Curriculum & Assessment Plan 2016-2017
Subject: English
Year 7
Baseline assessment:
Roald Dahl transition project
Cultural stories:
Reading: Unseen Arabian nights text
Writing: Willow pattern plate story or
choice of two pictures
Private Peaceful:
Reading: Comparative essay Dulce et
Decorum est and PP
Writing: Letter home and speech.
Year 8
Gothic:
Reading: Jane Eyre unseen text
check for structure JET
Writing: Newspaper article about
the Signalman
H/W: Gothic story
Macbeth:
Reading: Explore how Lady Macbeth
is presented in this extract and
elsewhere in the play.
Writing: Newspaper article
(assessed), speech and letter (not
assessed)
Spring 1
Shakespeare:
Reading: Literature essay on the
relationship between lovers in AMND
Spring 2
Time Travel:
Reading: Emily Davison non-fiction
article.
Writing: Portfolio of writing - article,
speech, interview, blog
Summer 1
Nature poetry:
Reading: Comparative essay on two
nature poems
Writing: Descriptive writing based on
nature
Informal reading assessment: Unseen
fiction extract – Tom’s Midnight
Garden
Reading week
Summer exams
Class Novel:
Reading: Thematic or character
based essay
Writing: Non-fiction writing using
novel
Relationship Poetry:
Reading: Unseen poetry assessment.
Writing: Write your own narrative of
a family event or a story about a
family Christmas suggested by a
picture.
Frankenstein:
Reading: Response to an unseen
non-fiction text
Include 3 weeks thematic non-fiction
texts
Thematic essay (not assessed)
Writing: Non-fiction article or letter
based on theme.
Youth speaks. Writing a speech on a
key issue
Summer exams
Autumn 1
Autumn 2
Summer 2
Curriculum & Assessment Plan 2016-2017
Year 7 Assessments
Term 1 Assessment 1
Year 7 – Arabian Nights Reading Assessment
Assessed on: AO1, AO2, AO4, AO5
Text can be studied in advance but the questions must be done in exam conditions.
Read the extract which begins when both of the Kings have found out their wives have been
unfaithful. Answer the following questions using PEE.
1. How does King Shayrar feel after his wife has been unfaithful?
2. Write about one technique that the writer has used to show how unhappy the King is.
3. What feelings do you think the writer wanted to create with the line “the candles in his
chamber trembled with loneliness, and the black tent of night flapped around his heart”?
How would the reader feel about this?
4. How does the Wazir feel about the task that he has been given? What response might the
reader have to this?
5. Think about what you know about the King at the start of the story. How has he changed?
How would the reader feel now?
Challenge questions. These questions do not need to be answered in PEE paragraphs.
How does the line “so the stories say – but who can tell if they are true?” fit in with what you know
about the tradition of storytelling?
What is the effect of the line “a thousand brides, a thousand executions, a thousand spaces in the
crowded streets of the bazaar, two thousand empty sandals”?
Use Year 7 Reading and Writing Assessment Feedback sheet
Term 1 Assessment 2
Year 7 Writing Assessment
Write a Willow Pattern plate story OR write a short story based on two pictures.
Assessed on: All Writing AOs.
To be done in exam conditions in one hour.
[Type here]
Curriculum & Assessment Plan 2016-2017
Writing assessment – 1 hour
Write a short story based on either of the two pictures
You will be marked on imaginative content and accuracy of spelling, punctuation and grammar.
Don’t forget to plan your work first.
Curriculum & Assessment Plan 2016-2017
Year 7 Private Peaceful
Reading Assessment:
Assessed on: AO1, AO2, AO3, AO4, AO5
Grid can be prepared in advance with quotations: To be written up in exam conditions.
Comparative essay on the gas attack and Dulce et Decorum est.
What are the similarities and differences between the way Wilfred Owen and Michael Morpurgo
write about the atrocities of war?
Writing assessment:
Write a speech to persuade people to sign up to fight in WW1 or to persuade them not to go.
15 minutes planning time and then 1 hour controlled conditions.
Assessed on: All Writing AOs
Optional task: Write letter home from the trenches and write a formal letter asking for posthumous
pardons.
Use Year 7 Reading and Writing Assessment feedback sheet for both assessments
Year 7 Shakespeare:
Reading: Write an essay on the relationship between the four lovers in AMND
Assessed on: AO1, AO2, AO4, AO5
Students to practise on an extract on the scene and will then get an extract from the scene (similar
to AQA Year 10 question). Part A and Part B question on other parts of the play. Exam conditions.
Use KS3 Literature feedback sheet
No writing assessment for the Year 7 Shakespeare SoW
Year 7 Time Travel:
Reading: Emily Davison article. Response to unseen non-fiction 20h century writing after practicing
with pre 1914 text. Look at the question types together before sitting the assessment, then one hour
controlled conditions with the questions.
Assessed on AO1, AO2, AO4
Use KS3 Reading and Writing Assessment Sheet
Curriculum & Assessment Plan 2016-2017
Did suffragette who died under the King's horse mean to kill herself? Historian believes return ticket
shows she just wanted to make a stand
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Researcher Maureen Howes believes Emily Davison has been unfairly labelled as a 'suicidal
fanatic'
Trawl through old mementoes suggests death was tragic accident
Hundredth anniversary Derby coming up next weekend
She is remembered as the suffragette who died under the King’s horse.
But it has always been unclear as to whether Emily Davison really did intend to kill herself at the
Epsom Derby in 1913 – or whether she simply wanted to make a public stand.
Now new evidence has emerged to suggest the latter, after local historian Maureen Howes spent
ten years working with the activist’s family to discover the truth.
Both she and Davison’s surviving relatives are convinced that it was nothing more than a tragic
accident, and are determined to set the record straight.
Davison died in hospital four days after being knocked down by George V’s horse, Anmer, at
Tattenham Corner.
It is a common theory that rather than seeking martyrdom, she had merely attempted to tie the
Suffragette’s colours to the horse.
Mrs Howes’ research suggests that it was only by coincidence that Davison had decided to do this –
as earlier, safer, protest plans had been scuppered.
Her conclusions have been drawn after trawling through previously unseen mementoes,
photographs and documents from family members, and listening to anecdotes.
She said: ‘At the time of Emily’s death, the family found all the publicity too much. It was very
unpleasant. They were reluctant to speak out.
‘The story is so well-known but no-one has found out the truth. I’m happy with what I have written
but I know it will upset a few apple carts.
‘People want to declare Emily as a suicidal fanatic but I have a very different version of the Epsom
Derby.
‘She doesn’t deserve the legacy which has been given to her.’
She doesn’t deserve the legacy which has been given to her.’
According to Mrs Howes, Davison resorted to running onto the track as a ‘plan B’ after an attempt to
pin the colours to a horse in the paddock failed.
She said ‘plan A’, the safer option, was scuppered when Davison was recognised and barred from
entering the pen.
She said: ‘She didn’t commit suicide. There’s no chance of it. It was just a tragic accident.
‘She put herself in a risky position, but it was a plan B.
Curriculum & Assessment Plan 2016-2017
‘She was meant to pin her colours to the horse in the paddock but they didn’t let her in.
‘It was then decided to go for went for plan B - she probably thought, if we can’t do it in the
paddock, let’s do it at Tattenham Corner where the news reel is.’
Year 7 Non Fiction Reading Assessment
1)
Tick the four statements that are true from this list:
A.
B.
C.
D.
E.
A local historian family has worked with Emily Davison family for 12 years.
Emily Davison was knocked down by Amer, the King’s horse.
The family of Emily Davison think she did it on purpose- it was not an accident.
Emily was trying to tie the colours to the King’s horse when she died.
Maureen Howes believes that Emily deserves a new legacy as the one she has is not
right.
F. There was a safer protest planned earlier in the day.
G. Emily died at the Newbury Derby.
H. Margaret Howes thinks everyone will be pleased with her story.
2)
3)
4)
Write a summary of the reasons Maureen Howes believes Emily did not mean to commit
suicide.
Read from “‘People want to declare Emily as a suicidal fanatic” to the end of the piece. How
does the writer use language to persuade the reader Emily did not mean to die? Use three
examples of language- WHAT do you notice and HOW does it work?
What is the viewpoint the writer suggests about Emily Davison as a person in this article?
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Explain what the view point of Emily is using PEEE.
Explain two ways the language makes you think this using PEEE.
Informal reading assessment: Fiction. Unseen text with four questions (similar to KS4).
Tom’s Midnight Garden
Writing: Portfolio of writing - article, speech, interview, blog as per scheme of work. One piece of
writing must be done in controlled conditions.
Assessed on: all writing AOs
Curriculum & Assessment Plan 2016-2017
Use Year 7 Reading and Writing Assessment sheet
Nature poetry
Reading: Comparative essay on two nature poems from a selection that have been studied. Poems
are studied in class and students plan their essays independently. Essay to be written up in
controlled conditions.
Assessed on: AO1, AO2, AO3, AO5
Use Year 7 Reading and Writing Assessment sheet
Writing: Descriptive writing based on nature
Assessed on: all writing AOs
Describe a nature walk based on the following pictures:
Use Year 7 Reading and Writing Assessment sheet
Year 8 Assessments
Gothic:
Reading: Jane Eyre unseen text and 4 questions (attached)
Assessed on: AO1, AO2, AO4
Use Year 8 Unseen Fiction Assessment Sheet
Writing: Newspaper article about the Signalman
Assessed on: All writing AOs
Use Year 8 Writing Assessment sheet
Curriculum & Assessment Plan 2016-2017
H/W: Gothic story
Questions: Jane Eyre
You will be assessed on AO1, AO2 and AO4.
1
Read the first paragraph again.
Curriculum & Assessment Plan 2016-2017
List four things that are in the room.
2
(4)
Read paragraph four again from “My head still ached and bled down to …one of his own
children.”
How does the writer use language here to create sympathy for Jane? Aim for 3 PEEs.
You could include the writer’s choice of:
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words and phrases that make you feel sorry for her.
language techniques that create sympathy.
interesting sentences
Support your views with evidence from the text.
3
(8)
Towards the end of the extract in the last two paragraphs, the writer creates tension and
suspense.
Using PEEE, explain how the writer creates the feeling of tension and suspense. You need to
focus on language and the structure. Support your views with evidence from the text. Aim
for 3 PEEEs.
(8)
4
You now need to think about the whole of the text.
Jane Eyre has been described as “a classic Gothic* novel”.
a) From the extract you have read what evidence is there to suggest that this is true?
Support your views with evidence from the text.
(4)
b) The book was published in 1847. Is there anything from the text that suggests it is not a
modern book? Support your views with evidence from the text.
(4)

Ingredients of a Gothic novel are: scary settings, darkness, fear, bad weather,
orphans, ghosts and the supernatural, villains, horror and a scary story.
Curriculum & Assessment Plan 2016-2017
Macbeth
Literature style reading assessment: Explore how Lady Macbeth is presented in this extract and
elsewhere in the play. Read through extract and discuss briefly before students write up their
answer.
Assessed on: AO1, AO2, AO4, AO5
Use KS3 Literature Assessment sheet
Writing assessment for year 8 Shakespeare SoW – Write a newspaper article reporting the death of
Macbeth.
Use Year 8 Writing assessment feedback sheet
Year 8 Novels
The Tulip Touch
Reading: “Is Tulip born or made evil? Discuss”
Writing: Either a diary from the perspective of Tulip, about Christmas at the Barnes and the
aftermath at home or a newspaper article reporting on the fire at the hotel at the end of the novel.
Holes
Reading: “How does Stanley’s character develop throughout the novel Holes?”
Writing: A creative story based on Madame Zeroni. Either, write about a curse she put on someone
or the story of how she lost her leg.
Great Expectations
Reading: How does Dickens present ‘love and status’ as significant themes in the novel Great
Expectations?
Writing: Imagine you are Miss Havisham. Write a dramatic monologue of how you felt on the day
you met Pip for the first time.
Boy in the Striped Pyjamas
Reading: In the novel, Boyne presents characters as being good or evil. To what extent is the
Commandant an evil character?
Writing: Write a letter home from Mother to her friends or from Bruno to his grandmother.
Stormbreaker
Reading: How does Horowitz create tension in the book?
Curriculum & Assessment Plan 2016-2017
Writing: Imagine that Alex is kidnapped by Yassen Gregorovich. Write his escape in an exciting piece
of fiction.
Woman in Black
Reading: How is the woman in black used to create tension and suspense in the play?
Or How does Mallatratt use the theme of fear to engae and entertain the audience?
Writing: Write a monologue as Mr Jerome, recounting the untold experiences he has had of Eel
House and The Woman in Black. This could be in the form of a letter to his wife, a diary entry or
quite simply his thoughts spilling out on paper.
Frankenstein
Reading: Comparison of two non-fiction texts about medicine with four exam style questions: In T
drive under Frankenstein reading assessment folder. One article from the Telegraph on a bionic
hand and a Sun article on cloning. There is a practice assessment on cloning.
Practice reading Assessment Year 8 – Frankenstein
One hour paper
Source A - Cloning
1
Read paragraph one.
Why might people be concerned about human cloning?
2
Read paragraph two.
How would reproductive cloning actually be done? Explain in your own words.
Curriculum & Assessment Plan 2016-2017
3
Read paragraph three.
a) What was the first mammal to be cloned?
b) Who were the Raelians and what did they claim?
4
Read paragraphs four and five.
a)
b)
c)
d)
Summarise the two possible uses for cloning.
What was the problem with Dolly?
Write your own definition of the word ‘sinister’.
Explain in your own words the phrase ‘totalitarian regime’ and explain why they would want
to use cloning.
5
Do you think the article is for or against human cloning? Do you think there will ever be a
time when human cloning will be acceptable in our society?
Assessment: KS4 style assessment – AO2 language and structure and AO3 comparison
Use Year 8 Non-fiction comparison assessment sheet.
Writing: one hour unseen writing task
Prepare by revising PAF and a practice question.
Task: A new science laboratory is going to be opened in your area. The aim of the laboratory is for
medical science and you have heard that they will be using animals for experiments to test for
diseases and medical research including cloning.
Write a letter to your local newspaper saying whether you are FOR OR AGAINST animal testing.
Assessed on: All writing AOs
Use Year 8 Writing Assessment sheet
Relationship poetry
Reading Assessment: Unseen poetry question
Use KS3 Literature mark scheme. Assessed on AO2 Language and Structure and AO4 Evaluation
Year 8 Poetry Reading Assessment
Explore how Seamus Heaney presents the relationship between himself and his father.
Consider:
Curriculum & Assessment Plan 2016-2017
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How he feels about his father and how it has changed over time
Any language techniques you notice
Any structural techniques you notice
The effect of the poem on the reader
Follower
My father worked with a horse-plough,
His shoulders globed like a full sail strung
Between the shafts and the furrow.
The horse strained at his clicking tongue.
An expert. He would set the wing
And fit the bright steel-pointed sock.
The sod rolled over without breaking.
At the headrig, with a single pluck
Of reins, the sweating team turned round
And back into the land. His eye
Narrowed and angled at the ground,
Mapping the furrow exactly.
I stumbled in his hob-nailed wake,
Fell sometimes on the polished sod;
Sometimes he rode me on his back
Dipping and rising to his plod.
I wanted to grow up and plough,
To close one eye, stiffen my arm.
All I ever did was follow
In his broad shadow round the farm.
I was a nuisance, tripping, falling,
Yapping always. But today
It is my father who keeps stumbling
Behind me, and will not go away.
Seamus Heaney
Assessed on: All writing AOs
Use Year 8 Writing Assessment sheet
Writing assessment
Curriculum & Assessment Plan 2016-2017
Either: Write your own narrative of a family event (either real or imagined).
OR
Write a story about a family Christmas suggested by this picture.