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Curriculum

KS3

KEY COURSE INFORMATION

Below is an outline of the topics and assessments covered at Key Stage 3, which has recently been redesigned so that it provides an effective foundation for the demands of the English GCSE. More information can be found on the ‘English’ subject page on FROG.

Year 7

                        Topic

          Skills

Autumn 1

 

Introduction to English Literature:

  • Celtic writing; Anglo-Saxon; Latin; Middle English. Texts include Beowulf, Gawain and the Green Knight and Sherlock Holmes.
  • Wider reading.
  • 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.
  • Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

 

Autumn 2

 

'Millions' by Frank Cottrell Boyce

  • Fiction and non-fiction linked by theme.
  • Literacy skills.
  • Wider reading.
  • Identify and interpret explicit and implicit information and ideas.
  • Select and synthesise evidence from different texts.
  • 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.
  • Evaluate texts critically and support this with appropriate textual references.

 

Spring 1

'A Midsummer Night's Dream' By William Shakespeare.

  • Fiction and non-fiction linked by theme.
  • Literacy skills.
  • Wider reading.
  • 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.
  • Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

Spring 2

'A Midsummer Night's Dream' By William Shakespeare.

  • Fiction and non-fiction linked by theme.
  • Literacy skills.
  • Wider reading
  • Read, understand and respond to texts.
  • Students should be able to: Maintain a critical style and develop an informed personal response.
  • 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.
  • Show understanding of the relationship between texts and the contexts in which they were written.
  • Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

Summer 1

Non Fiction Unit

‘Slam’ Poetry

  • Fiction and poetry linked by themes.
  • Literacy skills.
  • Wider reading.
  • 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.
  • Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
  • Identify and interpret explicit and implicit information and ideas.
  • Select and synthesise evidence from different texts.
  • 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.
  • Evaluate texts critically and support this with appropriate textual references.

Summer 2

Summer reading project including ‘Holes’ by Louis Sachar.

  • Fiction and non-fiction linked by theme.
  • Literacy skills.
  • 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.
  • Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
  • Identify and interpret explicit and implicit information and ideas.
  • Select and synthesise evidence from different texts.
  • 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.
  • Evaluate texts critically and support this with appropriate textual references.

Year 8

Topic

Skills

Autumn 1

'Stone Cold' By Robert Swindells.

  • Fiction, poetry and non-fiction linked by theme.
  • Literacy skills.
  • Wider reading.
  • Identify and interpret explicit and implicit information and ideas.
  • Select and synthesise evidence from different texts.
  • 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.
  • Compare writers' ideas and perspectives, as well as how these are conveyed, across two or more texts.

Autumn 2
 

 'Stone Cold' By Robert Swindells.

  • Fiction, poetry and non-fiction linked by theme.
  • Literacy skills.
  • Wider reading.
  • 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.
  • Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

Spring 1

‘Dracula’ by Bram Stoker (play version) and other Gothic texts

  • Non-fiction related by theme.
  • Literacy skills.
  • Wider reading.
  • Identify and interpret explicit and implicit information and ideas.
  • Select and synthesise evidence from different texts.
  • 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.
  • Compare writers' ideas and perspectives, as well as how these are conveyed, across two or more texts.

Spring 2

Gothic Short Stories from 19th and 20th century inc Dickens, Conan Doyle, Bradbury, Roald Dahl etc.

  • Non-fiction related by theme.
  • Literacy skills.
  • Wider reading.
  • 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.
  • Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

Summer 1

Poetry from a range of times and cultures.

  • Speaking and listening skills.
  • Literacy skills.
  • Read, understand and respond to texts.
  • Students should be able to: Maintain a critical style and develop an informed personal response.
  • 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.
  • Show understanding of the relationship between texts and the contexts in which they were written.
  • Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

Summer 2

Summer reading project

  • Speaking and listening skills.
  • Literacy skills.
  • Wider reading.
  • 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.
  • Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.