Curriculum Area /Content
English
Year 7- English
Year 7
Autumn 1
Autumn 2 Spring 1 Spring 2 Summer 1 Summer2 2015-16 MCA English Department Foundation Curriculum(overview)
Novel
Modern Play
•
Pupils will study a modern novel of the teacher’s choice depending on ability
• Pupils will study “Our Day Out” and investigate themes and issues raised whilst developing their reading skills
Lifelines
• Pupils study a variety of monologues/ autobiography following personalities from a variety of cultures and historical periods. This will lead them to writing a personal cultural biography to present to members of the community.
The Gothic Genre •
Poetry
• Pupils will explore Pupils will study a a variety of poetry and will compare variety of gothic poems from a range texts from contrasting time of genres and historical periods. periods creating During this unit, connections poetry will also between them form the stimulus and discovering for the their themes development of students descriptive writing.
Shakespeare
• Pupils will study Romeo and Juliet, focusing on dramatic techniques, language, key themes and plot. The ideas in the play will also be used as the basis of a number of writing pieces.
Year 7- English Â
Autumn 1
Autumn 2
Spring 1
Main Skill Development
Reading
Reading and Writing
W
Writing assessment
R
Baseline Spelling Age Baseline Reading Age Reading assessment covering inference, interpretation, selecting quotations, evaluation, language and structure and form Discussion
Summartive Assessment Tasks
SL
Spring 2
Summer 1
Summer 2
Reading and Writing Reading
Reading and Writing
Reading and Writing
Writing assessment (persuasive letter/article to inform) covering all key skills
Writing assessment (narrative piece/ speech to argue) covering all key skills
Internal Formative
Internal Formative
Writing assessment (descriptive article/letter to explain). Covering all key skills
Internal Formative
Internal Formative
Reading assessment, covering all key skills
Reading assessment, covering all key skills
Reading Age, Spelling Age, Internal Formative
Speaking in Role
Presentation
Speaking in Role
Discussion
Learning Presentation
Year 7- English SMCS Development Focus
Creative Engagement
Numeracy Links
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer2
Moral: Students will explore the moral values and ethical issues explored in a particular novel
Social: Exploration of life and class difference in 1970s Liverpool.
Cultural: Exploration of cultures depicted in texts studied within unit.
Social: Discussion of difference and the creation of “outsiders” in society.
Spiritual: Students will use imagination and creativity in learning.
Social/Cultural: Exploration of cultural conventions of 1600s.
Guest Novelist/ Illustrator
Conway Castle Trip
Research and create family trees. Cultural Autobiographies presented to members of the community
Gothic Museum (introduction lesson). Trip to The John Rylands Library.
Poetry Competition and publication opportunities
Live Romeo and Juliet Balcony Scene. “The Rubbish Shakespeare Company” performs
• Line Graphs • Using statistics for persuasion
• Line Graphs
• Scatter Diagrams • Diamond 9
• Line Graphs • Diamond 9 Sequences
• Line Graphs • Diamond 9 Sequences
• •
Line Graphs Diamond 9 Sequencing
Cultural: Students will understand and appreciate poets’ personal influences
Year 8- English
Year 8
Autumn 1
Autumn 2 Spring 1 Spring 2 Summer 1 Summer2 2015-16 MCA English Department Foundation Curriculum(overview)
Inspired By Classic Literature
Controlling With Words
•
Pupils study a variety of extracts from Classic Literature. They will develop their own skills in narrative writing through an exploration and appreciation of the writers’ craft.
Unseen Poverty: A Moment in Character and Voice Time
• Pupils will explore • Pupils will develop skills the power of the in interpretation and written and analysis of language spoken word through the study of through a range unseen poetry. of media including online articles and sales call transcripts. The reading work forms the foundation for developing their skills in article writing.
•
Shakespeare
• Pupils will study The Taming of the Pupils will Shrew, focusing on explore the dramatic stories behind significant in time techniques, language, key throughout themes and plot. history and use Students will them a stimulus develop their essay for a variety of writing skills during written pieces. this unit.
Novel
• Pupils will study Of Mice and Men or To Kill a Mockingbird, depending on ability. This unit focuses on developing a range of reading skills.
Year 8- English Â
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
Main Skill Development
Reading and Writing
Writing
Reading
Writing
Reading
Reading and Writing
W
Internal Formative
Writing assessment (persuasive article/letter to advise) covering all key skills
Internal Formative
Writing assessment (speech to argue/narrative blog) covering all key skills
Internal Formative
Writing assessment (descriptive article/letter to explain). Covering all key skills
R
Reading assessment, covering key skills
Internal Formative
Reading assessment, covering key skills
Internal Formative
Reading assessment, covering all key skills
Internal Formative
SL
Discussion
Presentation
Speaking in Role
Discussion
Speaking in Role(Monologue)
Presentation of Learning
Summartive Assessment Tasks
Year 8- English SMCS Development Focus
Creative Engagement
Numeracy Links
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer2
Spiritual: Students will use imagination and creativity in learning.
Social: Developing personal qualities and social skills.
Moral: Investigating moral values and ethical issues
Social/Cultural: Exploration of cultural conventions of 1600s.
Cultural: Understanding and appreciating writers’ personal skills
Social: Understanding how communities and societies function.
Spiritual: Students will use imagination and creativity in learning.
Moral: Students will explore the moral values and ethical issues explored in a particular
Introducing to selected novelists: Teachers in role rotation
Visitor from BT to talk about the art of presenting
The Taming of the Shrew Marketplace with live
Reading Discussions groups with Once Upon a time community group
• •
Line Graphs Diamond 9 Sequencing
• Line Graphs • Using statistics for persuasion
Cultural: Students will understand and appreciate poets’ personal influences Poetry Competition and publication opportunities
• Line Graphs • Diamond 9 Sequencing
• Line graphs to plot themes
• Line graphs to plot themes
• Line graphs to plot themes • Diamond 9 Sequences
Year 9- English
Year 9
Autumn 1
Autumn 2 Spring 1 Spring 2 Summer 1 Summer2 2015-16 MCA English Department Foundation Curriculum(overview)
Shakespeare
Transactional Writing
•
Pupils study MacBeth and develop skills in analysis, interpretation and relating a text to its context. This unit has a comparative element where pupils will discover links between the play and previous Shakespeare plays studied.
• Pupils develop skills in formal writing, drawing, from a range of stimulus including George Orwell’s 1984.
Blood Brothers
• Pupils study Blood Brothers. The play will be used as stimulus for developing a range of reading skills. Students will be encouraged to make links between Blood Brothers and Our Day Out.
Read All About It! •
Pupils explore articles from a variety of sources and use their analysis as a basis for developing their own skills in article writing.
Poetry: Conflict
Pre 19th Century Novel
• Pupils will develop • Students study a skills in modern novel. It will interpretation and be used as stimulus to analysis of language develop both reading through the study of and writing skills. poetry across time on a given theme.
Year 9- English Â
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
Main Skill Development
Reading
Writing
Reading
Writing
Reading
Reading and Writing
W
Internal Formative
Writing assessment (speech to argue/article to explain) covering all key skills
Internal Formative
Writing assessment (article to persuade/article to describe/inform) covering all key skills
Internal Formative
Writing assessment (narrative piece). Covering all key skills
R
Reading assessment, covering key skills
Internal Formative
Reading assessment, covering key skills
Internal Formative
Reading assessment, covering all key skills
Internal Formative
SL
Speaking in Role
Presentation
Speaking in Role
Presentation
Discussion
Discussion
Summartive Assessment Tasks
Year 9- English SMCS Development Focus
Autumn 1
Autumn 2
Spring 1
Moral: Students will explore moral and ethical issues within the play.
Moral: Students will explore and discuss moral values and ethical issues.
Cultural: Exploration of superstition
Cultural: Students will explore human feelings and emotions within the play
Creative Engagement
Performance and Workshop for all pupils
Cultural: Developing and expressing personal views or Social: Understanding values. how communities and societies function and the impact on the individual
• •
Line Graphs Diamond 9 Sequencing
Summer 1
Summer2
Social: Developing personal qualities and using social skills.
Social/Cultural: Explorations of cultural conventions of Victorian England.
Live Performance Live Science demonstration Our voice parent exhibition
Numeracy Links
Spring 2
• Line Graphs • Using statistics for persuasion
• Line Graphs to plot themes • Diamond 9 Sequencing
Article Project G&T, Students research articles on a topic of their choice and use this as stimulus to create their own final discussion piece. • Diamond 9 Sequencing • Using statistics for persuasion
Poetry Competition and publication opportunities
• Line graphs • Diamond 9 Sequences
• Line graphs • Diamond 9 Sequences
Year 10
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer2
Year 10
Core Skills
Purposeful-A Christmas Carol
Same Term Structure
Same Term Structure
Enjoyable
Enjoyable
• • • •
Literacy skills/key sentences Blood Brothers Theme Specimen Paper Assessment Target Focus
• Read it • Language/ structural techniques • Extracts per week • Sims depending assessment: Specimen • Spoken language assessmentdiscussion on theme related to CC(morality/ poverty)
• Enriching narrative texts(For Paper 1) • Openings/closings/char acters/voice /theme • How to answer questions- language/ structure and effects • Writing narrative/ describing picture(base)
• Non Fiction sourcesarticle, reports, journalism, travel writing, accounts, scripts, letters, diaries, auto biographical, etc • Section A- reading non-fiction sourcesClassroom • Section BTransactional writingwriting your point of view (purpose and audience)- Base • Spoken language assessmentpresentation your point of view on a topic
• •
Macbeth Read key extracts and watch film themes/ characters/ techniques
• Lead up to a performance for end of summer
Year 11
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Year 11
Last CA with strong pit-stop Language links with Q5/6
WIB/DNA(will have read this) with pitstop lang links with Q1-4 (Always one question out of a choice of 2 on a theme e.g. significance of a chapter 1/ how is fear presented? Theme/ character/ devices)
Language exam
Finish poetry
OMAM/DNA/ WIB
Back to others- Mainly Unit 1(class dependant)
6 week revise all schemes- revision lessons
Use a line of poetry as the title piece of the writing: • Scheme of work • Poems • WAGOLLS • Resources • Student WAGOLLS • First Person Account • Description Potential to have 2 full weeks on Unit 1 depending on class Week 4- CA Twilight session
OMAM alongside (One extract- explore language techniques and one context question part a/b) Ask 2 questions at a time just like Or do one per half term Mock week End of autumn 2completed CA folders up to date as much as possible
Start Poetry/ Unseen Any CA resits to be done/ improvements
Mock Week
Intervention groups within lesson time
All CA paper work complete
Controlled assessments due
Summer 2