SUBJECT INTENT

English

To provide every student with a passion for reading, a joy of writing and the confidence to become discerning and critical thinkers

Students will learn to identify and explore the impact of language, structure and context across a range of texts, varied by purpose, genre and form. Students will also be encouraged to develop their own narrative voice, through a firm underpinning of grammatical and stylistic genre knowledge. Furthermore, through the use of developing technical accuracy, students will also develop their own written expression and understanding of tone for appropriate audiences.

Students will be able to read, interpret and make inferences in order to inform their own critical opinions of a text. As a department we wish to foster and nurture a critical reader through exploring explicit and implicit meanings within a text, thus ensuring that our students are able to comment on meaning and the effect of the writer’s craft confidently. In writing, students will be able to form structured, accurate and clear responses which engage the reader.

Students will become confident communicators through their ability to adapt their tone and register for a variety of contexts.

ENGLISH LONG TERM PLAN

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year

7

Novel - ‘The Weird-Stone of Brisingamen’

How does Garner develop character arcs within the fantasy genre?

Myths and Legends

How have English Myths and legends shaped our Literary heritage?

Science-Fiction

How has technology influenced the literary cannon?

Play – ‘A Midsummer Night’s Dream’

How does Shakespeare present patriarchal power?

Poetry – ‘The Power of Nature’

How does poetry influence our understanding and appreciation of the natural world?

Novel - ‘The Hobbit’

How does Tolkien, through his use of Bildungsroman, develop Bilbo’s journey?

Year

8  

Modern Play – ‘Hobson’s Choice’

How does Brighouse present ideas on social class and marriage?

‘Gothic’

How are Gothic literary conventions used to develop character and themes?

Novel ‘Fahrenheit 451’

How does Bradbury present ideas of cultural degeneration in the novel Fahrenheit 451?

‘Travel and Colonialism’

How is the written word used to develop an understanding of different cultures and traditions?

Play ‘The Tempest’

How does Shakespeare present ides about colonialism, patriarchy and power?

Novel – ‘Noughts and Crosses’

How does Blackman present ideas of discrimination, prejudice and social injustice?

Year

9

Phantasmagoria

How do writer’s seek to explore the complexities of the human mind?

Play – ‘Hamlet’

How does Shakespeare explore the themes of revenge, loss and the supernatural?

‘Classics’

An exploration of Philosophy, rhetoric and allusions through the exploration of classical mythology.

Play ‘The Crucible’

How does Miller explore the themes of intolerance and small-town paranoia?

‘Fight for Freedom’

How does poetry present a realistic view of conflict over time?

Novel ‘To Kill a Mockingbird’

How does Harper Lee construct a window into an era characterised by racial discrimination and prejudice?

SUBJECT INTENT

English

To provide every student with a passion for reading, a joy of writing and the confidence to become discerning and critical thinkers

·         Students will learn to identify and explore the impact of language, structure and context across a range of texts, varied by purpose, genre and form. Students will also be encouraged to develop their own narrative voice, through a firm underpinning of grammatical and stylistic genre knowledge. Furthermore, through the use of developing technical accuracy, students will also develop their own written expression and understanding of tone for appropriate audiences.

·         Students will be able to read, interpret and make inferences in order to inform their own critical opinions of a text. As a department we wish to foster and nurture a critical reader through exploring explicit and implicit meanings within a text, thus ensuring that our students are able to comment on meaning and the effect of the writer’s craft confidently. In writing, students will be able to form structured, accurate and clear responses which engage the reader.

·         Students will become confident communicators through their ability to adapt their tone and register for a variety of contexts.

English LONG TERM PLAN

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year

10

Tyranny and Chaos

Macbeth

·         Role of Women

·         Supernatural

·         Masculinity

·         Divine Right of Kings

English Language Paper 2 skills 

Marginalised Voices

DNA

·         Bullying

·         Leadership

·         Responsibility

Power and Conflict Poetry

·         Remains

·         Emigree

English Language Paper 2 skills 

Duality and Society

Jekyll and Hyde

·         Gothic

·         Responsibility

·         Reputation

Power and Conflict

·         London

·         Exposure

English Language Paper 1 Skills

Tyranny and Chaos

Macbeth

·         Development of Macbeth’s character arc

·         Reality vs Illusion

Power and Conflict

·         Ozymandias

·         Poppies

English Language Paper 2 Skills

Duality and Society

Jekyll and Hyde

·         Development of Utterson and Jekyll’s character arcs linking to loyalty and friendship 

·         Tension between The Enlightenment and Romanticism

Exploring the Art of Rhetoric

Speaking and Listening

English Language Paper 1 skills

 Year  11

Tyranny and Chaos

Macbeth

·         Justice

·         Loyalty and Betrayal

·         Kingship and Machiavelli

English Language Paper 1 skills

Exploring the Art of Rhetoric

Speaking and Listening

Marginalised Voices

DNA

·         Post Modernity (Brechtian Theatre)

·         Gangs

·         DNA (structure/Darwin/breakdown)

Power and Conflict Poetry

·         Checking out my History

·         Kamikaze

English Language Paper 2 skills 

Duality and Society

Jekyll and Hyde

·         Degeneration (fin de siècle)

·         Urban Terror

·         Enlightenment v Romanticism

Power and Conflict

·         Bayonet Charge

·         Charge of the Light Brigade

English Language Paper 1 Skills

Tyranny and Chaos

Macbeth

·         Biblical Allusions

·         Murder and betrayal

·         Exam technique

Power and Conflict

Revision of Poems

English Language Paper 2 Skills

Revision of Key areas informed by Mocks

Formal Exams

Year 7 – English Medium Term Overview

In Year 7 students will be introduced to a variety of literary genres such as fantasy, Sci-Fi, literary heritage of the British Isles, poetry and a Shakespeare play.  This epic journey will equip pupils will the necessary skills to analyse language, structure and form and to demonstrate an understanding of characters, plot and themes.  Writing skills will be developed and pupils will be given the opportunity to write in a variety of genres for different audiences and purposes.

Autumn Term 1

Autumn Term 2

Spring Term 1

Spring Term 2

Summer Term 1

Summer Term 2

Novel - ‘The Weird-Stone of Brisingamen’

How does Garner develop character arcs within the fantasy genre?

Myths and Legends

How have English Myths and legends shaped our Literary heritage?

Science-Fiction

How has technology influenced the literary cannon?

Play – ‘A Midsummer Night’s Dream’

How does Shakespeare present patriarchal power?

Poetry – ‘The Power of Nature’

How does poetry influence our understanding and appreciation of the natural world?

Novel - ‘The Hobbit’

How does Tolkien, through his use of Bildungsroman, develop Bilbo’s journey?

Substantive & Disciplinary Knowledge:

·        To understand the key characteristics/features of fantasy genre.

·        To explain Alan Garner’s influences and other contextual factors.

·        To understand and be able to explain the key story archetypes.

·        To explore local legends and the Landscape of Alderley Edge.

·        To evaluate and plot character development and explain character arcs.

·        To analyse how language is used for specific effects (introduce the acronym PETER).

·        To explain and analyse key techniques used by the writer such as symbolism and pathetic fallacy.

·        To develop comprehension skills.

·        To read with confidence.

·        To evaluate changes in character.

·        To assess how tension is created within the novel.

·        To develop skills to write descriptively.

·        To explain and utilise how punctuation is used for effect.

Substantive & Disciplinary Knowledge:

·        To understand and identify different character types and understand the terms: Protagonist, Antagonist, Confidante, dynamic, static and stook characters.

·        To experiment with vocabulary and how it can be used for specific effects.

·        To identify and evaluate different language techniques.

·        To understand and use commas effectively. 

·        To be able to identify dependent clauses, lists, independent clauses, embedded sentences, transitional words and speech transitional words.

·        To use commas effectively and confidently in their own writing.

·        To understand the context of key myths and Legends (Sir Gawain and the Green Knight).

·        To begin to identify GAP (Genre, audience and purpose).

·        To introduce pupils to the acronym AFOREST (Alliteration, facts, opinions, rhetorical questions, emotive language, statistics and triplets).

·        To create a ‘pitch’ and deliver a S and L presentation.

·        To understand, identify and utilise different sentence structures.

·        To focus on whole text structure (change of character, setting and narrative perspective).

Substantive & Disciplinary knowledge:

·        To consider the conventions of Sci-Fi as a genre.

·        To understand how the theme of technology is used in Sci-Fi.

·        To explore different viewpoints about robotics.

·        To identify techniques used to create effective description.

·        To analyse descriptive writing in the works of HG Wells.

·        To prepare and present a viewpoint.

·        To effectively use varied descriptive techniques.

·        To use a range of sentence structures for effect.

·        To use paragraphs to have an impact on the reader.

·        To focus on whole text structure.

·        To use a full range of punctuation effectively and confidently.

·        To read with confidence.

·        To explore narrative perspective.

·        To develop a character.

·        To identify point of view.

·        To present a point of view.

·        To structure an argument.

·        To use language features to persuade.

·        To extend range of punctuation.

Substantive & Disciplinary Knowledge:

·        To understand the social and historical context.

·        To introduce pupils to the genre of Shakespearian comedy.

·        To track developments in characters.

·        To use PETER to analyse language.

·        To comment on the relationship between Egeus and his daughter.

·        To identify key themes that are presented in the play.

·        To understand the term patriarchy and its context.

·        To analyse language and structure in an extract.

·        To identify key quotes and comment on their impact.

·        To understand the role that Theatre played in Shakespeare times.

·        To track the development of language over time.

·        To develop understanding of key linguistic devices.

·        To vary vocabulary and imagery.

·        To develop sentence forms.

·        To select and use quotations.

·         

Substantive & Disciplinary Knowledge:

·        To identify ideas and information.

·        To recognise the differences between implicit and explicit information.

·        To identify language features.

·        To use subject terms correctly.

·        To Comment on the effects of language.

·        TO identify structural features.

·        To explore and evaluate the methods used by the writer/poet.

·        To develop understanding of key linguistic devices.

·        To vary vocabulary and imagery.

·        To develop sentence forms.

·        To select and use quotations.

·        To summarise and synthesise.

·        To make connections across texts.

·        To analyse words and phrases.

·        To compare points of view.

·        To plan a comparison.

Substantive & Disciplinary Knowledge:

·        To understand the context of Tolkien and ‘The Hobbit’.

·        To explore/explain and analyse the language used to describe Bilbo’s hobbit hole.

·        To explore the difference between Bilbo and the elves.

·        To deduce and infer information about the characters.

·        To produce a persuasive speech.

·        To explain the term propaganda and apply the techniques.

·        To present a point of view

·        To use language features to persuade.

·        To use different discourse markers to create sentences.

·        To analyse words and phrases.

·        To develop understanding of key linguistic devices.

·        To develop and confidently use different form of punctuation.

·        To practise and develop comprehension.

·        To use techniques of informative writing.

Assessment:  Knowledge Check Test, End of Unit test

Assessment 1. READING - Using an extract from the TWSOB, how does the character of Susan change as the novel progresses?  (A1)

Assessment 2. WRITING – Descriptive writing task based on an image. (A2)

Assessment 3. WRITING - Descriptive writing – Your school is asking students to contribute some descriptive writing for its website. Write a description as suggested by this picture. (A3) – this task needs to be a non-fiction task.

Assessment 4. READING – Starting with this speech, explain how far you think Shakespeare presents Egeus as a loving father. (A4)

Assessment 5. READING – Comparison of two poems, ‘Esther’s Cat’ (Ted Hughes) and ‘The Cat and the Moon’ (W.B. Yeates).

Question:

Compare how the poets present cats in ‘Esther’s Cat’ and ‘The Cat and the Moon’. (A5)

Assessment 6. WRITING – Produce an informative leaflet that details how to successfully complete a quest. (A6)

Year 8 – English Medium Term Overview

In Year 8, students will continue their exploration of literary genres such as Dystopian, Gothic, modern drama, travel writing, a contemporary novel and a Shakespeare play.  This exciting journey will help pupils to practise and embed the key skills that are required in reading and writing. A number of themes such as social injustice, patriarchy and prejudice will be addressed and will allow pupils to express their own opinions on these relevant topics.

Autumn Term 1

Autumn Term 2

Spring Term 1

 Spring Term 2

Summer Term 1

Summer Term 2

Modern Play – ‘Hobson’s Choice’

How does Brighouse present ideas on social class and marriage?

‘Gothic’

How are Gothic literary conventions used to develop character and themes?

Novel ‘Fahrenheit 451’

How does Bradbury present ideas of cultural degeneration in the novel Fahrenheit 451?

‘Travel and Colonialism’

How is the written word used to develop an understanding of different cultures and traditions?

Play ‘The Tempest’

How does Shakespeare present ides about colonialism, patriarchy and power?

Novel – ‘Noughts and Crosses’

How does Blackman present ideas of discrimination, prejudice and social injustice?

Substantive & Disciplinary Knowledge:

·        To understand the theme of social class and its conventions.

·        To understand the social and historical context.

·        To identify implicit and explicit ideas.

·        To identify language choices and analyse the effects of language.

·        To understand and identify symbolism within the play.

·        To identify structural and language features.

·        To organise an evaluation.

·        To interpret ideas and make clear inferences.

·        To select relevant quotations.

·        To interpret ideas, make connections and synthesise ideas.

·        To identify and comment on a point of view.

·        To write an extended answer using the PETER structure.

·        To gain an understanding of new vocabulary.

·       To track character development.

Substantive & Disciplinary Knowledge:

·        To understand the key conventions of the gothic genre.

·        To develop vocabulary and imagery.

·        To consider structural choices to create atmosphere.

·        To explore genre and style.

·        To develop narrative structure.

·        To extend a range of sentence forms.

·        To experiment with different sentence openers.

·        To write convincing description using language and structural features appropriately.

·        To use sentences for effect.

·        To use accurate spelling and punctuation.

·        To retrieve relevant information from texts.

·        To analyse the effects of language and structure.

·        To identify language choices.

·        To identify and analyse structural features.

·        To organise an evaluation.

·        To recognise and utilise techniques used by Poe.

·        To understand the term foreshadowing and utilise in writing.

Substantive & Disciplinary Knowledge:

·        To identify language and structural features.

·        To analyse language and structural features.

·        To organise an evaluation.

·        To evaluate a range of methods used by the writer.

·        To offer an opinion on how effectively the writer is at creating a particular effect.

·        To understand the term connotations and identify underlying feelings as suggested by a word.

·        To confidently identify narrative perspective and begin to analyse the effect.

·        To be able to identify the pace of the action (with a focus on rising, falling action and climax).

·        To interpret ideas and make key inferences.

·        To explore tone and register.

·        To select and sequence ideas.

·        To develop sentence forms.

·        To develop punctuation.

·        To describe the changes in the character of Guy Montag.

·        To compare two characters in F451.

·        To examine the context of the novel.

·        To understand the features and conventions of Dystopian genre.

Substantive & Disciplinary Knowledge:

·        To interpret information and ideas in texts.

·        To interpret implicit information in a non-fiction text.

·        To have a confident and clear understanding of the differences between implicit and explicit information.

·        To make connections between ideas in two texts.

·        To summarise the ideas in two texts.

·        To support ideas with quotations from texts.

·        To confidently use a variety of connectives to summarise two texts (although, whereas, similarly etc).

·       To use inferences to show how an idea has been interpreted.

·       To understand the key conventions of travel writing.

·        To identify language choices and comment on effects.

·       To use the correct subject terms when analysing language features (direct address, consonant sound, verbs, pronouns etc.)

·       Identify and compare points of view.

·       Organise a comparison that focuses on the following language features: humour, descriptive details, factual language, commands, direct address, past, present tense.)

·       Organise a comparison that compares structural devices (topic sentences, chronological structure, second person narrative etc.)

·       To produce a piece of non-fiction writing that explores tone and register and develops sentence forms.

Substantive & Disciplinary Knowledge:

·        To understand the social and historical context.

·        To analyse characters and character relationships.

·        To understand key vocabulary with a focus on connotations.

·        To understand the theme of leadership and colonialism.

·        To support ideas with quotes from the text.

·        To discuss the concept of Utopia and how it I s presented in ‘The Tempest’.

·        To develop summary skills.

·        To construct a supported interpretation of a character based upon an extract.

·        To analyse the effects of language and structure.

·        To effectively. use correct subject terminology.

·        To organise an evaluation.

·        To track character development.

Substantive & Disciplinary Knowledge:

·        To foster a love of reading.

·       To express an informed opinion of extremism and justice.

·       To interpret ideas, make connections and synthesise.

·       To confidently use apt quotations to develop evaluation.

·       To development empathy skills in relation to character analysis.

·       To develop skills in writing to persuade and advise.

·       To identify key themes that are presented in a novel.

·       To have an ability to identify GAP.

·       To gain an understanding of new vocabulary.

·       To extend a range of sentence forms and punctuation.

·       To offer an opinion on how effectively a writer is creating an effect.

Year 9 – English Medium Term Overview

Year 9 English builds upon the previous years and challenges students through the use of iconic texts which focus on such topics as madness, injustice and racism. Through a study of ‘Hamlet’, ‘The Crucible’, War poetry and ‘To Kill a Mockingbird’ students appreciate the emotional depth of Literature and are prepared for the transition to KS4 study.

Autumn Term 1

Autumn Term 2

Spring Term 1

Spring Term 2

Summer Term 1

Summer Term 2

Phantasmagoria

How do writer’s seek to explore the complexities of the human mind?

Play – ‘Hamlet’

How does Shakespeare explore the themes of revenge, loss and the supernatural?

‘Classics’

An exploration of Philosophy, rhetoric and allusions through the exploration of classical mythology.

Play ‘The Crucible’

How does Miller explore the themes of intolerance and small-town paranoia?

‘Fight for Freedom’

How does poetry present a realistic view of conflict over time?

Novel ‘To Kill a Mockingbird’

How does Harper Lee construct a window into an era characterised by racial discrimination and prejudice?

Substantive & Disciplinary Knowledge:

·        To understand the word Phantasmagoria.

·        To identify and interpret explicit and implicit ideas in a text.

·        To use a range of quotations to support interpretations.

·        To interpret ideas, make connections and synthesise ideas.

·        To identify language devices and analyse their effects.

·        To introduce the terms past participle, modal verbs, abstract, past tense, inclusive pronouns.

·        To identify points of view.

·        To effectively use connectives to compare texts.

·        Compare methods (language and structure) and organise a comparison.

·        To make detailed comparisons and analyse how writers’ methods convey ideas.

Substantive & Disciplinary Knowledge:

·        To describe and apply the concept of Freytag’s Pyramid to a Shakespeare tragedy.

·       To focus on the context of the play in regard to 17^th Century concepts of revenge, supernatural, suicide and gender roles.

·       TO evaluate Shakespeare’s portrayal of women in Hamlet.

·       To construct multiple interpretations of a character (Polonius).

·       To develop skills in evaluation and deconstruction of soliloquies.

·       To construct a supported judgement based upon the character of Ophelia.

·       To evaluate how Shakespeare presents death in a play.

·       To develop skills in evaluation and purposes of symbolism.

·       To discuss the theme of guilt in a play – precursor to the theme in Macbeth.

·       To practise Paper 1 Literature skills regarding characterisation via study of a selected extract.

Substantive & Disciplinary Knowledge:

·        To explore the concept of Greek morality.

·        To explain the purpose of Greek mythology.

·        To discuss archetypes in Greek mythology.

·        To develop understanding of morals and morality.

·        To explore the significance of the Underworld.

·        To explore links between morality, crime and punishment.

·        To compare punishments in mythology.

·        To explore the significance of fate in Ancient Greece.

·        To Evaluate the role of the Greek Chorus.

·        To develop understanding of literary allusions.

·        To develop writing skills with a focus on GAP.

·        To experiment with different sentence forms.

Substantive & Disciplinary Knowledge:

·        To describe key features and structures of a piece of modern drama.

·        To develop understanding of The Crucible’ as an allegory for McCarthyism.

·        To describe historical context of the play: witch trials, Puritan/Puritanism etc.

·        To evaluate the author’s use of symbolism (light and dark).

·        To discuss themes of morality and justice.

·        To focus on the importance of setting in a modern drama piece.

·        To debate the uses and abuses of power.

·        To describe contextual views on witchcraft.

·        To select, analyse and evaluate apt quotations via skimming and scanning techniques.

·        To demonstrate new learning by close analysis of a set text.

Substantive & Disciplinary Knowledge:

·        To describe the differences between poetry and other forms of writing.

·        To describe context of war poetry via a focus on fighting conditions in WW1.

·        To evaluate how a poem constructs an interpretation of war via a focus on Brookes and Owen.

·        To evaluate how poets use language, structure and form.

·        To explore the theme of bereavement in war poetry.

·        To focus on how women are portrayed in war poetry.

·        To evaluate the messages about war put forward by war poets.

·        To practise skills in poetry analysis, to embed in preparation for GCSE poetry work.

·        To focus on language device usage (Caesura, oxymoron and metaphor).

Substantive & Disciplinary Knowledge:

·        To describe the social, historical and political

contexts of the novel.

·        To analyse the use of and importance of setting in the novel.

·        To focus on how Lee constructs relationships between family members in the novel.

·        To evaluate how Lee presents the theme of courage in the novel.

·        To practise in depth analysis of quotations (links to GCSE).

·        To evaluate how Lee presents the theme of innocence in the novel.

·        To evaluate use of persuasive techniques in a selected speech.

·        To form a personal interpretation /judgement of a piece of Literature.

·        To practise GCSE Literature Paper 1 skills with a focus on how a character is presented in a novel.

·        To evaluate, in depth, a set event of the novel – Tom’s trial.