Curriculum Mapping in the Department of English - Hadley ...
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Curriculum Mapping in the Department of English Year 7: Year 8 Year 9 Year 10 Year 11 Where do I belong? Into the Unknown Fighting for Freedom GCSE Study GCSE Study Our year seven curriculum Having settled into their study of Our final year of KS3 study sees our Our KS4 curriculum has been As the students enter their final provision is shaped around the English in year seven with units year nines apply everything that mapped to develop the skills year, our curriculum builds to question of where students that encourage the exploration of they’ve learned up until now to that were so integral to our KS3 the most challenging and belong. Students study literature the familiar, we subvert our studies explore units that touch on some of curriculum provision. Eduqas rewarding aspect. We study our that allows them to discover in the second year to allow the biggest conflicts and struggles English Literature and Eduqas final core text for literature, who they are, learn about other students to realise the true power from the 19th, 20th, and 21st English Language are taught whilst continually revisiting and cultures to establish that they of literature and language as forms centuries. We believe that our concurrently in each term in revising the core content from are not alone, and learn more of escapism. We study texts and students are developing the their own discrete units so that the year before. We trust that about the way language shapes concepts that bring students out of maturity to discuss big issues that students have four language and the analytical skills that students the world around them. We their comfort zones and allow are still incredibly pertinent to life four literature lessons per have developed since year seven appreciate that beginning them to re-evaluate the way in today and we intend to use the fortnight. The units and the will mean that they can secondary school is a which they perceive the world prism of great literature and order in which they are taught confidently apply their analysis momentous moment for our around them, just like how some of powerful rhetoric to do this. By mirror the primary focus of the to all of their texts, focusing pupils and we hope to use this the best writers have. Building focusing on the study of those who KS3 units so that students can their revision on the core opportunity for a ‘fresh start’ to upon the security of year seven, have used their voices to fight for approach more challenging GCSE knowledge needed. In terms of allow students to explore texts students are now encouraged to freedom, against persecution, or for material with the confidence of English Language, we have found and concepts that they can both venture into unchartered waters what they believe in, students can continuity. Students study two of that repetitive analysis practise, relate to but also learn more with a year of study that broadens truly and maturely appreciate the their three core literature texts, with a broad variety of different about who they are and where their horizons, challenges their power of language (both their own as well as their literature texts, allows students to find they belong too. perceptions, and allows them to and that of others). anthology of poetry, whilst also success and build confidence view the world around them in a completing introductory units to when approaching unseen very different way. English Language Component material. Year 11 students are One, Two and Three. also expected to continually revisit and revise the topics that they covered in Y10 as part of an ongoing intervention and revision schedule. Our mock examinations (November and February) also provide crucial opportunities for feedback and reflection and may alter the direction of the students’ revision and intervention, depending upon their areas of strength and development.
Topic: New Beginnings Topic: Dystopia Topic: Prejudice and Discrimination English Language English Language Core Text: Oliver Twist Core Text: Lord of the Flies Core Text: Of Mice and Men 20th Century Fiction and 20th Century Fiction Reading Wider Study: Fiction and Wider Study: Fiction and Wider Study: Fiction and Narrative Writing and Narrative Writing Imaginative writing imaginative writing Imaginative writing In the KS3 Autumn term units, Our penultimate English Overview: We appreciate that Overview: The year opens with the Overview: Students will begin year students have studied creative Language unit revisits the the beginning of year seven study of dystopian fiction, where nine with the study of Steinbeck’s prose writing and their content and analytical style that reflects an incredibly exciting, students study unfamiliar worlds ‘Of Mice and Men’ as their core introduction to English Language was introduced in Y10 but and somewhat daunting, new and experiences before being text. The current political climate Component 1 in this term allows focuses much more on the beginning for our pupils. Our encouraged to draw parallels with means that this seminal piece of the students to use what they’ve evaluation of a writer’s method opening unit, therefore, is an what they already know and literature is just as relevant now as previously done to examine a and the independent application opportunity to provide challenge examine how dystopian fiction can when it was written. The novel range of short fiction extracts of the reading skills. This way, but also familiarity for our be used to reflect societal concerns allows students to explore with confidence; we particularly students can approach a range students. Students are and fears. Students will begin to discrimination and prejudice, in focus our attention on the key of unseen texts with more introduced to Dickens’ write with more maturity as they many forms, whilst following skills of retrieval and analysis of confidence, whilst applying an Autumn eponymous hero ‘Oliver Twist’ experiment with and distort the empathetic characters and their writers’ methods here. Likewise, analytical method that they are as we follow his incredibly features of language that they had struggles. Students can take what the students will need to now well practised with. In Term journey from the Workhouse to become familiar with in year seven, they’ve read and apply it in their complete their own short terms of their writing, students London. The choice of text creating powerful narratives and own writing to create characters narratives by creating authentic will have more of an opportunity allows our students to follow an adopting the mirroring the writing with more nuance and craft, characters, settings and plots, all to use the modelled examples empathetic and heroic character style of some of literature’s greats. characters who we believe in. The of which will familiar from from last year to create their as he embarks on a series of The core text study of ‘Lord of the wider study begins to intersperse previous study. The familiarity own original narratives. ‘new beginnings’ whilst also Flies’ allows students the more powerful rhetoric alongside with this style of writing will Assessment: Language C1 paper introducing many of the key opportunity to study one of the the creative writing features that allow students to improve their Core Skills: R1,R2, R3, R5, W1, archetypes of literature, which most iconic pieces of dystopian students have been developing writing through manipulating W2, W3, W4, W5, W6, W7 are explored in more depth in literature whilst engaging with since their arrival with us in year more sophisticated features. Assessment Objectives: AO1, the wider study. The wider study empathetic characters and seven. Students gain a deeper Assessment: AO1/ AO2 AO2, AO4, AO5, AO6 also allows students to begin examining their own morals and appreciation for the injustices of life questions and short narrative. exploring their own stories and values. and write from a different Core Skills: R1,R2, R3, R5, W1, how language and literature Core skills: R1, R2, R6, W2, W3, perspective. W2, W3, W4, W5, W6, W7 reflects the world around you. W4, W6, W7, Core skills: R1, R2, R6, W2, W3, W4, Assessment Objectives: AO1, W6, W7, AO2, AO4, AO5, AO6
Core skills: R1, R2, R6, W2, W3, NC Links: Reading, Writing, NC Links: Reading, Writing, English Literature English Literature W4, W6, W7, Grammar and Vocabulary Grammar and Vocabulary Poetry Anthology A Christmas Carol NC Links: Reading, Writing, The decision to begin with the Students begin their year eleven Grammar and Vocabulary study of the poetry anthology as Literature study by analysing the first English Literature unit their third and final core text: will allow students to develop Dickens’ ‘A Christmas Carol’. This the analytical style that is seminal work of fiction will bring necessary for success at GCSE together the analysis of works of with comparatively shorter texts. fiction that they have previously The range of poetry that will be completed whilst applying the covered, and the features and analytical skills and practising techniques that are being with the essay frameworks that analysed, perfectly complement they were introduced to in the the creative prose being studied previous year. The study of concurrently in the study of Dickens in both the Autumn English Language. term of both year seven and Assessment: 15 mark Anthology year eleven provides our question students with a tangible Core Skills: R1, R2, R3, R4, R5, opportunity to reflect on just R6, W7 how far they have progressed. Assessment Objectives: AO1, Assessment: Literature C2 paper AO2, AO3, Core Skills: R1, R2, R3, R4, R5, R6, Assessment Objectives: AO1, AO2, AO3, AO4 History – Industrial Revolution Dance – Dance project PSHSE – Discrimination in Modern History – War Poets History – Dickensian England Cross and Victorian England Art – Art and design project Britain Curricular History – Pre-war America Link
Topic: Traditions and Cultures Topic: Adventure and Discovery Topic: War English Language English Language Core Text: Poetry Anthology Core Text: Touching the Void Core Text: The Diary of Anne Frank 19th and 21st Century Non- 19th and 21st Century Non- Wider Study: Non-Fiction Wider Study: Non-Fiction Reading Wider Study: Non-Fiction Reading Fiction and Transactional Fiction and Transactional Reading and Writing and Writing and Writing Writing Writing Overview: Our transition into Overview: Having studied a Overview: The Spring unit of study Our second KS4 unit continues Our final unit of study for English the Spring term marks a shift fictional account of an adventure allows students to explore the with the ongoing pattern of Language wraps up their prior from studying one particular into the wilderness during the catastrophic effects of when examining non-fiction texts that learning, again through voice and beginning to find our Autumn term, students turn their prejudice and discrimination go begun in KS3. We adapt and repetitive and independent own to the study of the many attention to the real-life unchecked. The of study on war is build upon the same core skills application of their analytical voices that make, and have adventures of Joe Simpson and his primarily based upon a study of of reading and writing but with a and evaluative framework to a made, up the world that we live disastrous climb in the Peruvian Anne Frank’s diary as a non-fiction more analytical focus, whereby wide variety of unseen source it. We want all of students to Andes in ‘Touching the Void’. source. The diary itself is so our analysis is condensed and material. There is a greater strive embrace and appreciate the Students are encouraged to different to the texts that the tightened in a strive for a for independence when beauty of multi-culturalism and explore how their own non-fiction students will have studied combination of breadth with producing pieces of writing at recognise how literature has so writing can be just as impactful and previously but perfectly reflects the precision. The writing aspect of this stage, as we encourage often given a voice to the interesting as the fiction that they importance and the power that this unit should also be no students to adapt their rhetoric Spring Term voiceless. This unit explores big produce. The wider study unit is everyone’s language can have. The surprise to our year ten so that they are writing with issues and big voices that have designed to really draw out the critical themes of relationships and students, who should be well flair, originality and perception. shaped our world and allows students’ own non-fiction writing growing up mean that the text rehearsed in creating compelling Assessment: Language C2 paper students to recognise the power skills, allowing them to create becomes so much more than simply pieces of non-fiction writing. In Core Skills: R1, R2, R3, R4, R5, of language, both in terms of empowered pieces of writing about a historical study. The wider study this particular unit of study, we W1, W2, W3, W4, W5, W6, W7 rhetoric and poetry. Students their own adventures; this, focuses on language, both in terms examine how great writing can Assessment Objectives: AO1, will learn that they are not twinned with the additional study of rhetoric and poetry, is used to be adapted to suit a range of AO2, AO3, AO4, AO5, AO6 alone. of travel writing excerpts from convey emotions of despair and audiences, purposes and Core skills: R1, R2, R4, R5, W1, some of the most exotic and hope in the darkest of times. formats. W5, W6, W7, S2, interesting locations on earth Core skills: R1, R2, R4, R5, W1, W5, Assessment: AO1 / AO2 / AO3 NC Links: Reading, Writing, should inspire our own intrepid W6, W7, S2, questions and one transactional Grammar and Vocabulary explorers. NC Links: Reading, Writing, writing piece. Core skills: R1, R2, R4, R5, W1, W5, Grammar and Vocabulary Core Skills: R1, R2, R3, R4, R5, W6, W7, S2, W1, W2, W3, W4, W5, W6, W7 NC Links: Reading, Writing, Assessment Objectives: AO1, Grammar and Vocabulary AO2, AO3, AO4, AO5, AO6
English Literature English Literature An Inspector Calls Poetry In every Spring term so far, Having studied all of their core students have looked at texts, students will spend some powerful pieces of writing that time revisiting the poems that send pertinent messages that they studied as part of their still resonate today. Although anthology unit of work in year the text that our students study ten. The sheer quantity of here is a drama text, the poems that the students need to message that led to its engage with means that this is conception is as powerful as any the perfect time to revisit and of the speeches that we have target any gaps in their studied so far. Students will knowledge at this stage. The begin to develop their extended mock examinations will also literature analysis through the provide us with an opportunity study of Priestley’s ‘An Inspector to target other aspects of our Calls’ literature course that students Assessment: 40 mark AIC essay may need to revisit or revise, Core skills: R1, R2, R3, R4, R5, allowing for a more bespoke set W3, W4, W5, W6 W7, of interventions as the Assessment Objectives: AO1, examinations draw nearer. AO2, AO4, Assessment: Literature C1 paper Core skills: R1, R2, R3, R4, R5, R6, W7 Assessment Objectives: AO1, AO2, AO3 PSHSE – Appreciation of other PE – orienteering/ mountaineering History – World War Two and Nazi History – Post War Britain History – War Poets Cross cultures Geography – The Andes Germany Curricular Geography – migration Link
Topic: Planet Earth Topic: Gothic Topic: Crime and Conflict English Language Core Text: A Midsummer Night’s Core Text: Frankenstein (Playscript) Core Text: Romeo and Juliet Transactional Writing and Dream Wider Study: Spoken Language and Wider Study: Spoken Language and Spoken Language Wider Study: Spoken Language Drama Drama Our first year of GCSE English and Drama Overview: Overview: Our final unit of study in Language study concludes with Overview: Our final unit in year The culmination of this year’s ‘leap KS3 explores a series of modern every student completing a seven draws to a close the into the unknown’ is a unit that conflicts and how they are powerful piece of spoken overarching question of ‘Where explores how the features of presented in a 21st century world, language work, whereby they do we belong?’ by allowing Romanticism were taken to their alongside an examination of one of deliver a presentation on a topic students to study the world extreme to create a genre of fiction the most significant conflict into the that means a lot to them. We around them, and not just the whose legacy has been celebrated entirety of literature: The spend a lot of time preparing people that inhabit it. We ever since. Students will study a Montagues vs. The Capulets. The students for the speeches by introduce students to the power dramatic adaptation of Shelley’s study of Shakespeare’s Romeo and examining powerful rhetoric and and mystery of nature and how ‘Frankenstein’ as part of their core Juliet begins to mirror the true the work of former students who Summer it is has inspired writing for text work which encompasses both rigors of GCSE study as students have found great success in centuries: from the ancient dramatic and spoken language approach key extracts with a much national speaking and listening Term Greeks through the Romantics features to allow students the more forensic appreciation for the competitions. We aim to to the present day. Our core text opportunity to explore and intricacies of Shakespeare’s replicate a competitive format study of ‘A Midsummer Night’s perform some of the texts most language and dramatic choices. that celebrates some of our best Dream’ explores how iconic scenes whilst still probing Alongside this, the wider study speakers, who have the Shakespeare subverts the and analysing the characters and allows to students to appreciate opportunity to deliver their natural order to create chaos writer’s methods. The wider study that the conflicts of Shakespeare’s presentations to their peers and and comedy. The wider study aspect of this unit is a study of eponymous characters are not in regional and national encourages students to find various Gothic texts, from the dissimilar to the conflicts in a 21st competitions. their own voices about topics macabre to the mysterious, where century world as they find translate Assessment: Component 3 that are affecting the world students really sink their teeth into their ideas about modern societal P/M/D around them today, culminating the close analysis of specific issues into powerful speeches. Core Skills:, W1, W2, W3, W4, in the delivery of an impassioned extracts. Further to this, students examine W5, W6, W7, S1, S2, S3, S4 speech on global issues. Core skills: S1, S2, S3, S4, R1, R2, and explore how modern conflicts Assessment Objectives:, AO5, R3, W6, W7 are reported so that they can AO6
Core skills: S1, S2, S3, S4, R1, R2, NC Links: Reading, Writing, decipher fact from fiction in an era English Literature R3, W6, W7 Grammar and Vocabulary, Spoken of ‘fake news’. Macbeth NC Links: Reading, Writing, Language Core skills: S1, S2, S3, S4, R1, R2, R3, Building upon the foundations of Grammar and Vocabulary, W6, W7 studying Shakespeare and drama Spoken Language NC Links: Reading, Writing, texts in previous Summer terms, Grammar and Vocabulary, Spoken as well as the analysing the Language dramatic form in the previous term, students complete their first year of GCSE study with an examination of their second core text: Macbeth. One of Shakespeare’s most iconic plays, Macbeth’s relevance still resonates today as the eponymous ‘hero’ wrestles with his ambition, guilt, pride and love. Assessment: Literature C1 paper. Core Skills: R1,R2,R3,R4,R5, W3, W4, W5, W6, W7 Assessment Objectives: AO1, AO2, AO4, Geography / Science – Planet Science – technological PSHSE – crime in modern Britain Drama – Shakespeare Cross Earth advancement / biology Drama - Shakespeare Curricular Drama - Shakespeare Drama – performance Link
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