KS3 English Curriculum Overview 2021-2022 - Brine Leas ...
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KS3 English Curriculum Overview 2021-2022 Core intent of the subject at key stage 3 Reading is the golden thread of the whole curriculum. The ability to read and understand has a direct effect upon progress and attainment in all areas of the curriculum, as well as upon children’s self-esteem and motivation to learn. It is our intent that all students at Brine Leas should become both competent and confident readers – able to read for information and understanding, to decode and deconstruct concepts, to develop knowledge at a deeper level, and achieve their potential. In English lessons, reading is at the heart of everything we do. We aim to provide students with the skills they need to appreciate the beauty of language and structure through the exploration of the writer’s craft. Our curriculum is knowledge-rich; students are immersed in inspirational texts, engaging with a broad range of genres, time periods, contexts and authors, from canonical classics to relevant contemporary works. These are under constant review to ensure students are equipped with the knowledge and cultural capital they need to become reflective and life-long learners in an ever-changing world. The breadth and depth of these texts – both fiction and non-fiction – offers a spiritual, moral, social and cultural education: by empathising with writers, characters and contexts, students reflect on their own beliefs, the world around them and the faiths, feelings and values of others, in order to develop mutual tolerance and respect. A love of reading is key to both personal development and life-long learning. We want students to choose to read for pleasure – pleasure in reading should be separate from attainment pressures and an opportunity to develop and express their own passions and interests alongside widening their understanding of the world in which we live. We offer a range of motivational tools and initiatives: a dedicated wider-reading lesson each fortnight, a well-resourced library, carefully planned book recommendations and enrolment in the Accelerated Reader programme. It is also our intent that our students develop their communication skills to a high standard, both in speaking and listening and in writing. Communication is similarly fundamental to personal development and successful study in English; students undertake a journey to confident communication through the explicit teaching of vocabulary, spelling, grammar, punctuation and essay writing skills. They will prepare and perform speeches, take part in exploratory discussions to express, develop and challenge their own opinions, and discover and utilise their written voice. Imagination and creativity are also central to writing; throughout our curriculum, students are given the opportunity to write a broad and wide range of creative and transactional responses, from travel memoirs and poems to opinion articles and mythical stories. Our curriculum is structured through accessible and relatable thematic links at KS3, enabling students to use their understanding of the author’s craft to emulate inspirational and purposeful writing and thus achieve this mastery in their own work. Beyond the classroom, we offer challenging enrichment opportunities to place the subject in context. These include visits from prominent authors and poets, public speaking and performance poetry competitions, book clubs and creative writing clubs, competitive reading challenges and theatre performances.
Assessment
Assessment opportunities are highlighted across each unit of work to ensure consistency across year groups and abilities. For each topic, at
least one key assessment piece is written into students’ Progress Book. This book is kept throughout KS3 to allow students to clearly see the
progress they have made in skills and knowledge over the course of the curriculum; each piece assesses both ongoing skills (such as
spelling, grammar, punctuation, reading comprehension) and important knowledge from that unit (such as genre conventions, terminology,
structure, language techniques, writer’s craft). Frequent low stakes knowledge quizzes will help address gaps and misconceptions in
learning.
Homework
Two pieces of homework per fortnight: this includes an independent reading homework (once a fortnight) and an additional task including
learning spellings or key terms, online knowledge quizzes, research and creative tasks. Each year group in KS3 completes a longer Home
Learning Project for a whole half term once per year, replacing the second homework task and taking place alongside independent reading.
Clubs and intervention
All students are enrolled on the Accelerated Reader programme. There are termly reading and quizzing competitions. Thinking
Reading is used to provide targeted intervention.
Parental/Carer support
Videos and resources will be provided on how to read and learn with your child at home and address gaps in learning. Year 7 Parents/Carers
can also attend a ‘Help Your Child’ evening in November. You can find more detail on how the English department approaches setting in this
information document.
Helpful sources of information
KS3 Reading Lists: Year 7 Recommended Reads, Year 8 Recommended Reads, Year 9 Recommended Reads
Accelerated Reader (link for students) / How to access Accelerated Reader and take a quiz (user guide) Knowledge
Organisers for each unit of work will be uploaded to Microsoft Teams at the start of each unit
Year 7 Overview
Term Knowledge Assessment Connections to learning Connections to future
pathwaysIntroduction to English: Storytelling
Autumn Develop descriptive and narrative techniques
Structuring a story W: baseline assessment – Story writing forms the basis of Narrative writing links to any
write a short story creativity in English. career involving written
Using language for based on the extract (A KS4: English Language Paper communication, e.g. journalism.
effect Monster Calls by Patrick 1 (Q5) The emphasis on reading a text
Accurate writing Ness) or continue the Allows an explicit revision of as a starting point provides
(SPaG) story skills introduced at KS2 to opportunities for information
First STAR identify gaps and retrieval and inference which
(Standardised Reading misconceptions in learning links to careers in politics,
Age) Test. teaching.
Spelling, punctuation Narrative and descriptive writing
and grammar knowledge form a core part of
quizzes understanding literature as a
whole.
Introduction to English: Non-Fiction
Understand the differences between fiction and non-fiction
Tone, Audience, W: non-fiction writing task Develop confidence in Non-fiction and transactional
Purpose set by No More communication skills writing links to functional literacy
Non-fiction genre Marking KS4: English Language Paper in all careers and aspects of life
conventions 2 (Q5)
Writing to persuade Allows an explicit revision of
(rhetorical devices) skills introduced at KS2 to
identify gaps and
misconceptions in learningMyths and Legends
Read for meaning and begin to trace the history of literature from ancient myths and legends to modern fantasy
Range of myths and R: essay on character or Reading for meaning, using The home-learning project
stories involving setting in ‘Sir Gawain inference, commenting on encourages independence and
legendary figures and the Green Knight’ author’s craft – all fundamental responsibility. The creative
and mythical (higher) or ‘Beowulf’ skills used throughout study of content itself connects with
creatures (lower) English careers in the visual arts such as
The function and W: the opening to an Develop both accuracy and graphic design, fine art, media
purpose of myths original myth or legend imagination in writing
and legends in Spelling tests and SMSC: spiritual beliefs and
society knowledge quizzes British society
Morals and parables Vocabulary quizzes Using evidence and
Todorov’s Narrative developing analysis skills –
Theory builds on KS2 and addresses
Propp’s Character gaps
Archetypes
Structural and
language techniques
Author’s craft
Poems Through The Ages
Spring
Experience different styles and techniques through reading and writing a range of poems Read, watch and R: selection of KS4 Literature Paper 2 – The poetry scheme encourages
listen to a range of imaginative, original unseen poetry and poetry communication in a creative way,
poetry poems and a discussed by the teacher rather than in a transactional
Poetic techniques commentary to explain War Poetry (Y9) manner. The performance poet,
(language, form and the craft SMSC: different cultures and subsequent workshops,
structure) Inter-House Poetry social ideas interhouse poetry competition all
Self-conscious Competition encourage careers in creative
crafting Knowledge quizzes writing, music and the performing
Literary contexts arts.
(e.g. Poet Laureate,
WW1 poets, the
Romantics,
performance poetry)
The Great British Novel
Develop reading stamina with a challenging novel. Discuss character, theme, structure, social/historical context of the novel –
in depth study Read a whole novel R: question, ‘How far do KS4: both Literature and ‘The Great British Novel’
in depth you agree..?’ An opinion Language Paper 1 Q4 (regardless of the novel) places
British Values and the essay based on a Wider reading (and emphasis on concepts such the
Literary Canon character or aspect of the independent reading) across all way in which humans interact with
Connectives to narrative, e.g. year groups is supported one another and the world around
develop and sustain themes, motifs SMSC: British Values, morality, them/ Connections to careers in
an argument Spelling tests and social and cultural issues the church, counselling, law,
Author’s craft knowledge quizzes social work and the arts. The
Todorov & Propp discussion and planning in the
Language and lead up to writing evaluative
structure techniques essays links strongly with the
legal world and politics.
– using terminology
Encourages knowledge and
understanding of the literary
canon, linking to careers in
writing, journalism, education.
Travel Writing
Summer
Experience a range of non-fiction and transactional texts. Write for a specific task/tone, audience and purpose.
Genre conventions W: literary non-fiction – an KS4: Language Paper 2 Transactional writing genres
from blogs and original piece of travel focuses on literary non-fiction strongly link to careers in
brochures to memoirs writing Develops the understanding of journalism, the hospitality industry,
Identify tone, Examined assessment – genre and non-fiction customer relations and
audience and purpose planned in class and introduced in Y7 –About Me advertising.
Structural and written in timed conditions SMSC: learning about other Exam preparation completed
presentational cultures, discussing social challenges students’
devices issues (such as refugees) timemanagement, resilience and
Rhetorical language autonomy.
devices
Accurate writing
(SPaG)Year 8 Overview
Term Knowledge Assessment Connections to learning Connections to future
pathways
A History of English
Study the history of the English Language from Old English to modern slang, including two of the most influential writers –
Chaucer and Shakespeare
Archaic language, W: historical fiction linked KS4: Language Paper 1 Q4 and A-level English Language and
etymology of words to The Canterbury Tales Language Paper 2 Q5 degrees in language or
Suffixes and prefixes R: ‘How far do you (opinion writing) linguistics
Emojis, slang, agree?’ opinion essay Familiarity with pre-20th Century Any other university degree
Standard English linked to language language and syntax for KS4 linked to writing at length such as
Language change change and technology. and later in KS3 media, law, humanities
Autumn
over time: Spelling tests and Application of context for KS4 Contextual knowledge helps with
abbreviations, knowledge quizzes (AO3/AO4) historical knowledge and
blending, clipping, SMSC: British values, cultural empathy and an understanding
acronyms heritage of the world to enable students to
Dialect, idiolect, Range of literature, genres and participate in their community
accent forms (both fiction and non- effectively
Literary contexts: how fiction) can be studied to allow The home-learning project
Chaucer and for gaps or encourages independence and
Shakespeare misconceptions responsibility. The creative
influenced us content itself connects with
careers in the visual arts such as
graphic design, fine art, media
Literary Shorts
Spring
Develop knowledge of genre, genre conventions, writing style and structure Read a range of short W: an original short story KS4: Creative Reading and Accuracy and imagination in
stories – different which demonstrates the Writing (Language Paper 1) writing link to all essay based
genres/ authors conventions of a specific Analysis of the writer’s degree subjects and their
Structuring a story genre technique is fundamental to the associated careers (law,
Using language for Examined assessment – study of English humanities, English)
effect planned in class and SMSC: equality, diversity, A self-awareness is developed
Accurate writing written in timed justice through studying analysis which
(SPaG) conditions will aid functional skills such as:
Author’s craft R: essay on tension or job applications, letter writing
Todorov & Propp structure in a short story
Spelling tests and
Language and
knowledge quizzes
structure techniques
– using terminology
Detective Fiction
Extend understanding of the genre and conventions of “detective fiction”. Develop independent study of character, setting,
structure, theme. Read a whole Accelerated Reader Develops and extends the skills Particularly focused on how
detective novel, Knowledge quizzes from Y7 Great British Novel authors work and craft – a
mostly independently Literary non-fiction piece KS4: recognising genre is a key suitable introduction to a career
British Values and the to replicate the skills from skill for Language Paper 1 as a novelist, journalist, historian
Literary Canon the Y7 travel writing unit Familiarity with a 19 th Century
Author’s craft missed text
Todorov & Propp
Whole text structure
Genre conventions
e.g. motive, suspect,
plot twist
Shakespeare
Summer
Read for meaning. Discuss drama in performance and character, theme, context, motif – in depth study.
Read a whole R: An essay which Introduces study of a Close links to drama and history
Shakespeare play in compares two characters, Shakespeare play and the study at school and beyond
depth ideas or speeches from genre conventions of drama This unit draws on verbal skills
British Values and the The Tempest (higher) or ready for KS4 literature and awareness of non-verbal
Literary Canon Romeo and Juliet Builds on the skills of in depth techniques as well as writing.
Author’s craft S&L: dramatic study from Y7 Great British This links to career pathways in
Dramatic techniques performance of an Novel the Media, expressive arts and
e.g. soliloquy, extract or scene SMSC: cultural heritage the theatre.
dramatic irony, stage Knowledge quizzes Y9 War Unit – comparison skills
directions
Comparative
connectives/adjectiv
es
Year 9 Overview
Term Knowledge Assessment Connections to learning Connections to future
pathwaysThe Gothic Genre
Read and comment on layers of meaning. Discuss characters, themes, motifs, context – in depth study
Genre conventions of R: evaluation of how a Familiarity with 19th Century English literature degree,
the Gothic writer uses the features of texts before GCSE emotional intelligence and
Read Gothic short the Gothic genre is a Consolidation of genre, novel understanding of British values
stories and a whole short story studied analysis and in depth study of culture and history. Students
Autumn Gothic novel for an in W: an original gothic short skills from Y7 Great British will look into the conditions of
depth study story or opening of a story Novel and Y8 Detective living in Victorian Britain such as
Author’s craft Spelling tests and Fiction the issues with poverty,
Language and knowledge quizzes
industrialisation and work
structure techniques conditions. This is useful for
– using terminology students to understand what the
issues are in society in the past,
but also how they connect to our
current issues in society so that
the previous issues are not
repeated.
The War Unit
Spring
Respond to and compare two texts, looking at writer’s intentions and different interpretations Read a range of war R: comparative essay on Comparative skills are Students will have to be able to
poetry, focusing on two poems, Dulce et developed from Y8 compare things in later life and
WW1 poets Decorum Est and Who’s Shakespeare form a balanced opinion on two
Comparative for the Game? Poetry analysis skills developed contrasting things, such as fake
connectives and S&L: debate on a from Y7 news and real news. In a world
adjectives controversial topic e.g. KS4: Language Paper 2 Q2 & where there is a lot of choice,
Poetic techniques Marine A or Deserters Q4 (comparison and students will have to make the
(language, form and Knowledge quizzes synthesis) choice between different media
structure) Performance of a speech KS4: an introduction here to the sources. Adults find it difficult to
Literary contexts – to the class to encourage themes and skills for the ascertain what the truth is a lot of
propaganda and the engagement and Conflict and Power poetry the time, so this is crucial for
role of literature in selfesteem anthology study students to learn about this at an
WW1 KS4: tackling unseen poetry early age.
Extract from SMSC: questioning the world Shows students that speaking and
Shakespeare history and belief systems listening is an important skill that
play to address Y8 is crucial in everyday life and will
be key for them in the future and
lost learning and
their future careers. In any career,
misconceptions
students will need to communicate
clearly with people so that they
progress in their career.
Taking A Stand
Summer
Develop an understanding of how literature can be used to show a writer’s viewpoint. Write about their own opinions confidently. Read a range of W: non-fiction opinion Consolidation of poetry, short Students need to be aware of
literature from diverse article or letter to express story (Y8 Literary Shorts) and political and current issues as they
genres and cultures, a viewpoint inspired by non-fiction (Y7 Travel Writing) are the generation who can create
especially this scheme analysis skills change and an end to injustice. In
black writers W: descriptive writing KS4: Language Paper 2 topics, the current climate, there are
Engage with context task based on an image especially Q5 issues that students need to be
in depth and line from a poem KS4: Language Paper 1 Q5 – aware of at an early age. This unit
Read and research Spelling, punctuation and using an image as writing will help students discuss
around the topic (e.g. grammar quizzes stimulus important issues with maturity and
newspaper articles) KS4: An Inspector Calls confidence.
Author’s craft Links strongly to careers in the
Rhetorical devices public sector such as education,
Tone, audience, politics, law
purpose
Accurate writing
(SPaG)
Seminal World Literature
Read for meaning. Discuss characters, themes, context, motif and craft a detailed and personal response to a text – in depth
study Read a whole R: extract analysis of the KS4: Extract style questions in For students to learn about
challenging text for an studied text – To Kill A Literature Paper 1 different cultures and various
in depth study Mockingbird (higher) or Develops ideas from the other beliefs of people in the
Engage with texts Of Mice and Men (lower) previous topic, Taking A Stand world. In a world where people
from another culture Knowledge quizzes Consolidation of novel analysis are now more educated than they
Author’s craft and in depth study skills from were on issues such as racism,
Using connectives Y7 Great British Novel, Y8 discrimination and hate crimes, it
and developing an Detective Fiction and Y9 Gothic is important that future
argument Genre units generations are aware of
Writing at length different cultures, religions and
Analysing in depth issues that are prevalent across
the globe. This will help them
participate in the working world
Language and and their community in a sensitive
structure techniques way.
– using terminology Analysis skills are closely linked to
any essay based degree subject
and associated career.
Global political issues might
especially inspire an interest in
International Relations or the
diplomatic service.You can also read
