English: Key Stage 3

Year 7

(8/10 hours per fortnight)

Half Term 1:

Alter Egos (Skills for Writing)

The purpose of this half term is to gauge students’ abilities from Primary School and raise/build skills to standard; in preparation for the year to come.

Students will be focusing on the topic of ‘Alter Egos’ – exploring how characters are created through the use of narrative.

Students will analyse a range of examples as ‘what a good one looks like’ and aim to emulate successful skills, focusing on:

  • Developing suitable and sophisticated vocabulary and devices (poetic/descriptive) for intended effects in writing;
  • Recognising and naming devices and their effects;
  • Recognising and developing sentence construction for purpose (naming sentence types and effects);
  • Planning effective narratives – narrative progression;
  • Reviewing, evaluating and developing given examples as well as their own writing.

 

Half Term 2:

Contemporary Reader: Teacher Choice

Students to read and experience a whole novel; exploring the theme, structure, characters and setting in:

  • Analysing how descriptions/language/ structure/ form are used to create character/setting / mood;
  • Identifying how a narrative plot develops over the course of a whole novel;
  • Identifying how characters develop/change over the course of a whole novel;
  • Identifying and analysing how a writer ‘hooks’ and engages a read through narrative structure;

Developing PEE analysis

Half Term 3:

Musicals

Students will be developing a range of reading and writing skills in exploring and creating the conventions of ‘Musicals’, becoming familiar with the conventions and features of the different elements involved within musicals:

  • Plot development – revisiting narrative structure and introducing typical plot lines (Introduction to setting, characters, problem, development, crisis, falling action, resolution) and situations;
  • Consideration of audience – how are they going to create a musical that appeals to a chosen/given audience?
  • Development of characterisation (stereotyping characters, ‘typical’ characters of the genre);
  • Narrative form – the use of song to drive narrative/create character;
  • Development of staging and set design to relate to plot/genre/character;
  • Non-fiction writing skills – advertising, reviewing and analysis;

Students are to develop the working of a whole musical before performing scenes at the end of the term. Performance elements (vocal tone/intonation, gestures, body language etc.) will also be explored.

 

Half Term 4:

Shakespeare

The first week will comprise of an ‘introduction’ to the conventions of Shakespeare’s works (Sonnets, Plays, Themes, Stock Characters etc.).

The subsequent five weeks will focus on ‘Much Ado About Nothing’:

  • Students are to become familiar with the plot progression of the play, as well as read key scenes; focusing on developing critical, personal responses towards the development of character and theme within the play as a whole.
  • Developing analytical skills through analysis of key textual examples, focusing on Shakespeare’s choices of BOTH language and structure, using accurate terminology in their identification and explanation of evidence.
  • Develop contextual knowledge and relate to key scenes within the play; integrating contextual knowledge into their analysis and showing an understanding of how contextual issues would have influenced the creation and reception of the play at the time it was written / intended to be first performed.
  • Learn/memorise key quotations from key characters, events and themes.
  • Pupils are to create pieces of creative and non-fiction writing based around key scenes; ensuring pupils are continually revising writing skills.

 

Half Term 5:

Dracula

Students are to transfer the skills from Half Term 4 in approaching the novel.
Students are to become familiar with the plot progression of the novel, as well as read key chapters – focusing on developing critical, personal responses towards the development of character and theme within the novel as a whole:

  • Students are to develop analytical skills through analysis of key textual examples, focusing on Shelly’s choices of BOTH language and structure, using accurate terminology in their identification and explanation of evidence.
  • Students are to develop contextual knowledge and relate to key moments/events within the novel; integrating contextual knowledge into their analysis and showing an understanding of how contextual issues would have influenced the creation and reception of the novel at the time it was written.
  • Learn/memorise key quotations from key characters, events and themes.
  • Pupils are to create pieces of creative and non-fiction writing based around key scenes; ensuring pupils are continually revising writing skills.

 

Half Term 6:

Writing the World (Skills for Writing)

The purpose of this half term is to re-evaluate students’ skills from this year; ensuring writing skills are at the appropriate standard for the end of year exam and to be further developed in Year 8.

Students will be focusing on the topic of ‘Writing the World – exploring different text types when writing about nature and environmental issues.

Students will analyse a range of examples as ‘what a good one looks like’ and aim to emulate successful skills, focusing on:

  • Developing suitable and sophisticated vocabulary and devices (Non-Fiction (AFOREST) and some hyperbolic devices) for intended effects in writing;
  • Recognising and naming devices and their effects;
  • Recognising and developing sentence construction for purpose (naming sentence types and effects);
  • Planning effective textual forms – tag lines, subheadings script writing, article writing etc.;
  • Reviewing, evaluating and developing given examples as well as their own writing.

 

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Year 8

(8 hours per fortnight)

Half Term 1:

Grammar for Writing one. Unit three: Spy Fiction.

The students will follow a set amount of tasks in the ‘skills for writing text books.’ This will focus on the tasks set to help improve writing skills. The students will complete the tasks in a number of interactive ways with teacher input.

The students will follow the grammar for writing pedagogy to accelerate progress in their writing. Also, they will read extracts and use their speaking and listening skills to analyse the choices made by the writers and use these skills in their own writing. The students will complete one ‘reading for pleasure’ lesson per week. Where specified in the plan, targeted writing skills should be reviewed after each progress task marking cycle and should inform both teacher and student of their next SPaG focus.

Half Term 2:

Festival

The students will talk to rationalise their creative ideas. They will write creatively for a variety of purposes and target audiences.  Read and analyse a series of examples from different written purposes. Speaking and listening activities will help develop planning stages and evaluating decisions about their project.  Learners will also embed different sentence structures and language devices, for effect.  Learners will complete a ‘reading for pleasure lesson.’ Where specified in the plan, targeted writing skills should be reviewed after each progress task marking cycle and should inform both teacher and student of their next SPaG focus.

Half Term 3:

Class Novel

The students will complete a class novel. During this term, they will complete a number of reading tasks based on analysis of language and character behaviour. Also, there will be writing tasks that cover various writing purposes, audiences and styles. Speaking and listening. There will be chances to discuss and develop their ideas about certain characters.

Learners will complete a ‘reading for pleasure lesson’ Where specified in the plan, targeted writing and reading skills should be reviewed after each progress task marking cycle and should inform both teacher and student of their next SPaG focus.

Half Term 4:

Grammar for Writing Two. Unit four: Explain Non-Fiction

The students will follow a set amount of tasks in the ‘skills for writing text books.’ This will focus on the tasks set to help improve writing skills. The students will complete the tasks in a number of interactive ways with teacher input.

The students will follow the grammar for writing pedagogy to accelerate progress in their writing. Also, they will read extracts and use their speaking and listening skills to analyse the choices made by the writers and use these skills in their own writing. The students will complete one ‘reading for pleasure’ lesson per week. Where specified in the plan, targeted writing skills should be reviewed after each progress task marking cycle and should inform both teacher and student of their next SPaG focus.

Half Term 5:

Text Transformation

The students will study a number of different texts; this will be a mixture of fiction and non-fiction texts. The students will write using different formats and purposes. They will read the texts to collect information and transform them into a different style. They will complete reading tasks that analyse the use of structure and language within texts. Speaking and listening tasks will include sharing and collecting facts, discussing their plans and stories with peers. The students will complete one ‘reading for pleasure’ lesson per week. Where specified in the plan, targeted writing skills should be reviewed after each progress task marking cycle and should inform both teacher and student of their next SPaG focus.

Half Term 6:

War Poetry.

Students will read and discuss different war poems to enhance and develop their reading and interpretation skills. The students will focus on a number of reading skills including the analysis of language and structure.  Furthermore, students will recap on poetic devices. Writing: the students will have the opportunity to produce their own poetry, and creative writing, based upon the topic of war. Speaking and listening tasks will involve research and discussions surrounding the cause of different wars and battles.  The students will complete one ‘reading for pleasure’ lesson per week. Where specified in the plan, targeted reading skills should be reviewed after each progress task marking cycle and should inform both teacher and student of their next SPaG focus.

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