Bramhall High School English Department Long Term Plan. Years 7-9

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1 Bramhall High School English Department Long Term Plan. Years 7-9 TERM UNIT OUTCOMES SKILLS AUTUMN 1 Weeks 1 and 2 TRANSITION UNIT The Bridge speaking and listening activity spelling and reading age tests The Bridge activity uses a short narrative to explore characters moral responsibility for events, establishes the concept of a fable, then asks the students to consider the importance of characters motives and what else is needed to develop the story into a short story which is read for pleasure. The unit is focussed on group work and discussion and will enable the students to get to know their new peers. Spelling and reading tests to work out students spelling and reading ages. describe and summarise texts with some accuracy and understanding with reference to the text to support identify some basic language techniques and identify structural techniques in a text and explain a straightforward opinion about the text with some reference to the text to support comments made. AUTUMN 1 Week 3 + NON FICTION WRITING Pupils will: write to inform write to persuade write to describe Students will practise different types of writing based around the theme of holidays. Focus: Writing skills. Students will be assessed on a piece of descriptive writing. communicate and match tone and style to audience and purpose; organise whole texts, with some sequencing of ideas, clarity and structuring of details using paragraphs; control spelling, punctuation and grammar in phrases, clauses and sentences; select appropriate words and phrases;

2 AUTUMN1 (after any marginal regrouping) Begin A Christmas Carol by Charles Dickens control use of simple, compound and complex sentences. AUTUMN 2 SPRING 1 NOVEL: A CHRISTMAS CAROL POETRY: PRE C20TH, INCLUDING CHAUCER AND LANGUAGE CHANGE Pupils will have a comprehensive understanding of the context in which the text was written/is set. They will write an analytical response detailing their first impressions of Scrooge. They will also analyse an extract (chapter 5) and write about the change in Scrooge from the beginning to the end of the novel. Students will look at a timeline of the English language and the oral tradition of storytelling. They will look at the story of Beowulf. Students will become familiar with Chaucer and The Canterbury Tales and will explore the different characters from the Prologue. Students will write a creative piece based on their own pilgrim, describing the character and making up a story about them. describe and summarise texts with some accuracy and understanding with reference to the text to support identify some basic language techniques and make simple comments about them with identify structural techniques in a text and explain a straightforward opinion about the text with some reference to the text to support comments made. communicate and match tone and style to audience and purpose; organise whole texts, with some sequencing of ideas, clarity and structuring of details using paragraphs; control spelling, punctuation and grammar in phrases, clauses and sentences; select appropriate words and phrases; control use of simple, compound and complex sentences.

3 SPRING 2 CRIME FICTION, INCLUDING OPPORTUNITIES FOR CREATIVE WRITING Students will read a variety of crime fiction stories including: Lamb to the Slaughter The Landlady The Tell Tale Heart Vendetta Students will write an extended piece on how a central character is presented in a story they have read. describe and summarise texts with some accuracy and understanding with reference to text to support the identify some basic language techniques and identify structural techniques in a text and make straightforward links between texts. Some examples from the text to support the explain a straightforward opinion about the text with some reference to the text to support comments made. communicate and match tone and style to audience and purpose; organise whole texts, with some sequencing of ideas, clarity and structuring of details using paragraphs; control spelling, punctuation and grammar in phrases, clauses and sentences; select appropriate words and phrases; control use of simple, compound and complex sentences.

4 SUMMER 1 PREPARATION FOR SUMMER EXAM: NON-FICTION READING AND WRITING (3-4 weeks) The exam is produced by AQA specifically for year 7 but asks the same questions as GCSE English Language paper 2. Students are required to read two sources and then answer four questions about them. They will then do a piece of non-fiction writing. In preparation for the exam students will learn how to pick out information, summarise, compare writers ideas, analyse language and compare writers methods. They will revise how to argue and explain a point of view. Retrieving information Summarising Comparing writers ideas Analysing language Comparing writers methods Using appropriate tone and style for audience and purpose Organising and structuring writing effectively Choosing appropriate and interesting vocabulary Using a range of sentence structures Using accurate spelling, punctuation and grammar. Checking understanding to make sure that what is read makes sense. Making inferences and referring to evidence in the text. SUMMER 1 AND 2 A MIDSUMMER NIGHT S DREAM (after the exam) Pupils will have a comprehensive understanding of the context in which the text was written/is set. Students will understand the term patriarchy and be able to relate it to the text. They will be prepared to explore/explain how this is evident in the narrative and be able to comment on how it can affect meaning/audience response. Knowing the context and drawing on this knowledge to support comprehension. describe and summarise texts with some accuracy and understanding with reference to the text to support identify some basic language techniques and

5 Students will learn about some of the differences between comedies and tragedies. They will begin to understand some of Shakespeare s language. The play will be read in its entirety with higher ability students. All pupils will study Act 3, Scene 1. They will write an extended piece about how Shakespeare makes Bottom a humorous character. Students will also be assessed on a speaking and listening (role play) task with an opportunity to write a monologue, assessed for writing. identify structural techniques in a text and explain a straightforward opinion about the text with some reference to the text to support comments made.

6 YEAR 8 TERM UNIT OUTCOMES SKILLS AUTUMN 1 POEMS FROM DIFFERENT CULTURES Presents from my Aunts in Pakistan Hurricane Hits England Search for my Tongue Half-caste Limbo Island Man Not my Business Students will explore ideas about identity and culture and will learn about different cultures around the world through poetry. They will write an essay comparing two poems and how the poets feel about belonging to more than one culture. Students will explore aspects of British culture and what it means to be British and will practise information and advice writing by creating a guide to living in the UK for people from other countries. describe and summarise a range of texts with increasing accuracy and understanding. Attempt some inferences offering examples from the text including some relevant quotations; explain the effects of a writer s techniques and language choices. Use some subject terminology. Offer examples from the text including some relevant quotations; explain the effects of a writer s structural choices. Use some subject terminology about structure. Offer examples from the text including some relevant quotations. identify some similarities and differences between texts. Offer examples from the text including some relevant quotations; make some evaluative comments about the text with a growing awareness of the writer s methodology. Offer examples from the text including some relevant quotations. communicate and match tone, style and register to audience and purpose; organise whole texts, with clear and accurate sequencing of ideas and structuring of details using paragraphs; control of spelling, punctuation and grammar in phrases, clauses and sentences; select more ambitious words and phrases; control over simple, compound and complex sentences.

7 AUTUMN 2 / SPRING 1 LORD OF THE FLIES Pupils will have a comprehensive understanding of the context in which the text was written/is set. They will be prepared to explore/explain how this is evident in the novel in subsequent weeks and be able to comment on how it can affect meaning/reader response. They will understand the themes of the novel and be able to identify where they appear as they begin reading the novel. All pupils will understand what is meant by connotation. All pupils will demonstrate an understanding of plot and character and be able to cite evidence to support their thinking. Students will write an essay about how Golding creates tension and suspense in chapter 8, focussing on language analysis in an extract. The assessed writing task will be a descriptive diary entry after the plane has crashed. describe and summarise a range of texts with increasing accuracy and understanding. Attempt some inferences offering examples from the text including some relevant quotations; explain the effects of a writer s techniques and language choices. Use some subject terminology. Offer examples from the text including some relevant quotations; explain the effects of a writer s structural choices. Use some subject terminology about structure. Offer examples from the text including some relevant quotations. make some evaluative comments about the text with a growing awareness of the writer s methodology. Offer examples from the text including some relevant quotations. communicate and match tone, style and register to audience and purpose; organise whole texts, with clear and accurate sequencing of ideas and structuring of details using paragraphs; control spelling, punctuation and grammar in phrases, clauses and sentences; select more ambitious words and phrases; control over simple, compound and complex sentences. SPRING 2 FILM AND DESCRIPTIVE WRITING: TIM BURTON Students will study scenes from various Burton films, understanding his directorial style and why he is considered an auteur. They will analyse the language and features of DVD covers and blurbs. Students will communicate and match tone, style and register to audience and purpose; organise whole texts, with clear and accurate sequencing of ideas and structuring of details using paragraphs;

8 devise ideas for their own Tim Burton style film by making a film poster, a DVD blurb and an assessed piece of writing where they describe their central character. Students will also study some of Tim Burton s poems and write their own poem in a similar style. control of spelling, punctuation and grammar in phrases, clauses and sentences; select more ambitious words and phrases; control over simple, compound and complex sentences. SUMMER 1 PREPARATION FOR SUMMER EXAM: NON-FICTION READING AND WRITING (3-4 weeks) The exam is produced by AQA specifically for year 8 but asks the same questions as GCSE English Language paper 2. Students are required to read two sources and then answer four questions about them. They will then do a piece of non-fiction writing. In preparation for the exam students will learn how to pick out information, summarise, compare writers ideas, analyse language and compare writers methods. They will revise how to argue and explain a point of view. Retrieving information Summarising Comparing writers ideas Analysing language Comparing writers methods Using appropriate tone and style for audience and purpose Organising and structuring writing effectively Choosing appropriate and interesting vocabulary Using a range of sentence structures Using accurate spelling, punctuation and grammar. SUMMER 1 AND 2 MUCH ADO ABOUT NOTHING (after the exam) The students will learn the storyline of the play and will look at different adaptations of the play. They will look at the context of Shakespeare s era and will study the comedy genre. describe and summarise a range of texts with increasing accuracy and understanding. Attempt

9 Higher ability students will read the play in its entirety. All students will study Act 4, scene 1 and will write an analytical essay on how the roles of men and women are portrayed in the scene and how Shakespeare creates tension in the scene. Students will also write and perform a monologue which will be assessed for speaking and listening and writing. some inferences offering examples from the text including some relevant quotations; explain the effects of a writer s techniques and language choices. Use some subject terminology. Offer examples from the text including some relevant quotations; explain the effects of a writer s structural choices. Use some subject terminology about structure. Offer examples from the text including some relevant quotations. make some evaluative comments about the text with a growing awareness of the writer s methodology. Offer examples from the text including some relevant quotations. YEAR 9 CURRICULUM TERM UNIT OUTCOMES SKILLS AUTUMN 1 POETRY FROM POWER AND CONFLICT CLUSTER Ozymandias (Shelley) London (Blake) The Charge of the Light Brigade (Tennyson) Exposure (Owen) Storm on the Island (Heaney) Students will study 9 poems from the Conflict and Power cluster of poetry (GCSE AQA). They will explore the themes of conflict and power and the different types of conflict and power that are shown in the poems. They will learn about the context of the poems where the poets ideas have come from and the battles referenced in the poems. They will learn how to analyse the language and structure of poems and how to compare ideas and language between poems. describe and summarise a more challenging range of texts with accuracy and understanding. Increasingly understands inferred meanings and uses relevant textual support; explain the effects of a writer s more obvious language choices. Uses subject terminology with increasing accuracy and makes consistent reference to the text to support explain the effects of a writer s structural choices. Use subject terminology with increasing accuracy. Make consistent references to the text to support

10 Bayonet Charge (Hughes) Poppies (Weir) War Photographer (Duffy) Kamikaze (Garland) Pupils will be assessed on the following essay: Compare the ways poets present ideas about power in Poppies and one other poem from Power and Conflict. Pupils will be given the named poem but the other poem must be recalled. make clear comparisons between texts with consistent references to the text to support the make evaluative comments about the text with a growing understanding of writer s methodology and consistent references to the text to support the comments made. AUTUMN 2 EXPLORING THE OPENINGS OF NOVELS AND DESCRIPTIVE WRITING(GCSE LANGUAGE PAPER 1) AND NON-FICTION READING AND WRITING (GCSE LANGUAGE PAPER 2) Pupils will become familiar with the questions asked on GCSE language paper 1. They will explore the openings of five different novels, learning how to retrieve information, write about language and structure and evaluate a writer s methods. They will also learn some descriptive writing skills. Pupils will then build on work they have done in year 7 and 8 on non-fiction reading and writing in order to prepare for their year 9 exam. The exam is produced by AQA specifically for year 9 but asks the same questions as GCSE English Language paper 2. Students are required to read two sources and then answer four questions about them. They will then do a piece of non-fiction writing. Retrieving information Summarising Comparing writers ideas Analysing language Analysing structure Evaluating writers ideas and methods Comparing writers methods Using appropriate tone and style for audience and purpose Organising and structuring writing effectively Choosing appropriate and interesting vocabulary Using a range of sentence structures Using accurate spelling, punctuation and grammar. In preparation for the exam students will learn how to pick out information, summarise, compare writers ideas, analyse language and compare writers methods. They will revise how to argue and explain a point of view.

11 SPRING 1 AND 2 MACBETH (after exam in 2 nd week of term) Pupils will read Macbeth in its entirety, Pupils will learn how to read critically, commenting specifically on authorial purpose and the techniques used at both word and sentence level. Pupils will also learn how to write in a formal style, embed quotations to back up their thinking and demonstrate their knowledge of the historical period as seen through the text. In particular, pupils will study how the work of a dramatist is communicated effectively through performance and how alternative staging allows for different interpretations of the text. Pupils will learn about the context of the play; in particular they will look at belief in witchcraft during the reign of James I and the influence the King had on Shakespeare s play. describe and summarise a more challenging range of texts with accuracy and understanding. Increasingly understand inferred meanings and use relevant textual support; explain the effects of a writer s more obvious language choices. Use subject terminology with increasing accuracy and make consistent reference to the text to support comments made; explain the effects of a writer s structural choices. Use subject terminology with increasing accuracy. Make consistent references to the text to support make clear comparisons between texts with consistent references to the text to support the make evaluative comments about the text with a growing understanding of writer s methodology and consistent references to the text to support the comments made. Paired and group activities will develop spoken language skills and will include the use of role play and drama. Pupils will write an assessed essay on Lady Macbeth, analysing an extract before writing about her role in the rest of the play. Pupils will also be assessed on their writing when they write a descriptive piece based on the witches. communicate clearly and match tone, style and register to audience and purpose; organise whole texts across a range of contexts with logical and cohesive sequencing of ideas; control a wider range punctuation, spelling and grammar in phrases, clauses and sentences; select more ambitious words and phrases for impact; use a range of sentences structures for effect.

12 SUMMER 1 AND SUMMER 2 FRANKENSTEIN Pupils will have a comprehensive understanding of the context in which the text was written/is set. They will be prepared to explore/explain how this is evident in the novel in subsequent weeks and be able to comment on how it can affect meaning/reader response. Pupils will understand and know how to spell key words. All pupils will demonstrate an understanding of plot and character and be able to cite evidence to support their thinking Pupils will complete an AQA sample paper where they analyse an extract from the novel and then write about the novel as a whole. They will also practise their speaking and listening skills by taking part in a debate about science and medicine: creating and ending life. describe and summarise a more challenging range of texts with accuracy and understanding. Increasingly understand inferred meanings and use relevant textual support; explain the effects of a writer s more obvious language choices. Use subject terminology with increasing accuracy and make consistent reference to the text to support comments made; explain the effects of a writer s structural choices. Use subject terminology with increasing accuracy. Make consistent references to the text to support make clear comparisons between texts with consistent references to the text to support the make evaluative comments about the text with a growing understanding of writer s methodology and consistent references to the text to support the comments made. communicate clearly and match tone, style and register to audience and purpose; organise whole texts across a range of contexts with logical and cohesive sequencing of ideas; control a wider range punctuation, spelling and grammar in phrases, clauses and sentences; select more ambitious words and phrases for impact; use a range of sentences structures for effect.