Autumn

Spring

Summer

Rationale

Year 7

Topic Area/Key Question

‘Dracula’ play: creative writing.

Shakespeare’s Villains/World War 1 Poetry.

‘Private Peaceful’

Our ethos within the department is to engage, inspire and develop a love of learning within our students – this is our mission in Year 7. We aim to teach students the value of literature in helping us understand the human experience. We start Year 7 with a gothic play as this immediately hooks the students into our curriculum – they enjoy learning how to read a play and being able to take on the role of different characters; it enables them to work together to bring the play to life. With this unit, we are focusing on retrieving basic skills which are focused on in KS2 and ensuring they are embedded into our students. We also introduce the focus of writing imaginatively while ensuring that the fundamentals of sentence construction, spelling and grammar are taught effectively. We then move onto introducing Shakespeare with the main aim of making the language accessible and enjoyable for students. We hope to encourage students to feel they can embrace the challenges of Shakespeare while encouraging students to understand that the themes are universal and timeless. We then move onto exploring War Poetry with the aim of encouraging students to understand how literature is important in helping us understand who we are as people and where we have come from. We finish in Year 7 by reading the novel Private Peaceful. We will apply the ‘faster read’ approach to reading as a way of making literature more enjoyable. The book is accessible to students whilst also featuring challenging language and topics. Through this book we look at male vulnerability, loss of parents which is essential for some of our students to explore and acceptable of learning difficulties.

Content covered

Gothic conventions

Reading skills including:

-       Reading for meaning

-       Inference and deduction

Writing skills including:

-       Writing creatively and imaginatively

-       Sentence construction and SPAG

Performing in a group

Introduction to the world of Shakespeare and his language.

Selecting key quotations

Reading for meaning

Inference and deduction

War poetry:

Context of WW1

Introduction of poetic devices

Using poetic devices in own writing for effect

Faster read of a whole novel

WW1 context linked to poetry

Developing reading skills with a focus on inference and analytical writing.

WHAT HOW WHY paragraphs developed

Assessment

Baseline test; DEAW with creative writing (WAF 1, 5 & 6 focus)

Shakespeare assessment (RAF 1, 2 & 3 focus); Poetry writing (WAF 4, 6 & 7 focus)

Reading assessment (RAF 3, 5 & 7 focus); EOY core exam.  

Literacy focus

Reading of a play, reading with animation and reading comprehension.

Reading and understanding Shakespearean language – inference skills and characterisation.

Reading and understanding unseen poems, responding to techniques used by poets.

Reading of a whole novel, linking to context of WW1, characterisation, comprehension, inference and persuasion.

Opportunities (links to careers/EDI/PSHCE)

Inclusivity and acceptance.

Performing Arts : career sectors library (unifrog.org)

Screenwriter : careers library (unifrog.org)

Diverse poets, subjects and hard-hitting issues explored.

Right and wrong. Gender inequalities and ethics.

Author : careers library (unifrog.org)

Vulnerability of male characters/loss of a parent/learning difficulty.

Soldier : careers library (unifrog.org)

National Curriculum links / GCSE connections

Lang Paper 1 Q5. Studying a play.

Language Paper Q5, Literature Paper 2 Unseen Poetry and Literature Paper 1 Shakespeare.

Language Paper 1 and Literature Paper 2 Modern Text/Paper 1 Novel.

Autumn

Spring

Summer

Rationale

Year 8

Topic Area/Key Question

Dystopian Fiction – Language Skills/’Romeo and Juliet’

Poetry through the ages/Spoken Language

‘Noughts and Crosses’

The aim of Year 8, is to build upon and develop the skills introduced in Year 7 while continuing to foster a love of literature. We start by introducing the conventions of dystopian fiction and developing key reading skills. We then develop the Year 7 Shakespeare unit but introducing one whole Shakespearean play which is Romeo and Juliet. We continue to make Shakespeare accessible and current for our students. We then once again focus on developing skills taught in Year 7 by looking at another poetry unit. This unit enables students to further understand how important literature is in helping us understand the world in which we live. We introduce a Spoken Language SOW which enables students to gain confidence in writing and performing their speeches. We finish Year 8 by reading and exploring the Noughts and Crosses novel – once again providing students with the opportunity of reading an enjoyable whilst complex and challenging novel. This topic develops the exploration of racism from different perspectives, suicide, sexual relationships, consent and extremism. Once again, this will follow the ‘faster read’ approach to reading a novel.

Content covered

Conventions of dystopian fiction

Inference and deduction

Analysis skills

Introduction of structural devices

Focus on Shakespearean text and the language used

Playwright’s intentions

Comprehension

Context

Gender

Key themes of love

Historical development of poetry.

-Poetic forms.

-Effect on reader.

-Poetic structure.

-Context on the various poetic eras.

Spoken language skills introduced

How to construct an argument

How to structure writing effective

Using persuasive devices

Reading of a whole novel.

-Tone.

-Perspective and changes in perspectives.

-Inferences.

-Author’s choices of methods/specific language used.

-Polysyndeton and anaphora.

-Different language devices.

-Mental health foundations and suicide prevention links.

-Language Paper 1 Question 4.

-Analysing structures of an extract.

Assessment

Dystopian Assessment (RAF 1, 2 & 5 focus); ‘R&J’ Assessment (RAF 3, 5 & 7 focus)

DEAW (RAF 4 & 6 focus); Speech writing (WAF 2, 3 & 6 focus)

DEAW (WAF 1, 4 & 7 focus); EOY Core exam. 

Literacy focus

Comprehension, introduction of a new genre.  Reading and understanding Shakespearean language – inference skills and characterisation.

Reading and understanding unseen poems, responding to techniques used by poets.

Writing and reading skills developed in SL.

Reading of a whole novel, comprehension, characterisation, inference.

Opportunities (links to careers/EDI/PSHCE)

Coercive control. Boundaries influencing young relationships, suicide.

Member of Parliament (MP) : careers library (unifrog.org)

Feminism, famous speeches in history including MLK Jnr.

Broadcast journalist : careers library (unifrog.org)

Racial injustice, suicide, alcoholism, sexual relationships, consent and extremism.

Political campaign manager : careers library (unifrog.org)

National Curriculum links / GCSE connections

Language Paper 1 and Literature Paper 1 Shakespeare.

Literature Paper 2, Language Paper 2 and Spoken Language

Autumn

Spring

Summer

Rationale

Year 9

Topic Area/Key Question

‘The Blue Book of Nebo’ (Transactional writing)/’The Tempest’

‘Woman in Black’ (Language Paper 1)/Unseen Poetry.

‘An Inspector Calls’ (start of GCSE)

In Year 9 we again build upon the work completed in Year 7 and Year 8. Our aim is to teach texts holistically to create an appreciation of language. We want students to understand how literature is important in helping us understand who we are while also helping shape who we are. ‘The Blue Book of Nebo’ has been chosen as it is a novel which highlights issues which modern teenagers could be impacted by. ‘The Tempest’ allows our students to develop their understanding of Shakespeare but to also appreciate the beauty of his language, plot and characters. ‘The Woman in Black’ has been chosen as a text to engage students while allowing for a way to teach key reading skills needed at GCSE. Again, at the forefront of our thinking is an appreciation of literature to engage and inspire students rather than focus on ‘teaching to the test.’ We believe that encouraging discussion around a text will enable students to develop skills in a deeper way. Our Unseen Poetry scheme of work builds on the appreciation of poetry and is founded on students being able to develop interpretations themselves. Finally, we end Year 9 by teaching the GCSE text ‘An Inspector Calls’. This ends the year with students being able to apply the range of skills that they have developed in Year 9 through the writing of a GCSE style essay for their end of year test.

Content covered

Reading a novel

Key reading skills developed

Transactional writing skills focused on and developed

Key themes introduced for a modern reader

The Tempest

Read a Shakespeare play

Themes linked to and built upon from Blue Book of Nebo.

Reading skills developed:

-       Understanding of text

-       Inference skills

-       Identifying and appreciating language

Reading a novel with the aim of developing reading skills.

-       Understanding a text

-       Inference and deduction

-       Language and structure appreciation

Writing skills:

Write imaginatively with effective use of language

Unseen poetry

Develop appreciation of poetry

Develop understanding and appreciation of language and structure

Develop deeper meaning through inference skills.

Begin teaching a GCSE text.

Appreciation of how context influences a writer’s ideas.

Character

Plot

Themes

Motifs

Assessment

Writing assessment (WAF 1, 2, 6 & 7 focus); DEAW (RAF 3, 6 & 7 focus).

Language Assessment (WAF 1, 3, 6 & 7 focus); Poetry assessment (RAF 1, 2, & 3 focus)

EOY ‘An Inspector Calls’ exam.

Literacy focus

Faster read of a novel.

Reading a Shakespeare play.

Faster read of a novel.

Reading poetry.

Reading a play.

Writing an essay.

Opportunities (links to careers/EDI/PSHCE)

Identity, family, love, climate change, isolation and loneliness.

Author : careers library (unifrog.org)

Family, friendship, isolation, loneliness, fear, anxiety.

Librarian : careers library (unifrog.org)

Class structure, political systems, gender roles, feminism, identity.

Script editor : careers library (unifrog.org)

National Curriculum links / GCSE connections

Paper 2 Q5 skills

Shakespeare play

Language Paper 1

Lit Paper 2

Lit Paper 2

Autumn

Spring

Summer

Rationale

Year 10

Topic Area/Key Question

‘A Christmas Carol’/Power & Conflict Poetry Cluster 1

Language Paper 1/Power & Conflict Poetry Cluster 2

Language Paper 2/’Macbeth’

We have chosen ‘A Christmas Carol’ and ‘Macbeth’ as they are marginally more accessible texts for our students, with a focus on trying to actively engage boys more.    We also feel that there is already knowledge attached to the story of ‘A Christmas Carol’, thus making it easier for students to engage with the story despite the challenging language. 

We have divided the poetry in three clusters of 5 poems, teaching within specific themes to allow students support in knowing which poems are suitable to be compared together. 

DEAW are included to increase resilience for writing, these will be focused around skills required for the topic at GCSE.   Assessments too are also exam questions. 

Content covered

·         Inference skills

·         Context

·         Essay writing

·         Writer’s perspective

·         Writer’s intention

·         Use of Literary Devices

·         Themes

·         Writing about language and structure 

·         Creative Writing

·         Evaluating information

·         Summarising and comparing.

·         Transactional Writing.  

Assessment

1 x DEAW

1 x ‘A Christmas Carol’ assessment

1 x DEAW

1 x ‘Macbeth’ assessment

1 x DEAW

2 x Mock exams

Literacy focus

19^th Century language; understanding meanings of words.

Inferring meanings; correct SPAG and use of suitable language. 

Comparative language; DAFORREST; SPAG.  

Opportunities (links to careers/EDI/PSHCE)

Inequality; Rich vs Poor; Socialism vs Capitalism.   Discussions surrounding writing and authors.  

The natural world. 

Role of Women.  Role of Monarchy.  Misogyny and patriarchal society.  

National Curriculum links / GCSE connections

GSCE English Literature Paper 1 and Paper 2.

GCSE English Language Paper 1 and Literature Paper 2.

GCSE English Language Paper 2 and Literature Paper 2. 

Autumn

Spring

Summer

Rationale

Year 11

Topic Area/Key Question

Spoken Language/Power & Conflict Poetry Cluster 3.

GCSE Exam Revision

By Year 11 we envision that most of the content (bar perhaps the roll over of ‘Macbeth’ and the final poetry cluster) will be completed by Christmas.    This then allows teachers to focus on in-class targeted revision based on areas that they feel their students are weakest.    We will also focus on Language paper skills.    Mock exams are held in November and February to give students a practice at all the exams they will be sitting, plus to inform teachers or areas for focus.   

Spoken Language is introduced at the end of Year 10 with the view to complete the NEA presentations by October half term.   This allows the department to carry out standardisation and moderation before they are submitted in May.  

Content covered

·         Presentation and speech writing skills.  

·         Building on all skills from Year 10.

·         Developing analysis and alternative interpretation.

·         Essay writing skills. 

·         Teacher focus based on weak areas with classes.  

·         Practice questions. 

·         Long answer writing. 

·          

Assessment

GCSE Spoken Language presentations; November Mock Exams (Lang and Lit P2)

GCSE English Lit and Lang exams.

Literacy focus

Speech writing and SPAG. 

Use of connectives and comparative language.

Essay writing skills. 

Opportunities (links to careers/EDI/PSHCE)

Speeches – potentially looking at famous speeches; discussing the role of speeches and presentations in the wider world. 

National Curriculum links / GCSE connections

GCSE English Language NEA and English Literature Paper 2.

GCSE English Language and English Literature exams.