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Message Subject: English Year 7 Curriculum Overview 2024-2025 “Let the questions be the curriculum” Socrates Knowledge & Understanding Literacy Skills Literacy Skills and KEY vocab Assessment What is being assessed? Homework/ Independent Learning Composites Components includes understanding of KEY concepts Formal Retrieval if any HT1: Greek Myths Foundational understanding of classical allusions • How the origins of Literature link to Greek mythology. • Summarise salient points of a text. • Identify appropriate quotations. • Decode challenging vocabulary auxiliary texts. • Explore the writer’s method and explain how they create meaning.  Greek root words (see homework column)  Procedural knowledge (see assessment column, both formative and summative) Vocabulary choice (including focus on tier 2 vocabulary) Direct instruction grammar teaching Nouns Discussion opportunities Reading for Pleasure Exciting Writing Vocabulary: Masculinity Femininity See faculty overview, homework, resources Establish a baseline for pupil progress. • See assessment folder – ‘Baseline reading and writing tests’ Formative Letter writing – King Midas – Letter of Apology to his daughter. Understand the conventions of letter writing. Transactional Writing Summative assessment – Letter writing Greek Root Words: • See independent learning and homework folder • Recreate a Greek myth using everyday household objects Clear understanding of a modern novel • Understanding of writers’ methods • Social & historical context of the novel [interleaved] • Plot of the novel • Characters within the novel • Key themes and big ideas through the novel Choice of the following: Skellig, Private Peaceful, The Bone Sparrow and The Lion, The Witch and The Wardrobe Key Questions: “How have Greek myths establish key concepts in Literature?” “How do I write an informal and formal letter?” “What are the conventions of a formal letter and can I apply them appropriately?” “What are the key themes and big ideas in my modern novel?”

HT2: Childhood Experiences Exploration of the theme ‘childhood memories’ through a range of texts: poetry, fiction, and non-fiction • Identification of form • Experience of seminal world literature (transferring and embedding reading skills, subject content and breadth and depth) • Be able to decode and comprehend texts. • To be able to summarise the salient points of the text.  Latin root words (see homework column)  Procedural knowledge (see assessment column, both formative and summative) Vocabulary choice (including focus on tier 2 vocabulary) Direct instruction grammar teaching Nouns Discussion opportunities Reading for Pleasure Exciting Writing Vocabulary: Compassion, Morality See faculty overview, homework, resources Formative reading assessment – Little women. Summative reading assessment – Unseen extract linking to the theme of ‘childhood memories’ Latin Root Words: • See independent learning and homework folder Direct instruction on the foundational skills of essay writing • To summarise the salient points of a text. • To identify relevant quotations. • To explain the impact on the reader. • To explore the writer’s choices and intentions. • To analyse language use. Key Questions: “How does each writer explore the theme of childhood?” “How do I construct a reading response to an unseen text?” “What are the steps to follow when analysing language?” CIAG • Ability to write a formal letter, adapting tone to suit purpose and audience. (Work applications) • Tasks designed to encourage creativity and resourcefulness. HT3: Gothic Literature The Conventions of Gothic Literature • Understand the conventions of Gothic literature. • Clear understanding of a pre-1914 text • Decode challenging vocabulary in auxiliary texts. • Read increasingly challenging material independently • Revisit essay skills from HT2 to analyse The Red Room • To explore the writer’s choices and intentions  Gothic Vocabulary (see homework column)  Procedural knowledge (see assessment column, both formative and summative) Vocabulary choice (including focus on tier 2 vocabulary) Direct instruction grammar teaching Verbs Discussion opportunities Formative Reading Assessment – How does the writer use language to create a feeling of unease in The Red Room? Formative Imaginative Writing Assessment – Gothic Vocabulary: • See independent learning and homework folder Plan an imaginative Gothic piece of writing.

Imaginative Writing using Gothic Literature as a stimulus • Develop imaginative writing using Gothic themes and topics as a stimulus. • Utilise Gothic conventions for deliberate effect. • Use a wide range of vocabulary for deliberate effect. • Plan and create a well-structure and developed story. • Punctuate accurately and for emphasis. Reading for Pleasure Exciting Writing Vocabulary: Supernatural Manipulation See faculty overview, homework, resources Create a piece of imaginative writing using Gothic Conventions. Key Questions: “What are the conventions of Gothic Literature?” “How have Gothic conventions been used for effect?” “What similarities can I see across the range of texts that I read?” “Why has the writer used this word/ phrase?” HT4: Macbeth Clear understanding of a Shakespeare Play MACBETH - Tragedy • Understanding of playwrights’ methods • Social & historical context of the Elizabethan Period [interleaved] • Plot of the play • Characters within the play • Key themes through the play • Examining attitudes towards witches during the time that Macbeth was written. • Beginning to explore attitudes towards women in the period.  The conventions of tragedy  Shakespearean methods  Macbeth vocabulary  Procedural knowledge Vocabulary choice (including focus on tier 2 vocabulary) Direct instruction grammar teaching Verbs Discussion opportunities Reading for Pleasure Exciting Writing Vocabulary: Hubris Ambition See faculty overview, homework, resources Summative Imaginative Writing Assessment – Based on the Gothic writing from last term. The conventions of tragedy • See independent learning and homework folder Shakespearean Techniques • See independent learning and homework folder Macbeth Vocabulary • See independent learning and homework folder Developing procedural knowledge around analysis of Shakespearean texts • Comprehending the meaning of the text. • Identifying literary devices. • Exploring the effect of literary devices and writer’s intentions. • Developing a range of vocabulary with which to discuss the text. • Identifying how the conventions of tragedy has been used for effect. • Exploring the text within the context that it was written.

Key Questions: “What are the conventions of tragedy?” “How is Lady Macbeth an interesting character?” “What were Shakespeare’s intentions when writing Macbeth?” “Can I explore increasingly complex characters in Literature?” CIAG • Roles, responsibilities, and power structures in English Literature. • Greater understanding of the Literary cannon. • Encounter increasingly challenging texts – fostering resilience. HT5: Morality and Theatre Clear understanding of a modern play Millions by Frank Cottrell Boyce • Understanding of writers’ methods • Social & historical context of the play [interleaved] • Plot of the play • Characters within the play • Key themes through the play • Develop personal response to characters and text. • Reading for empathy.  Knowledge of theatre  Procedural Knowledge Vocabulary choice (including focus on tier 2 vocabulary) Direct instruction grammar teaching Adjectives Discussion opportunities Reading for Pleasure Exciting Writing Vocabulary: Morality See faculty overview, homework, resources • Researching Literary context • Punctuation • Homophones • Spelling • Research a charity • Synonyms The History of Theatre and Making Moral Choices • Read increasingly challenging material independently • Developing and overview and understanding of key literary periods • Accruing knowledge that will be key to unlocking ‘big ideas’ on GCSE texts Key Questions: “What is morality?” “Where do our morals come from?” “What may lead a key character to make certain decisions and choices?” “What are the key literary periods?” “How has theatre changed through time?” HT6: Poetry and Activism Clear understanding of modern poetry • methods used to convey meaning • social/historical context • Understanding of key ideas and themes • Introduction to the concept of activism • Identification of poetic devices  Knowledge of poetic methods  Procedural Knowledge Vocabulary choice (including focus on tier 2 vocabulary) Direct instruction grammar teaching Adjectives Write a poem about an issue in society that has strong voice asking for change; performance poetry Create a campaign poster on a prominent social issue: • Refugees • Environment Clear understanding of non-fiction texts • Read increasingly challenging material independently • Identification of purpose, audience and form • Summarise the writer’s ideas and perspectives

• Identification of rhetorical devices or writer’s methods. Discussion opportunities Reading for Pleasure Exciting Writing Vocabulary: Conscience Dilemma See faculty overview, homework, resources Key Questions: “What are poetic devices?” “Why should we care about our planet?” “What is climate change?” “How have people responded to social issues in Literature?” “How can Literature be a force for change and source of empowerment?” CIAG • Identification, discussion of topical current issues. • Encouraging pupils to believe that they can be a force for social change.

Subject: English Year 8 Curriculum Overview 2024-2025 “Let the questions be the curriculum” Socrates Knowledge & Understanding Anthology: Journeys Travel Writing and The Modern novel Literacy Skills Literacy Skills and KEY vocab Assessment What is being assessed? Homework/ Independent Learning Composites Components includes understanding of KEY concepts Formal Retrieval if any HT1 and HT2 Journeys Clear understanding of a modern novel linked to the theme of ‘journeys.’ Selection of novels: *Refugee Boy *The Arrival *Oliver Twist *A House Without Walls • Understanding of writers’ methods • Social & historical context of the novel • Understanding of plot • Decode challenging vocabulary • Understand the presentation of characters • Track Key themes throughout the novel Greek root words (see homework column) Latin root words (see homework column) Procedural knowledge (see assessment column, both formative and summative) Vocabulary choice (including focus on tier 2 vocabulary) Direct instruction grammar teaching: adverbs and conjunctive adverbials Discussion opportunities Reading for Pleasure Exciting Writing Vocabulary: Adversity Persistence Formative Assessment (reading focus) linked to ‘Around the World in 80 Trains’ by Monisha Rajesh. Formative Assessment (writing focus) linked to travel writing and ‘Another Angel of the North.’ Summative Assessment (reading focus) linked to Simon Reeve extract Greek and Latin root words- see homework folder on the English Shared Drive Exploration of the theme of ‘journeys’ and the genre of ‘travel writing’ through a range of texts: poetry, pre and post 19th century fiction and non-fiction • Understand the conventions of travel writing • Identification of form, purpose and audience • Decode and comprehend unseen texts which are increasingly challenging • Summarise the main ideas in the text Key Questions: How are the conventions of travel writing used effectively in the text you have explored? How does the writer explore themes and ideas in your selected novel? How does the writer present specific characters in your chosen novel? What are the conventions of travel writing and can I apply these effectively in my own travel writing? CIAG Students will be given the opportunity to consider the ways in which different types of jobs and careers link to travel writing.

HT3 and Clear understanding of a modern drama. Focus: Our Day Out by Willy Russell • Understanding of dramatic methods, including the concept that the playwright uses these methods for deliberate effect • Understanding of the social and historical context of the play • Understanding of plot, character and theme Vocabulary linked to the texts explored in ‘Education Matters’ Vocabulary linked to emotional literacy Procedural knowledge (see assessment column, both formative and summative) Vocabulary choice (including focus on tier 2 vocabulary) Direct instruction grammar teaching: Punctuating main clauses and repeating simple sentence for emphasis Discussion opportunities Reading for Pleasure Exciting Writing Vocabulary: Dogmatic Epiphany Incredulous Formative assessment (reading focus) linked to Timothy Winters and ‘Cause I ain’t got a pencil. NB: The summative End of Year Assessment will take place this term, in line with the published assessment calendar. Vocabulary linked to the texts explored in ‘Education Matters’ and to emotional literacy- see homework folder on the English Shared Drive HT4 Education Matters Exploration of the theme ‘education matters’ through a range of texts: poetry, fiction, and non-fiction • Identification of purpose, audience and form • Develop the ability to read with empathy • Be able to decode and comprehend increasingly challenging texts • Be able to summarise the salient points of increasingly challenging texts • Make comparisons across texts, linking by theme and ideas Key Questions: How is a text influenced by the social and historical context in which it was written? How have attitudes towards education changed over time? How does a playwright use different characters as vehicles for presenting big ideas to an audience? CIAG Students will be given the opportunity to research the varied career of Willy Russell prior to him becoming a distinguished playwright. They will consider how his previous jobs may have influenced this play and the characters. HT5 and HT6 Clear understanding of a Shakespearean drama. Focus: Much Ado About Nothing • Understanding of dramatic methods, including the concept that the playwright uses these methods for deliberate effect • Understanding of the social and historical context of the play • Understanding of plot, character and theme Literary methods (tier 3 vocabulary) Procedural knowledge (see formative assessment column) Vocabulary choice (including focus on tier 2 vocabulary) Direct instruction grammar teaching: Formative assessment: how is Beatrice presented? Formative assessment: write a review of the play Homework booklet of weekly tasks and grid of pick and mix tasks- see the English Shared Drive

Much Ado About Nothing and The Art of Comedy Exploration of the genre of ‘comedy’ through a range of texts: poetry, post 19th century fiction and non-fiction • Understanding the conventions of comedy • Identification of form, purpose and audience • Decode and comprehend unseen texts which are increasingly challenging • Summarise the salient points in challenging texts Compound sentences, subordinate clauses and participle phrases Discussion opportunities Reading for Pleasure Exciting Writing Vocabulary: Subvert Zealous Key Questions: How is a text influenced by the social and historical context in which it was written? How have attitudes towards women and marriage changed over time? How does Shakespeare use different characters as vehicles for presenting big ideas to an audience? CIAG Students will be given the opportunity to discover more about the careers of well-known comedians.

Subject: English Year 9 Curriculum Overview 2024-2025 “Let the questions be the curriculum” Socrates Knowledge & Understanding Literacy Skills Literacy Skills and KEY vocab Assessment What is being assessed? Homework/ Independent Learning Composites Components includes understanding of KEY concepts Formal Retrieval if any HT1 Clear understanding of a range of texts from the Dystopian genre • To be able to summarise the salient points in a text • Understanding of writers’ methods and their effect on the reader • Key themes and conventions • Common retrieval grid • Tier 2 vocabulary (see Homework) • Procedural knowledge (Formative Assessment) Writing for pleasure Reading for pleasure Reciprocal reading Oracy Planned Vocabulary in Anthology: dissent, manipulation, subvert Direct Instruction: Grammar teaching-adjectives. Formative reading: pre-taught Dystopian extract ‘Fahrenheit 451’ Weekly Dystopian landscape vocabulary tasks: see Planned Retrieval and Homework Folder Write using appropriate Dystopian conventions • Structure a piece of writing for deliberate impact on the reader- Plan, draft, edit and proof-read. • Apply appropriate conventions and methods when writing imaginatively in a Dystopian style. Key Questions: What are the conventions of Dystopian fiction? How do the writers convey their ideas? What impact does the writer have on the reader? HT2 Clear understanding of a modern novel ‘Animal Farm’ • Social & historical context of the novel [interleaved] • Summarise the plot of the novel. • Characters within the novel • Track key themes throughout the novel. • Chapter retrieval in Shared Area • Summative assessment: Procedural knowledge, Dystopian Writing for pleasure Reading for pleasure Summative reading: key vocabulary spellings and definitions and Unseen Dystopian extract Weekly ‘Animal Farm’ plot, context tasks see Planned Retrieval and Homework Folder.

conventions and key vocabulary and definitions. Reciprocal reading Oracy Plan, draft, edit and proof-read. Direct Instruction: Grammar teaching- adverbs and imperatives Planned Vocabulary: rebellion, revolution, deception, oppressive (Anthology) Formative: ‘Animal Cruelty’ persuasive speech Write using appropriate conventions for a speech • Apply appropriate conventions and methods when writing a speech. • Structure a piece of writing for deliberate impact on the reader- Plan, draft, edit and proof-read. Key Questions: What are Orwell’s intentions? How does Orwell convey his ideas to the reader? How do the writers’ themes and ideas link to the social and historical context? CIAG Communication skills, creative thinking and time management skills HT3 Clear understanding of a modern novel ‘Animal Farm’ • Understanding of writers’ methods • Social & historical context of the novel [interleaved] • Plot of the novel • Characters within the novel • Key themes through the novel • Chapter retrieval in Shared Area • Procedural knowledge-EOY examination • Rhetorical devices, key words, spellings, and vocabulary definitions in EOY examination Writing for pleasure Reading for pleasure Reciprocal reading Oracy EOY exam: Reading-key words and vocabulary spelling and definitions. Analysis of an unseen extract-non-fiction Writing- persuasive speech Persuasive speech preparation task/planning sheet Revision of key words and Aristotelian Triad Clear understanding of the art of rhetoric • Identification of rhetorical techniques in a range of non-fiction unseen texts • Understanding terms and definitions • Aristotelian Triad

• Understanding of writers’ methods and their effect on the reader in a range of non-fiction texts • Key themes Plan, draft, edit and proof-read. Key Questions: What are the writer’s main ideas? How does the writer convey their ideas? What is the impact on the reader? What are the key themes? How can you use rhetoric effectively in your own writing? HT4 Clear understanding of Shakespeare’s ‘Romeo and Juliet’ • Social & historical context of the play [interleaved] • Plot of the play • Characters within the play • Focus on Act 1 • Key themes • Media focus • Use of dramatic devices • Plot and character • Themes • Renaissance period • A3 Knowledge Retrieval Sheet Dramatic devices terminology Writing for pleasure Reading for pleasure Reciprocal reading Oracy Plan, draft, edit and proof-read. Formative: How does Shakespeare present…? (Adapted for the needs of the class) ‘Romeo and Juliet’ extended independent research project Clear understanding of a range of non-fiction texts linked to the theme of gangs • Read a variety of increasingly challenging material independently. • Identification of purpose, audience and form • Summarise the writer’s ideas and perspectives. • Identification and analysis of rhetorical devices Key Questions: What are the writer’s main ideas? How do they convey their ideas? What is the effect of the writer’s methods on the reader? Can you make links between Shakespeare’s intentions and the social and historical context? CIAG Communication skills, creative thinking, research and time management skills HT5 & HT6 Clear understanding of a range of poetry linking to the themes of conflict and culture • Understanding of writers’ methods • Social & historical context of the poems Key themes in the poems: Bayonet Charge, Exposure, Dulce et Decorum Est, Belfast Confetti, Blessing, What Were They Like? Campsie Fells and A Letter to My Mother Weekly Literary Terms testing of homework vocabulary. Key quotations in Bayonet Charge and Exposure Writing for pleasure Reading for pleasure Reciprocal reading Summative: Key vocabulary for Terms 1-3, Unseen Poetry analysis Literary Terms including definitions, effects and examples: see Planned Homework and retrieval folder • Understanding of the writers’ ideas • Identification of Form

• Understanding of the writers’ methods including structure and language • ‘Campsie Fells’ by Imtiaz Dharker Social and historical context of the poems (WW1 and WW2, Wilfred Owen and Ted Hughes) Procedural knowledge Oracy Plan, draft, edit and proof-read. Planned Vocabulary in Anthology: repression, justice, antipathy Retrieval of key vocabulary and methods Write imaginatively for pleasure • Poems as a stimulus • The Arrival images and clip of the book read by Shaun Tan • Consider how their writing reflects the audiences and purposes for which it was intended. • Organise material effectively. • Draw on their knowledge of literary and rhetorical devices from their reading. • Listening to/reading work aloud to enhance the impact of their writing. Key Questions: What are the writer’s main ideas? How do the poets/writers convey their ideas? What is the effect of the poets/writer’s methods on the reader? Can you make links between the poet’s intentions and the social and historical context of the poem? CIAG Effective communication skills, creative thinking and time management skills