Subject: KEY STAGE 3, ENGLISH In this long-term plan, syllabus wording/significance is bulleted. Skills repeated throughout the Key Stage are progressively built upon with as students move from Years 7 to 9. Elements of the National Curriculum of England. This long-term plan provides pupils with an introduction to the essential knowledge that they need to be educated citizens. It introduces pupils to the best that has been thought and said; and helps engender an appreciation of human creativity and achievement. Year Group Term 1 (Aug Oct) Term 2 (Oct Dec) Term 3 (Jan Mar) Term 4 (Mar Jun) Year 7 Unit: World Cultures and Poetry Unit: Class novel Unit: Non-Fiction Unit: Greek Mythology Demonstrating empathy Analysis and discussion of different poems by various international writers Identifying and commenting on effect of poetic devices and use of s Using quotations and textual references to support points Writing extended responses to set texts (PEEL) Making inferences and Read a substantial text revising and refining interpretations of subject matter, style and technique Learn vocabulary in context Check understanding Teacher and class reading or team reading method Shared discussion Understand character and setting, dialogue and description Empathy tasks on Analyse a series of non-fiction texts Persuasive language and informative language Comment on structure and language Newspaper writing and using appropriate features Direct speech and reported speech Focus on purpose, Research project Independent enquirers Skim reading and retrieving information History of language study Trace the development of s, values or ideas in texts; Narrative Structure
deductions Structuring ideas carefully and coherently Commenting on writers attitudes Identifying and applying poetic language devices Writing with imagination Identifying and applying different meter/rhythm, rhyme and form/structure patterns Planning and creating poetry according to specific forms Speaking & Listening: 1 to last approximately 5 weeks culminating in a presentation of between 5 and 10 minutes in length. A visual aid should also accompany the talk. Speak confidently and characters through specific chapter studies. Writing to review Grammar and Vocabulary Build vocabulary Extend and apply grammatical knowledge Word Bank Compile a personal word bank from reading. Sentence Level: Keeping tenses consistent; Text Level: Use reading strategies to extract particular information. Adopt active reading strategies. Students to follow One each week audience and format Drafting and proofreading Students to follow One each writing Role play An extended relating to the unit Recognise the conventions of literary form Weekly spellings and Students to follow personalised spelling One each writing An extended specific to the unit
clearly Speak in extended turns Speak without fillers and hesitations Use non-verbal features Develop ideas and support points Organise and deliver content competently Consider audience and purpose Weekly spellings and Students to follow One each week 1 to last approximately 5 weeks culminating in a presentation of between 5 and 10 minutes in length. A visual aid should also accompany the talk. Speak confidently and clearly Speak in extended turns Speak without fillers and hesitations Use non-verbal features Develop ideas and support points Organise and deliver content competently Consider audience and purpose
Year 8 Unit: Shakespeare and Macbeth Unit: Class novel and Adventure Literature Unit: Gothic Literature Unit: Superheroes (Media SOW) Research project Identifying and commenting on language and s Quote mining to support points Looking at historical language Writing extended responses to set texts (PEEL) Evaluating language Linking points together Letter writing Writing in role Varying sentences and punctuation Extending vocabulary Maintaining purpose in Read class novel Extracts from other famous adventure classics Compare and contrast different writing styles First person writing Writing to describe Using imagery Recoginising and embedding ambitious vocabulary in own writing Students to follow Reading various well known short stories including the work of Edgar Allan Poe Drawing links between different texts Short story writing Writing for set purpose and following conventions Building tension Students to follow 4 personalized spelling Recognising genre and character conventions Biographies Diaries Understanding different media texts Logos and slogans Writing to review Summarising Storyboarding Adapting form to suit a purpose Weekly spellings and Students to follow
writing Students to follow One each week Speaking & Listening: Drama and role play 1 to last approximately 5 weeks culminating in a presentation of between 6 and 12 minutes in length. A visual aid should also accompany the talk. Speak confidently and clearly Speak in extended turns Speak without fillers and hesitations Use a variety of non- One each week An extended homework project specific to the unit One each writing An extended specific to the unit personalised spelling One each writing An extended specific to the unit
verbal features Develop ideas and support points in detail Organise and deliver content carefully Show a keen understanding of audience and purpose Year 9 Unit: Views of War Unit: Shakespeare: Romeo and Juliet Unit: Class novel (Bill Bryson) Unit: Short Stories Writing convincingly in role Adapting writing style with full range of devices Appreciating how context shapes the style Making creative and confident use of a full repertoire of language features Letter writing Summarising Travel writing Writing to entertain Writing to inform Focus on dialogue Building tension Use of imagery Review Short story techniques and writing Parody writing Applying their
of writing Drawing on knowledge of literary and rhetorical devices from their reading and listening to enhance the impact of their writing Students to follow One each week Looking at key war related poems Extended discussion and debate on the effect of war using evidence to support ideas Writing extended responses (analysis) to set texts (PEEL) rooted Students to follow One each week Film analysis Research project into key s: role of woman, family life, historical expectations Blurb writing Commenting on tension Language analysis Embedding quotations Linking and evaluating ideas Develop interpretations of the text, supporting points with detailed textual evidence Book review Students to follow One each week Extended responses and comment on effect of literary devices/peel paragraphs Analyse the overall structure of a text to identify how key ideas are developed Using frequent textual references and embedded quotations to support various points growing knowledge of vocabulary, grammar and text structure to their writing and selecting the appropriate form Weekly spellings and Students to follow personalised spelling One each writing Collection of wellknown short stories Comment and analysis on language, s and context
around language and s Commenting on writers attitudes Detailed analysis Quote mind-mapping Linking and evaluating ideas Commenting on the historical and social context of set texts Film analysis Commenting on the social and historical context of a text Drama and role play An extended homework project specific to the unit An extended relating to the unit An extended specific to the unit Speaking & Listening: 1 to last approximately 5 weeks culminating in a presentation of between 7 and 15 minutes in length. A visual aid should also accompany the talk. Speak confidently and clearly Speak in extended turns Speak without fillers and hesitations Use a varied and ambitious vocabulary
Use a variety of nonverbal features Develop ideas and support points in detail and perceptively Organise and deliver content with precision Meet the needs of your audience and purpose Students to follow One each week Network School KS3 Long Term Curriculum Plan