YEAR 7:
Summer Term 1 - Poetry (Other Cultures inc. pre/post 20th Century)
Unit Outline and Purpose
The purpose of this unit is to
introduce pupils to a range of
poems from a range of sources.
Some of the poems studied
should be from:
 other cultures
 the pre-20th century
 post-20th century
The
assessment
can
be
completed on any one of the
above – this is left to the
teacher’s discretion, but must
reflect the abilities of pupils in
the class.
Progression Strand Objectives
WEEK:
Lesson 1
Lesson 2
Lesson 3
Key Terms and Vocabulary
5.1 Developing an adapting active reading skills and strategies
5.2 Understanding and responding to ideas, viewpoints, themes
and purposes in texts
5.3 Reading and engaging with a wide and varied range of texts
6.1 Relating texts to the social, historical and cultural contexts in
which they were written
6.2 Analysing how writers’ use of linguistic and literary features
shape and influence meaning
10.1 Exploring language variation and development according to
time, place, culture, society and technology
N.B: It is possible to differentiate
the poems for the assessment.
Duration - 6 weeks
Assessment Foci and Assessment Outline
This list is not an exhaustive list and Reading:
is intended as suggestive material to AF2, AF3, AF5, AF6, AF7
support the teaching of this unit.
Please feel free to add your own Read and study a variety of poems.
ideas:
Suggested Assessment Ideas:
a) Produce a detailed annotation of a poem*
Stanza
b) Create a visual representation of the poem using video or PowerPoint; a short written explanation would
Verse
also be required (or this could be delivered verbally, if preferred)
Rhythm
c) Write a formal analytical essay about the ideas, language and meaning in the poem
Rhyme
Poetry Suggestions:
Beat
The Highwayman – Alfred Noyes (1906)
For Forest – Grace Nichols
Ballad
The British – Benjamin Zephaniah
It’s a Puzzle – Allan Ahlberg
Similes
The Eagle – Alfred Tennyson (1851)
Yellow – Helen Dunmore
Metaphors
Talking Turkeys – Benjamin Zephaniah
The Bat – Theodore Roethke
Alliteration
At the Bottom of the Garden – Grace Nichols
A Case of Murder – Vernon Scannell
Personification
Quao
–
John
Agard
Matilda
– Hilaire Belloc
Figurative Language
* You may wish to use prompt questions, using the Assessment Foci question stems (see Dept Folder)
OBJECTIVES
OUTCOMES/SUCCESS CRITERIA
PLTS/CREATIVE LEARNING STRATEGIES
RESOURCES
YEAR 7:
Summer Term 2 - Functional Writing and Language Change
Duration - 7 weeks
Unit Outline and Purpose
Progression Strand Objectives
Key Terms and Vocabulary
The purpose of this unit is to assess
the writing development of pupils in
year 7. This is based on their study
of
spelling,
grammar
and
punctuation during the course of
the year.
7.1 Generating ideas, planning and drafting
8.2 Varying sentences and punctuation for clarity and effect
8.3 Improving vocabulary for precision and impact
8.4 Developing varied linguistic and literary techniques
8.5 Structuring, organising and presenting texts in a variety of
forms on paper and on screen
8.6 Developing and using editing and proofreading skills on paper
and on screen
9.1 Using the conventions of standard English
9.2 Using grammar accurately and appropriately
9.3 Reviewing spelling and increasing knowledge of word
derivations, patterns and families
10.2 Commenting on language use
This list is not an exhaustive list and
is intended as suggestive material
to support the teaching of this unit.
Please feel free to add your own
ideas:
This final task will allow for pupils to
begin investigating different forms
of writing; in this instance, pupils
will recap letters (formal/informal)
and will produce a written blog.
They will also investigate how
language has changed over time, to
investigate where some of our
modern words originate from. This
lends itself to investigating root
words/spellings.
Lesson 1
Lesson 2
Lesson 3
Writing:
AF3, AF4, AF5, AF6, AF7, AF8
Suggested Assessment Ideas:
Pupils will write a personal blog, reflecting on their time in year 7. The first writing assessment (letter to
Squeeglewop) can be used as a stimulus, if desired. The format of the blog is flexible to suit the needs of the
individual class.
S&L: Individual presentations (AF1)
Although pupils should be given some degree of flexibility of choice, please ensure that they are dissuaded
from anything that can be regarded as unchallenging. Pupils should begin to express ideas with a confident
level of talk. Topics should be suggested to support this. The presentation should be at least two minutes in
length. Possible topics for presentations could be linked to the written blog, but pupils should NOT simply
stand and read their written work.
Root words
Individual presentations for S&L will
also be completed.
WEEK:
Formal
Informal
Slang
Accent
Dialect
Personal
First person narrative
Recount
Idiosyncrasy/Idiosyncratic – higher
ability pupils
Assessment Foci and Assessment Outline
OBJECTIVES
OUTCOMES/SUCCESS CRITERIA
PLTS/CREATIVE LEARNING STRATEGIES
RESOURCES
YEAR 8:
Summer Term 1 - Functional Writing
Duration - 6 weeks
Unit Outline and Purpose
Progression Strand Objectives
The purpose of this unit is to
recap and develop many of the
skills covered this year. It is also
a useful tool to consolidate a
growing vocabulary and spelling
patterns.
Punctuation and
grammar worked on as part of
the basic skills programme can
also be utilised in this unit.
7.1 Generating ideas, planning and drafting
7.2 Using and adapting the conventions and forms of texts on
paper and on screen
8.1 Developing viewpoint, voice and ideas
8.2 Varying sentences and punctuation for clarity and effect
8.3 Improving vocabulary for precision and impact
8.4 Developing varied linguistic and literary techniques
8.5 Structuring, organising and presenting texts in a variety of
forms on paper and on screen
8.6 Developing and using editing and proofreading skills on paper
and on screen
9.1 Using the conventions of standard English
9.2 Using grammar accurately and appropriately
9.3 Reviewing spelling and increasing knowledge of word
derivations, patterns and families
10.2 Commenting on language use
There are subtle differences
between writing to argue and a
discursive
essay;
these
differences should be exploited
and understood as part of the
teaching.
WEEK:
Lesson 1
Lesson 2
Lesson 3
OBJECTIVES
Key Terms and Vocabulary
Assessment Foci and Assessment Outline
This list is not an exhaustive list and Writing:
is intended as suggestive material AF2, AF4, AF5, AF6, AF7, AF8
to support the teaching of this unit.
Please feel free to add your own Pupils will create an extended piece of writing, giving them the opportunity to investigate a topic/issue.
ideas:
Suggested Assessment Ideas:
Punctuation for effect
Discursive Writing Task Topics
Sentence variation
 Morality of zoos
Discourse
Markers/Connective
 Food (Fast Food v Healthy)
phrases
 A environmental issue
Main clauses
 Linked to reading comprehension subject
Subordinate clauses
N.B – Select something different to the topic chosen in Autumn Term 2 (Argue and Persuade)
Cohesion
OUTCOMES/SUCCESS CRITERIA
a) Extended essay
b) Leaflet or brochure
PLTS/CREATIVE LEARNING STRATEGIES
RESOURCES
YEAR 8:
Summer Term 2 - Pre 20th Century Prose (inc. Fairy Tales from Europe and Greek Mythology)
Unit Outline and Purpose
The purpose of this unit is for
pupils to study seminal world
literature.
Pupils should be
given the opportunity to
evaluate the impact of culture
and historical influence on the
writing.
Progression Strand Objectives
Key Terms and Vocabulary
5.1 Developing an adapting active reading skills and strategies
5.2 Understanding and responding to ideas, viewpoints, themes
and purposes in texts
Lesson 1
Lesson 2
Lesson 3
This list is not an exhaustive list and
is intended as suggestive material
to support the teaching of this unit.
Please feel free to add your own
ideas:
5.3 Reading and engaging with a wide and varied range of texts
6.1 Relating texts to the social, historical and cultural contexts in
Preparation for the assessment which they were written
may take the form of pupils
identifying patterns in terms of 6.2 Analysing how writers’ use of linguistic and literary features
style, so that they can recreate shape and influence meaning
their own fairy tale/myth based
on a something from British 10.1 Exploring language variation and development according to
culture.
time, place, culture, society and technology
WEEK:
OBJECTIVES
Duration - 7 weeks
Fairy tale
Folk tale
Culture
Myth
Legend
Religious Belief
God/Goddess
OUTCOMES/SUCCESS CRITERIA
Assessment Foci and Assessment Outline
Reading:
AF2, AF3, AF5, AF6, AF7
Pupils will analyse extracts/short stories from within the two genres.
Suggested Assessment Ideas:
a) Detailed annotation of an extract*
b) Analytical essay, exploring a character or theme
* You may wish to use prompt questions, using the Assessment Foci question stems (see Dept Folder)
Suggested Resources:
The New Windmill Book of Greek Myths by Geraldine McCaughrean (in the English Dept stock cupboard); includes ‘Jason
and the Golden Fleece’, ‘Odysseus’, ‘The Wooden Horse’ and ‘Kind Midas’
Grimm Tales for Young and Old by Philip Pullman (inspired by the tales of the Brothers Grimm)
Fairy Tales by Hans Christian Anderson – available on the Internet
S&L: Large group role play/drama (AF3)
The focus for this task should be linked to one of the stories explored during the study of this unit (fairy tale or
Greek myth). There is an opportunity to differentiate this task:
Higher ability groups – write their performance piece based on one of the stories studied. Pupils could also be
given the start of one story and be asked to complete it, based on their understanding of style, character and
structure
Lower ability groups – pupils can explore the characters and storyline and recreate the drama of the story
PLTS/CREATIVE LEARNING STRATEGIES
RESOURCES
YEAR 9:
Summer Term 1 - Exam Skills; Functional Writing
Unit Outline and Purpose
Duration - 6 weeks
Progression Strand Objectives
Key Terms and Vocabulary
The purpose of this unit is to 7.1 Generating ideas, planning and drafting
prepare pupils for the transition 7.2 Using and adapting the conventions and forms of texts on
to KS4 study (Section B; Writing). paper and on screen
8.1 Developing viewpoint, voice and ideas
Please note: the assessment for 8.2 Varying sentences and punctuation for clarity and effect
this unit will be taken from a 8.3 Improving vocabulary for precision and impact
GCSE exam paper; this will be 8.4 Developing varied linguistic and literary techniques
decided on and disseminated by 8.5 Structuring, organising and presenting texts in a variety of
EGD/LJS. It will not be marked forms on paper and on screen
against the APP criteria, but 8.6 Developing and using editing and proofreading skills on paper
rather the exam mark scheme. and on screen
Grades will be collected by 9.1 Using the conventions of standard English
EGD/LJS and will be used to 9.2 Using grammar accurately and appropriately
determine intervention before 9.3 Reviewing spelling and increasing knowledge of word
transition, as well as future derivations, patterns and families
teaching groups.
10.2 Commenting on language use
WEEK:
Lesson 1
Lesson 2
Lesson 3
OBJECTIVES
This list is not an exhaustive list and
is intended as suggestive material
to support the teaching of this unit.
Please feel free to add your own
ideas:
Assessment Foci and Assessment Outline
Writing:
GCSE examination mark scheme
Pupils will complete a preparation/mock exam paper (Section B; Writing), which will then be marked against
the exam specification. This is to be completed in exam conditions using the timings associated to the exam.
Please refer to the most Preparation Tasks:
recent/applicable
GCSE exam Script Writing; radio or television (depending on ability)
specification. Pupils should be
taught to understand the mark
scheme language for each band.
Genre
Audience
Purpose
OUTCOMES/SUCCESS CRITERIA
PLTS/CREATIVE LEARNING STRATEGIES
RESOURCES
YEAR 9:
Summer Term 2: Poetry (inc. Other Cultures and Pre 20th Century)
Unit Outline and Purpose
The purpose of this unit is to
build on the skills of language
analysis that pupils have
developed in year 7 and 8.
There should be much more
focus on the effect of language
and AF5 and 6 will be of
particular importance this year.
Progression Strand Objectives
Key Terms and Vocabulary
5.1 Developing an adapting active reading skills and strategies
5.2 Understanding and responding to ideas, viewpoints, themes
and purposes in texts
6.1 Relating texts to the social, historical and cultural contexts in
which they were written
Lesson 1
Lesson 2
Lesson 3
OBJECTIVES
Assessment Foci and Assessment Outline
This list is not an exhaustive list and
is intended as suggestive material
to support the teaching of this unit.
Please feel free to add your own
ideas:
Reading:
AF3, AF4, AF5, AF6, AF7
Assonance
Monosyllabic
Polysyllabic
Stanza
Verse
Metaphors
Alliteration
Personification
Figurative Language
Rhythm
Rhyme
Beat
Clarity
Expression
Poetry Suggestions:
An Old Woman (Arun Kolatkar)
Presents from My Aunt in Pakistan (Moniza Alvi)
Limbo (Edward Kamau Braithwaite)
Two Scavengers (Lawrence Ferlinghetti
Island Man (Grace Nichols)
5.3 Reading and engaging with a wide and varied range of texts
N.B: The next opportunity that
pupils will have to study poetry 6.2 Analysing how writers’ use of linguistic and literary features
will be as part of their GCSE shape and influence meaning
exam preparation.
6.3 Analysing writers’ use of organisation, structure, layout and
For higher ability groups, pupils presentation
should be encouraged to
compare poems (thematically), 10.1 Exploring language variation and development according to
to reflect the type of task they time, place, culture, society and technology
will face at GCSE.
WEEK:
Duration: 7 weeks
OUTCOMES/SUCCESS CRITERIA
Suggested Assessment Ideas:
a) Pupils will produce a detailed annotation of a poem/poems
b) Pupils will write a formal analytical essay based on a poem/poems
London (William Blake)
A Birthday (Christina Rossetti)
Charge of the Light Brigade (Alfred, Lord Tennyson)
S&L: Large group role play/drama (AF3)
There is opportunity for this to be linked to the class reader from the time or to one of the reading
comprehension tasks studied recently. Alternatively, the drama could explore one of the themes from the
poetry that is being studied in this unit.
PLTS/CREATIVE LEARNING STRATEGIES
RESOURCES