YEAR 8 Progression Chart ENGLISH Autumn Term 1 Reading Modern Novel Explore how the writer creates characterisation. Some specific, information recalled e.g. names of character. Limited engagement with the writer s craft. how a writer uses language to achieve specific effects. characterisation but struggles to explain Shows simple awareness of the effects of language choice and how text structure presents meaning. characterisation and the effects of these. Can make some comments on language features and begin to give reasons for choices. Clearly understands characterisation and comment on various literary features of language in a text, with some explanation for why they are used and their effect. setting, plot and characterisation and independently interpret comments and explain how texts are organised and structured to support theme or purpose, and the choices the writers make over structure, to achieve effects. Can evaluate and make perceptive and original interpretations about setting, plot and characterisation. Can evaluate how texts are organised and structured to support theme or purpose, and the choices writers make over structure, to achieve effects. Writing Task based on the novel studied e.g. Letter Newspaper article Diary entry Requires detailed scaffolding to sequence and structure their ideas and information. Can spell some common words correctly. At times past and present tense is confused. Struggles to vary the length and structure of sentences. and scaffolding. Ideas are presented but lack development. Simple words are spelt accurately. The technical accuracy of the writing requires some improvement each sentence must be controlled using the correct punctuation. promising and organised yet ideas in parts. Ideas are sequenced into paragraphs. Can use simple and compound sentences which are linked with connectives. Capital letters and full stops are used accurately. Common words are spelt accurately as are some irregular words. considered and well developed. Can organise writing, sequencing ideas and material with direction and control. Starting to link ideas within and across paragraphs. Use of punctuation is controlled and accurate. Can use a range of sentence structures and connectives. Can use past, present and future tenses accurately. Can spell common and regular words correctly. detailed and secure. crafted using a variety of devices such as humour and hyperbole. Can use cohesion within and across paragraphs. Vocabulary is varied and interesting. Can generally spell correctly throughout, including some uncommon and ambitious words, although there may be some errors in complex words. Writes with pose and flair. Can sequence and sustain material and ideas in a whole text, using a variety of devices to position the reader, and shaping individual paragraphs for imaginative or rhetorical effect. Uses ambitious vocabulary with confidence. Can spell correctly throughout. Can use a range of punctuation accurately in order to vary pace, clarify meaning and create a deliberate effect (e.g. colon, semi-colon, parenthetic commas, dashes and brackets). 1
Autumn Term 2 Reading Analysis of What has happened to Lulu? Charles Causely poetic conventions spots devices. Limited awareness of what certain words infer. Can identify obvious poetic conventions but struggles to explain inferences with Teacher Support. some poetic conventions and show some understanding of the effect of these. comment on a range of poetic conventions and their effects. Can comment on the choices the poet has made to achieve effects. and perceptive comments and explain how poetic conventions have been used. explore layers of meaning in the poem. Can evaluate a range of poetic devices showing originality in their analysis. Writing Writing OR A poem based on meaningful relationship of their own bank. Teacher or TA will have supported the student in generating ideas. Once ideas are bullet pointed the student can organise their points. In the Writing the student needs to work on varying their sentence structures for deliberate effect e.g. a short sentence to create tension. In poetry the student needs to include more specific devices to engage. The student needs to ensure that they are using the correct punctuation throughout their writing this skill needs and scaffolding. In the Writing ideas are presented but lack development. Simple words are spelt accurately. The technical accuracy of the writing requires some improvement each sentence must be controlled using the correct punctuation. Through poetry the student presents obvious thoughts and ideas about a specific relationship. encouraging and organised yet ideas expanded on. Deliberate vocabulary choices have been made and writing is starting to show evidence of an expanding range of vocabulary. Sentences do vary in length and there is some use of subordination. A greater range in Careless technical errors addressed through the proofreading process. When writing poetry the student is beginning to use stylistic devices but these secured. thoughtful and developed. An appropriate style is used to engage the reader. Sentences are varied and a range of punctuation is used. Can use a growing range of vocabulary for the topic. The student is able to use stylistic devices confidently. Writing demonstrates that the student can maintain and develop a convincing individual voice. A variety of sentence lengths and structures are used to convey meaning. A variety of punctuation is used for deliberate effect. A varied and ambitious range of vocabulary is used for the topic. Poetry is engaging and thoughtprovoking. Writing demonstrates that the student can successfully adapt and innovate, showing a suit purpose and audience. compelling and demonstrates a secure understanding of the context in which it is written. It is technically accurate throughout. 2
Spring Term 1 & Spring 2 Thematic Learning: Gothic Horror Analysis of an extract from The Shadow of the Wind by Carlos Ruiz Zafron Writing a recipe for the perfect work of gothic fiction & Gothic image: Write the opening part of a story using the image (Question based on GCSE writing paper) Is able to find a few techniques that are in the text, but struggles to explain why the writer has used them or what effect they have. bank. Teacher or TA will have supported the student in generating ideas. Simple sentences will be correct. There may be some sense of structure. Is able to identify some techniques and make simple their reading with Teacher support. and scaffolding. There will be some use of paragraphs. The vocabulary will be more descriptive. Is able to make some the writer s techniques and is beginning to give reasons for choices. encouraging and organised yet ideas expanded on. Deliberate vocabulary choices have been made and writing is starting to show evidence of an expanding range of vocabulary. Is able to identify and comment on various literary features of language in a text, with some explanation for why they are used and their effect. Writing has a clear purpose and is in the appropriate form. It is thoughtful and developed. An appropriate style is used to engage the reader. Sentences are varied and a range of punctuation is used. Can use a growing range of vocabulary for the topic. The student is able to use stylistic devices confidently. Is able to make detailed comments and explain how the text is organised and structured to support theme or purpose. Can make perceptive vocabulary choice. confident and engaging. A range of stylistic devices are employed. Longer sentence structures are used accurately. Varied and mature vocabulary excites and surprises the reader. A range of punctuation is used to create interesting effects. Can explore the text in a sophisticated way. Is able to trace ideas through the text and analyse the effects of specific words. Is able to evaluate the writer s craft with confidence. Writing demonstrates that the student can successfully adapt and innovate, showing a suit purpose and audience. compelling and demonstrates a secure understanding of the context in which it is written. It is technically accurate throughout. 3
Summer Term 1 Reading - Modern Drama Which key themes are explored throughout the play? Understands that a play is to be performed. Can identify some of the obvious themes but struggles to analyse extracts from the play without support. the play as a performance. Can make simple key themes. Points developed in greater detail using evidence from the text. the play as a performance. Can make simple specific extracts and key themes. Clearly understands which key themes are presented and developed throughout the play as a whole. how the key themes are communicated effectively through performance. Can show an appreciation of a dramatist s craft. Can analyse and make connections and interpretations, weighing up evidence from different extracts of the play. Writing Describe a journey that you hope to accomplish one day OR Describe a journey that has had a powerful effect on you bank. Use of a range of punctuation is attempted but not always applied correctly. Simple sentences will be correct. Some full stops will be used. There may be a sense of an opening and conclusion. The vocabulary will include obvious objects appropriate to a journey. and scaffolding. Technical accuracy is an area which is continuing to be addressed. Writing is controlled in some parts but not others. The vocabulary may include references to feelings. promising and organised yet ideas in parts. beginning to appeal to a reader s senses. A greater range in Careless technical errors addressed through the proofreading process. considered and well developed. Can organise writing, sequencing ideas and material with direction and control. Use of punctuation is controlled and accurate. Can use a range of sentence structures and connectives. Can use past, present and future tenses accurately. Can spell common and regular words correctly. The description is convincing and detailed. A range of sentence structures are used to achieve particular effects. Paragraphs are used to add interest and enjoyment. A varied and ambitious range of vocabulary is used for the topic. Can use the full range of punctuation accurately to demarcate sentences. The description is inventive and thoroughly engaging to read. The student confidently employs a range of literary devices which are appropriate to the genre. Technically, the writing is faultless. Sentence structures are used imaginatively to include simple, compound and complex. 4
Summer Term 2 Campaign Literature Reading Analysis of a political speech Communicates ideas about audience and purpose with limited clarity. Ideas are skimpily presented. what certain words infer. Shows simple awareness of the purpose, audience for and context of the writing. inferences with Teacher Support. the purpose, audience for and context of the writing. comments based on evidence from a single part of the text. comment on the main purpose of and audience for the writing, with some explanation of how the context in which it is written and read contributes to meaning. Can comment on the choices writers make to achieve effects. explain in detail the overall purpose of and audience for the writing. Can write about the impact of it with close reference to the text. Can identify and explore layers of meaning in a text. Can develop an appreciation and evaluation of the overall purpose, audience and impact of a text, with close reference to it. Can make perceptive connections and interpretations of texts, weighing up the evidence from different sections. Writing Write a manifesto to argue and persuade Some ideas are presented but not always in line with the text s purpose or intended audience. Some sentences are correctly demarcated however, others lack control. A greater range of ideas need to be presented. Writing matches its intended audience and purpose in parts. Some ideas are successfully conveyed which in the time available. In writing the student can structure writing, choosing content and an appropriate style. Some variety in sentence structures is used. A greater range of to be employed. In writing the student can consistently maintain a purpose for writing over a complete text, selecting and adapting features of genre and form, using an appropriate style to engage the reader. secure. In writing the student can adapt writing across a wide range of forms and genres to suit purpose and audience, including more formal purposes. In writing the student can successfully adapt and innovate across a wide range of forms and genres, showing a suit purpose and audience, including more formal purposes. 5