English, Media and Comms

KS3 English:

 

Our core aims are for students to:

  • read easily, fluently and with good understanding

  • develop the habit of reading widely and often, for both pleasure and information

  • acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language

  • appreciate our rich and varied literary heritage

  • write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences

  • use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas

  • develop competency in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

 

KS3 English is designed to extend and embed the skills of reading and writing through language and literary study. We also recognise that the future of the subject is ‘knowledge based’ and reflect this in our assessments through multiple-choice testing on language terminology and recall of socio-historical context.

 

20th Century Prose

Arthur Conan Doyle’s

The Speckled Band

 

Main text should be supplemented with wider reading of non-fiction texts for contextual reference and familiarity with range of text types.

20th Century Drama

Mean to be Free

 

Main text should be supplemented with wider reading of non-fiction texts for contextual reference and familiarity with range of text types.

21st Century

Prose

The Boy in the Striped PJs

 

Main text should be supplemented with wider reading of non-fiction texts for contextual reference and familiarity with range of text types.

Shakespeare

 

The Tempest

 

Main text should be supplemented with wider reading of non-fiction texts for contextual reference and familiarity with range of text types.

World Literature: Poetry

 

Still I Rise

 

Main text should be supplemented with wider reading of non-fiction texts for contextual reference and familiarity with range of text types.

Key Strand: Literary/ literacy

Key Strand:

Social/ historical

Key Strand:

 

Personal/social

All

All

Key Knowledge

 

Genre –detective novel/ short story narrative structure

 

Writer’s presentation of characters, settings, themes, ideas

 

Writer’s use of L/S/F

Key Knowledge

 

Social/Historical Context (Slave Trade)

 

Writer’s presentation of characters, settings, themes, ideas

 

Writer’s use of L/S/F

Key Knowledge

 

Vocabulary of feelings/attitudes/emotions

 

Writer’s creation of narrative perspective

 

Writer’s use of L/S/F

Key Knowledge

 

Social/Historical context – fathers and daughters in Elizabethan England

 

Shakespearean language

 

Conventions of tragedy

Key Knowledge

 

Poetic techniques

Poetic Forms

Key Skills

 

Analysis of effects of L/S/F

 

Evaluation of writer’s technique


 

Key Skills:

 

Acquisition & application of contextual knowledge

 

Analysis of L/S/F

 

Interpretation underpinned by context

Key Skills

 

Articulating personal responses

 

Analysis of L/S/F of

 

Interpretation informed by knowledge of social/cultural issues  debates

Key Skills

 

Acquisition & application of contextual knowledge

 

Analysis of L/S/F

 

Interpretation underpinned by context

Key Skills

 

Analysis of effects of L/S/F

 

Evaluation of writer’s technique


 

AF: Reading

Reading

Writing

Reading

Reading

Possible Assessment Task:

Starting with this extract, explore how Conan Doyle presents…

How does the writer make you feel about the experiences of Slaves living in the Southern states?

Writing to present a viewpoint – diary entry/ write an alternative ending to the novel.

How does Shakespeare present Juliet’s relationship with her parents and what does this reveal about parent-child relationships in Elizabethan times?

Compare how poets present ideas of culture in 2 poems

 

Year 7





 

Year 8

 

21st Century Drama

Zephaniah’s

Face The Play

 

Main text should be supplemented with wider reading of non-fiction texts for contextual reference and familiarity with range of text types.

 

19th Century Prose

A Christmas Carol

 

Main text should be supplemented with wider reading of non-fiction texts for contextual reference and familiarity with range of text types.

 

Shakespeare

 

The Tempest

 

Main text should be supplemented with wider reading of non-fiction texts for contextual reference and familiarity with range of text types.



 

Grammar Stream

 

21st Century Prose

 

The Hunger Games

 

Main text should be supplemented with wider reading of non-fiction texts for contextual reference and familiarity with range of text types.



 

En3,4 & 5

 

World Literature:

Myths and Legends

Percy Jackson

 

Main text should be supplemented with wider reading of non-fiction texts for contextual reference and familiarity with range of text types.

Personal/ social

Social/ historical

Literary/literacy

All

All

Key Knowledge

 

Writer’s presentation of characters, settings, themes, ideas

 

Writer’s use of L/S/F

Key Knowledge

 

Social/Historical Context (New Poor Law)

 

Writer’s presentation of characters, settings, themes, ideas

 

Writer’s use of L/S/F

Key Knowledge

 

Writer’s presentation of characters, settings, themes, ideas

 

Writer’s use of L/S/F

Key Knowledge

 

Social/Historical context – influence of dystopian texts - 1984

 

Writer’s presentation of characters, settings, themes, ideas

 

Writer’s use of L/S/F

Key Knowledge

 

Character archetypes

 

Genre

 

Plot structures

 

Writer’s presentation of characters, settings, themes, ideas

Key Skills

Articulating personal responses

 

Analysis of effects of L/S/F

 

Evaluation of writer’s technique


 

Key Skills:

 

Acquisition & application of contextual knowledge

 

Analysis of L/S/F

 

Interpretation underpinned by context

Key Skills

 

Analysis of L/S/F of drama text

 

Interpretation of different audiences

 

Evaluation of writer’s intentions


 

Key Skills

 

Acquisition & application of contextual knowledge

 

Analysis of L/S/F

 

Interpretation underpinned by context

Key Skills

 

Analysis of effects of L/S/F

 

Evaluation of writer’s technique


 

Reading

Reading

Writing

Reading

Reading

Explore how the playwright uses dramatic devices to present the change in Martin’s character.

How does Dickens present victims and villains?

Write the director’s notes for how to perform a scene from The Tempest

How does the writer present the theme of fear?

How does the writer present heroism?

 
 

KS4 English Language and English Literature: AQA

Ashlawn English students follow a three year KS4 curriculum which introduces, embeds and extends knowledge and skills in preparation for successful linear terminal assessment. Through revision and an interleaved approach to the curriculum, students should develop both confidence and expertise in readiness for the challenges of the new GCSE specifications.

Year 9 English

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

‘Jekyll & Hyde’ – 19th Century novel & approaches to unseen literary non-fiction texts



 

Set text with coverage of additional unseen non-fiction extracts to expand knowledge of context and reveal further social/cultural/historical/political issues






 

Key Knowledge:

Social/Cultural/Historical/Political Issues & Context

 

Writer’s presentation of characters, settings, themes, ideas

 

Writer’s use of L/S/F for effect






 

Key Skills:

Acquisition & application of contextual knowledge to analytical study of L/S/F

 

Analysis of L/S/F in both set text and non-fiction unseen extracts

 

Interpretation underpinned by context

 

 

Specification Links:

GCSE English Literature – Paper 1 Section B

AO1, AO2, AO3, AO4

 

GCSE English Language Paper 2 Section A

AO1, AO2, AO4


 

‘Blood Brothers’ – 20th Century Drama & social/cultural issues presented through non-fiction texts

 

Set text study which seeks to develop students’ personal & critical responses to Literature. The focus here is placed upon feelings, attitudes moral codes and values and the students’ ability to empathise with events and issues.



 

Key Knowledge:

Social/Cultural/Historical/Political Issues revealed by the text

 

Vocabulary of feelings/attitudes/emotions. How to develop a personal response.

 

Writer’s presentation of characters, settings, themes, ideas

 

Writer’s use of L/S/F

 

Key Skills:

Developing ability to articulate a personal response.

 

Analysis of L/S/F of both set text and non-fiction extracts

 

Interpretation informed by knowledge of social/cultural/political/historical issues * debates

 

Specification Links:

GCSE English Literature – Paper 2 Section A

AO1, AO2, A03, AO4

 

GCSE English Language – Paper 2 Section A

AO1, AO2, AO4

AQA Poetry Power & Conflict. Exploring poetry with approaches to  unseen literary non-fiction

 

Developing skills in comparative analysis focussing on poems exploring the themes of ‘Power and Conflict.’ Unseen literary non-fiction (War documents, leaflets, diaries etc) can be used in conjunction to further develop Language Paper 1 Section A skills

 

Key Knowledge:

Social/Cultural/Historical/Political Issues revealed by the text

 

Vocabulary of feelings/attitudes/emotions

 

Writer’s presentation of characters, settings, themes, ideas

 

Writer’s use of L/S/F



 

Key Skills:

Comparative analysis of effects of L/S/F

 

Evaluation of writer’s technique

 

Interpretation informed by knowledge of social/cultural/historical issues & debates




 

Specification Links:

GCSE English Literature – Paper 2 Section B

AO1, AO2, AO3, AO4



 

GCSE English Literature – Paper 2 Section A

AO1, AO2, AO3, AO4

 

GCSE English Language Paper 2 Section A

AO1, AO2, AO4



 

Shakespeare ‘Merchant of Venice’ – A thematic approach to Merchant of Venice to stimulate persuasive/argumentative writing.

 

Contextual, personal and thematic response to ‘Merchant of Venice’ which seeks to trigger ideas for persuasive and/or argumentative writing.



 

Key Knowledge:

Writer’s presentation of characters, settings, themes, ideas, debates

 

Social/Cultural/Historical Context

 

Effective features of persuasive/argumentative writing







 

Key Skills:

Acquisition & application of contextual knowledge

 

Articulating personal responses

 

Analysis of L/S/F

 

Structuring Persuasive/Argumentative  writing




 

Specification links:

GCSE English Literature – Paper 1 Section A

AO1, AO2, AO3, AO4

 

GCSE English  Language Paper 2 Section B

A05, AO6


 

George Orwell ‘Animal Farm’ – 20th Century Novel & social/cultural issues presented through non-fiction texts

 

Set text study which seeks to develop students’ personal & critical responses to Literature. The focus here is placed upon feelings, attitudes moral codes and values and the students’ ability to empathise with events and issues.

 

Key Knowledge:

Social/Cultural/Historical/

Political Issues revealed by the text

 

Vocabulary of feelings/attitudes/emotions. How to develop a personal response.

 

Writer’s presentation of characters, settings, themes, ideas

 

Writer’s use of L/S/F






 

Key Skills:

Developing ability to articulate a personal response.

 

Analysis of L/S/F of both set text and non-fiction extracts

 

Interpretation informed by knowledge of social/cultural/political/historical issues * debates

 

Specification Links:

GCSE English Literature – Paper 2 Section A

AO1, AO2, A03, AO4

 

GCSE English Language – Paper 2 Section A

AO1, AO2, AO4

Writing Project/Spoken Language Skills




 

Students set 5 tasks (x3 writing and x2 S&L) Students must complete tasks based upon knowledge of 5 different texts covered over the year.

 

Examples:

Descriptive writing inspired by poem

 

A magazine article persuading adults to adopt children (inspired by BB)

 

A presentation on the conventions and context of Gothic Literature

 

A dramatic monologue spoken by Shylock

 

Key Knowledge:

 

Revising knowledge acquired throughout the year

 

Application of features of L/S/F for effect

 

Key feature of effective spoken language

 

Key Skills:

 

Writing skills

 

Spoken Language Skills

 

Specification Links:

GCSE English  Language Paper 1 & 2 Section B

A05, AO6

 

GCSE English Language Spoken Language A07,AO8,AO9


 

Assessment:

Formative – Continuous informed by AOs and grade descriptors

 

Summative: Exam question assessment

Assessment:

Formative – Continuous informed by AOs and grade descriptors

 

Summative

Exam question assessment

Assessment:

Formative – Continuous informed by AOs and grade descriptors

 

Summative

Exam question assessment

Assessment:

Formative – Continuous informed by AOs and grade descriptors

 

Summative

Exam question assessment

Assessment:

Formative – Continuous informed by AOs and grade descriptors

 

Summative

Exam question assessment

Assessment:

Formative – Continuous informed by AOs and grade descriptors

 

Summative

X 1 piece writing (best of) x 1 S&L (best of)

English Year 9 Curriculum Map

English Year 10 Curriculum Map

English Year 11 Curriculum map