KS3 - English

Curriculum Knowledge

Year 7: Students begin with a genre study of detective fiction which acts as a transition unit to introduce analytical writing. They then move into a Grammar for Writing unit focusing on Adventure Fiction building on KS2 grammatical knowledge. Following this, they study The Merchant of Venice as one of their two Shakespeare plays with the focus being discussion and debate. In HT4, they will read Chinese Cinderella as a seminal world literature text. After this, students build on their understanding of local issues through their study of non-fiction writing, specifically letters and blogs. Finally, students will finish Yr7 through studying poetry looking specifically at different voices and identity from pre-1914, contemporary and diverse heritage.

Year 8: Students begin with a genre study of largely Victorian gothic fiction, developing their understanding of different generic elements and contextual influences. They then move onto a narrative writing unit using the theme of Crime Fiction allowing them to develop a more complex shape and structure to their ideas. Following this, they will use Protest Poetry to explore performance and accent and dialect. In HT4, students will study Pig Heart Boy; a text with challenging themes and issues allowing students to develop their evaluation skills. After this, students will use the theme of Sport as the basis for a journalism unit; this unit will remain topical for the current context and explore both print and audio visual journalism. Finally, students will expand their understanding of plays and dramatic techniques through the study of a modern play.

Year 9: Students begin with Dystopian fiction writing preparing them for their later literature study; their primary focus is using the generic aspects to create texts suitable for audience and purpose. They then study Animal Farm, allowing them to develop their comments about context and the allegorical nature of the text. Following this, students build on their understanding of non-fiction texts but turn their attention to using reading skills to approach these texts; this unit also formally introduces the skill of writing to compare. In HT4, students read their second Shakespeare play of KS3, Romeo and Juliet; this will be the first opportunity to produce a written response to Shakespeare. After this, students broaden their knowledge of non-fiction texts through their study of viewpoint speeches in which they will need to demonstrate vocabulary and structure appropriate to audience and purpose in their own drafting. Finally, students will study a range of War Poetry from a range of contexts; students will need to structure an analytical comparison of two poems which prepares them for their further study. Alternative provision of Step Up to English is provided where appropriate.

Skill Development

Subject Specific Skills:

Confidently communicate concepts and viewpoints in speech and writing to suit the audience and purpose (Confident/ accurate expression)
Ability to make valid and justified inferences from a range of both literal and figurative texts
Engagement with a range of texts/ audiences/ purposes

Wider Academic Skills / Attributes:

Critical thinkers who are confident to question the world around them
Formulation and development of justified argument
To be able to listen and synthesise what someone has said
Development of a wide and sophisticated vocabulary
To read in order to gain knowledge and enjoyment

Personal Development - SMSC & Cultural Capital (Opportunities / Experiences)

Collaborative work and cooperative skills
Tolerance
Empathy and emotional intelligence
Equality
Justice
Debate Mental health
Sense of identity
Vocabulary to express emotion
Political and cultural awareness
World literature and other cultures
Links to local events or local literary heritage