creative writing techniques and be able to understand how purpose, audience and form impacts their own  language choices.

Students will be able to produce writing that integrates high level fiction techniques - language, structure and imagery.

Produce a series of diary entries for a forgotten soldier.

 

 

Year 8 Autumn

What are we learning?
What Knowledge, Understanding and Skills will we gain?
What will excellence look like?
How will these be assessed?

READING

19th Century gothic short stories

Students will study a range of 19th Century short stories, mainly from the gothic genre. They study the structure of a short story and look at the language and techniques used by the 19th Century writers. In addition they will investigate the gothic genre and its specific elements.

Students will demonstrate an ability to explore analyse the specifics of the gothic genre and the structure of a 19th Century short story They will support their ideas with a range of textual detail, with embedded quotations.  Subject terminology is used with sophistication and students are able to reference context where appropriate.

Students will analyse one of the short stories studied, analysing how language is used and making reference to  its place in the gothic genre. This will be written under timed conditions.

WRITING

19th Century short stories

Through the study of gothic literature  and the short story format, students will develop their own narrative writing skills.

Students will demonstrate an ability to use a sophisticated vocabulary and be able to replicate the gothic genre in their own writing. They will be able to draw on the complex language structures of the stories they have studied and apply them in their own writing.

Students will produce their own gothic short stories. Assessment will be on content, grammar, spelling and punctuation.

READING

Argument and Persuasion

Students will develop skills in analysing a variety of non fiction texts, both modern and 19th century.. They look at how linguistic techniques are successfully used to  create pieces that have the purpose of setting forward a specific point of view.

When responding to the texts, students will be able to identify and explain the effect of a range of language and structural techniques. They will be able to recognise and analyse the impact that certain choices have on them as a reader and how a writer  uses language for specific purpose, audience and form.

Students will produce an analysis of one or more pieces of non fiction  and  explore how the writer has used language and structure to successful argue or persuade.

WRITING

Argument and Persuasion

Through the study of a variety of non fiction pieces, students will develop their own argumentative and persuasive writing.

Students will demonstrate the ability to explore how linguistic techniques can be used in non fiction writing They will be able to replicate the techniques that they are taught in their own argumentative or persuasive writing.

Students will produce their own argumentative or persuasive piece on a topic set by their class teacher.

Year 8 Spring

What are we learning?
What Knowledge, Understanding and Skills will we gain?
What will excellence look like?
How will these be assessed?

READING

Stimulus: Macbeth

Students will explore the concept of tragedy through their study of Shakespeare’s Macbeth. They will develop skills in understanding how Shakespeare has built a tragic hero and will gain an understanding of how he develops the reader’s perception of the plot, characters and context.

When responding to the text students will be able to discuss the structure of the play and how the various themes within the play are built and developed. They will be able to dissect the meanings of the text and support their ideas with judicious textual detail and embedded quotations.

Students understanding of the play and its central characters will be assessed through a timed essay that focuses on Shakespeare’s presentation of Macbeth’s tragic flaw. Planning time will be allocated, and essays will be assessed by the class teacher.

WRITING

Stimulus: Macbeth

Through the study of Macbeth, students will learn how language and imagery is used to create a tone of violence and conflict. They will develop the skills to apply this understanding to their own creative work.

Students will demonstrate the ability to explore the impact of Shakespeare’s language choices and will be able to use this effectively to inspire their own creative writing.

Students will produce a piece of descriptive writing using Act 1 Scene 1 as stimulus – the witches first meeting.  Assessment will be on content, grammar, spelling and punctuation.

Year 8 Summer

What are we learning?
What Knowledge, Understanding and Skills will we gain?
What will excellence look like?
How will these be assessed?

Creative writing

Students will study descriptive writing techniques looking at how writers use these techniques in their writing to produce particular effects in order to gain an understanding of how to apply them in their own work.

Students will be able to produce writing that is convincing and compelling for the audience and matched to purpose. They will be able to use an extensive and ambitious vocabulary with sustained crafting of linguistic devices.

 

Assessment will be through the production of an extended piece of descriptive writing - using an image as stimulus.

Poetry from other cultures

Students will study a range of poetry from other cultures to gain an understanding of how social, political and cultural context impacts a poet and their writing. Students will build on and consolidate their analytical skills and apply them to each poem that they are given.

Students will be able to apply their analytical skills to any  poem they are given. They will focus on the wider issues impacting the poems; historical and cultural research will influence their understanding of the content of the texts. Students will have the skills to compare a range of poetry and analyse how different poets view a particular topic. 

Assessment will be through the production of an analytical essay that compares the content. structure and language of two poems.

 

Year 9 Autumn

What are we learning?
What Knowledge, Understanding and Skills will we gain?
What will excellence look like?
How will these be assessed?

READING

Crime and Punishment

Students will study a range of material based on the topic of crime and punishment. These will include both fiction and non fiction. They will explore how one topic can be approached differently by various writers and  understand how opinion and bias can impact how a subject is written about.  

Students will demonstrate an ability to perceptively explore and analyse how certain writers use language and structure to portray their ideas on crime and punishment. They will be able to draw on a range of textual detail to support their ideas. Subject terminology is used with sophistication and students are able to reference historical, social and cultural context where needed.

Students will produce an analysis of how one or more writers use language and structure to convey a view of crime and punishment. They will make reference to textual detail and context.

WRITING

Crime and Punishment

Through their study of a variety of crime and punishment stimuli, students will develop their own writing style both for non fiction and fiction.

Students will exhibit the ability to draw on the styles of the writer’s they have studied and apply them to their own writing. They will be able to employ a wide and sophisticated vocabulary as well as  use more complex structural forms.

Students will produce a piece of opinion writing that has as its focus the death penalty.

Year 9 Spring

What are we learning?
What Knowledge, Understanding and Skills will we gain?
What will excellence look like?
How will these be assessed?

READING

AQA English Language Paper 1

(Section A)

Study of fictional texts

Students will gain an understanding of the layout of the English Language Paper 1 and what each question in section A is asking for. They will develop the skills to analyse a text’s language and structure and be able to explain their opinion on a range of fictional stimuli.

Students will be able to adapt their understanding of the skills needed for all four questions in section A to any fiction text that they are given as a stimulus. They will be able to choose judicious textual detail and be able to make perceptive comments.

Students will answer mock/practice questions and papers and use teacher and peer assessment comments to independently strengthen their knowledge.

WRITING

AQA English Language Paper 1

(Section B)

Descriptive and narrative writing

Students will develop their creative writing skills through story arcing and improvement of descriptive techniques. Their knowledge of key grammatical structures will be consolidated and built on and applied to all of their extended writing.

Students will be able to produce writing that is convincing and compelling for the audience and matched to purpose. They will be able to use an extensive and ambitious vocabulary with sustained crafting of linguistic devices.

Students will use a picture stimulus to produce a piece of narrative / descriptive writing – to be completed under timed exam conditions.

Year 9 Summer

What are we learning?
What Knowledge, Understanding and Skills will we gain?
What will excellence look like?
How will these be assessed?

Reading

AQA English Language Paper 2 (Section B)

Study of non-fiction texts

 

Students will gain an understanding of the layout

of the English Language Paper 2 and what each question in section A is asking for. They will develop the skills to analyse and compare a text’s language and structure and be able to explain their opinion on a range of non fiction stimuli.

Students will be able to adapt their understanding of the skills needed for all four questions in section A to any non fiction text that they are given as a stimulus. They will be able to choose judicious textual detail and be able to make perceptive comments.

Students will sit a timed paper  - Section A.

Writing

AQA English Language Paper 2 (Section B)

Persuasive and argumentative writing

 

 

Students will develop their non fiction writing skills through studying the importance considering purpose, audience and form. Their knowledge of key grammatical structures will be consolidated and built on and applied to all of their extended writing.

 

Students will be able to produce writing that is convincing and compelling for the audience and matched to purpose. They will be able to use an extensive and ambitious vocabulary with sustained crafting of linguistic devices.

 

Students will produce a timed piece of non fiction writing.

 

Year 10 Autumn

What are we learning?
What Knowledge, Understanding and Skills will we gain?
What will excellence look like?
How will these be assessed?

READING

Romeo and Juliet

Students will study Romeo and Juliet which is their set Shakespeare text for AQA English Literature. They will explore the plot, themes and characters of the play analysing how Shakespeare shapes his language to present them. They will study the context behind the play both social and historical and be able to apply this to what they have read.

When responding to the play, students will be able to identify and explain the effect of a range of language in a given extract and also perceptively comment on structural techniques used.  They will be able to apply this analysis to the play as a whole, being able to pick out from the text scenes and quotes that support the focus of their question.

Assessment will be a timed practice exam question.

English Literature Paper 1 Section A

WRITING

Romeo and Juliet

Students will recognise how Shakespeare’s use of imagery in Romeo and Juliet can impact their own writing. They will focus on his use of semantic field and apply this to their own creative writing.

Students will exhibit the ability to draw on Shakespeare’s style and successfully apply them to their own writing. They will be able to employ a wide and sophisticated vocabulary as well as use complex structural forms.

Assessment will be through a picture based stimulus.

English Language Paper 1 Section B

Year 10 Spring

What are we learning?
What Knowledge, Understanding and Skills will we gain?
What will excellence look like?
How will these be assessed?

READING

A Christmas Carol

Students will study Dicken’s A Christmas Carol which is their set 19th Century novel. They will explore plot, theme, character and context analysing how Dickens uses language and structure to present them. Students will be taught how to remember key quotations in order to use them in their analytical responses.

When responding to the text, students will be able to identify and explain the effect of a range of language and perceptively comment on structural techniques used.  They will be able to answer any question using quotations and direct reference to the text.

Assessment will be a timed practice exam question.

English Literature Paper 1 Section B

WRITING

A Christmas Carol

Students will recognise how Dickens’ uses his writing as a vehicle for his own political agenda. They will be able to recognise how he uses linguistic techniques to draw the sympathy of his reader.

Students will exhibit the ability to draw on Dickens style and successfully apply them to their own writing. They will be able to employ a wide and sophisticated vocabulary as well as use complex structural forms. 

Assessment will be through  a piece of persuasive or argumentative writing.

English Language Paper 2 Section B

Year 10 Summer

What are we learning?
What Knowledge, Understanding and Skills will we gain?
What will excellence look like?
How will these be assessed?

READING

An Inspector Calls

 

Students will study Priestley’s An Inspector Calls which is their set modern text. They will explore plot, theme, character and context. They will look at the play format and analyse how this impacts on the audiences reaction to the text. Students will be taught how to remember key quotations in order to use them in their analytical responses. 

When responding to the play, students will be able to identify and explain the effect of a range of language and perceptively comment on structural and dramatic techniques used.  They will be able to answer any question using quotations and direct reference to the text.

Assessment will be through a timed practice exam question.

English Literature Paper 2 Section A

WRITING

An Inspector Calls

 

 

Students will recognise how Priestley shapes his writing using foreshadowing and dialogue. They will be able to recognise how he uses linguistic techniques and apply them to their own writing.

 

 

Students will exhibit the ability to draw on Priestley’s style and successfully apply them to their own writing. They will be able to employ a wide and sophisticated vocabulary as well as use complex structural forms.

 

Assessment will be through a piece of argumentative or persuasive writing.

English Language Paper 2 Section A

 

Year 11 Autumn

What are we learning?
What Knowledge, Understanding and Skills will we gain?
What will excellence look like?
How will these be assessed?

READING

Romeo and Juliet

Students will study Romeo and Juliet which is their set Shakespeare text for AQA English Literature. They will explore the plot, themes and characters of the play analysing how Shakespeare shapes his language to present them. They will study the context behind the play both social and historical and be able to apply this to what they have read.

When responding to the play, students will be able to identify and explain the effect of a range of language in a given extract and also perceptively comment on structural techniques used.  They will be able to apply this analysis to the play as a whole, being able to pick out from the text scenes and quotes that support the focus of their question.

Assessment will be a timed practice exam question.

English Literature Paper 1 Section A

WRITING

Consolidation of Creative writing skills 

Students will consolidate their creative writing skills through story arcing and improvement of descriptive techniques. Their knowledge of key grammatical structures will be developed built on and applied to all of their extended writing.

Students will be able to produce writing that is convincing and compelling for the audience and matched to purpose. They will be able to use an extensive and ambitious vocabulary with sustained crafting of linguistic devices.

Timed assessment will be through  a picture stimulus.

English Language Paper 1 Section A

READING

A Christmas Carol

Students will consolidate their understanding of Dicken’s A Christmas Carol which is their set 19th Century novel. They will build on their understanding of  plot, theme, character and context analysing how Dickens uses language and structure to present them. Students will revise key quotations in order to use them in their analytical responses.

When responding to the text, students will be able to identify and explain the effect of a range of language and perceptively comment on structural techniques used.  They will be able to answer any question using quotations and direct reference to the text.

Assessment will be a timed practice exam question.

English Literature Paper 1 Section B

WRITING

Consolidation of non-fiction skills 

Students will consolidate their non fiction writing skills through studying satire, political bias and form form. Their knowledge of key grammatical structures will be consolidated and built on and applied to all of their extended writing.

Students will be able to produce writing that is convincing and compelling for the audience and matched to purpose. They will be able to use an extensive and ambitious vocabulary with sustained crafting of linguistic devices.

Timed assessment –presenting an opinion.

English Language Paper 2 Section B

Year 11 Spring

What are we learning?
What Knowledge, Understanding and Skills will we gain?
What will excellence look like?
How will these be assessed?

READING

AQA English Language Paper 2  (Section A)

Comparison of Non Fiction Texts.

 

An Inspector Calls  (Modern Play)

Students will consolidate and develop their understanding of the layout of the English Language Paper 2 and what each question in section A is asking for. They will further build the skills to be able to analyse and compare a range of non - fiction texts.

 

Students will develop their understanding of the themes, character and plot of An Inspector Calls and enhance their knowledge of the historical, cultural, and social context which influenced the writer.

Students will be able to adapt their understanding of the skills needed for all four questions in section A to any non - fiction text that they are given as a stimulus. They will be able to choose judicious textual detail and be able to make perceptive comments and comparisons.

Students will be able to produce a critically well-structured response that is supported by a range of judicious references. There will be an insightful analysis of language and form and structure.

Assessment will be through timed practice papers

 

English Language Paper 2 Section A

 

English Literature Paper 2 Section A

WRITING

AQA English Language Paper 1 (Section B Descriptive and narrative writing).

 

AQA English Language Paper 2 (Section B Non Fiction writing)

Students  will develop their creative writing skills through story arcing and improvement of descriptive techniques. Their knowledge of key grammatical structures will be consolidated and built on and applied to all of their extended writing.

Students will secure their understanding of various non-fiction forms including writing to persuade, argue, inform, instruct, and explain. They will become confident in writing for a set audience, purpose and format.

Students will be able to produce writing that is convincing and compelling for the audience and matched to purpose. They will be able to use an extensive and ambitious vocabulary with sustained crafting of linguistic devices.

Assessment will be through timed responses to:

Language Paper 1 Section B 

Language Paper 2 Section B

READING

AQA English Language Paper 1 (Section A)

Reading

Creative  Texts

Conflict Poetry

Students will consolidate and develop their understanding of the layout of the English Language Paper 1 and what each question in section A is asking for. They will further build the skills to be able to analyse a range of fiction texts.Students will develop their understanding of the 15 poems in the conflict cluster and enhance their knowledge of the historical, cultural, and social context  which influenced the poets

Students will be able to adapt their understanding of the skills needed for all four questions in section A to any fiction text that they are given as a stimulus. They will be able to choose judicious textual detail and be able to make perceptive comments and comparisons.

Students will be able to produce a critically well-structured response that is supported by a range of judicious references. There will be an insightful analysis of language and form and structure.

Assessment will be through timed practice papers: English Language Paper 1 Section AEnglish Literature Paper 2 Section B

WRITING

Exam technique and critical writing

Students will develop their exam writing skills looking at areas in which they can enhance their critical style while writing under timed conditions.

Students will  be able to produce responses that are perceptive and insightful  and  employ a high level of vocabulary and structure.

Assessment will be through timed responses to set exam questions – questions will be set according to the needs of the individual students at this stage.