Year 8 English Scheme of Work
Autumn
The Tempest
Introduction to storms
“To be able to explain and evaluate why Shakespeare opens a play with a
tempest” (Pre-reading)
Introduction to storms
“To be able to make inferences about the play based on the cover and the
trailer” (Reading inference)
The eye of the storm
To be able to explain the key events of Act 1 Scene 1 (Drama)
Powerful Prospero’s Poor Story!
To be able to identify and analyse the hints Shakespeare uses in act 1
Scene 2
Powerful Prospero’s Poor Story!
To be able to explain what happened to Prospero prior to his life on the
island.
regarding Prospero’s magic.
Powerful Prospero’s Poor Story!
To plan a narrative version of Prospero’s story, embellishing details given in
The Tempest.
Powerful Prospero’s Poor Story!
To practise using different sentence types.
To begin the narrative writing.
Powerful Prospero’s Poor Story!
To understand and use sophisticated punctuation.
To finish the narrative writing.
Colonialism – Caliban or Canibal?
To explain what the word ‘colonialism’ means and to analyse why
colonialism was so important in the 16th and 17th centuries.
Colonialism – Caliban or Canibal?
To analyse the argument between Prospero and Caliban.
To be able to analyse and evaluate the views of Caliban and how a
Jacobean audience would react.
Colonialism – Caliban or Canibal?
To understand the speaking and listening task that you are preparing for.
To practise persuasive techniques and analyse a famous persuasive
speech.
Colonialism – Caliban or Canibal?
To be able to write persuasively in defence of either Prospero or Caliban.
Colonialism – Caliban or Canibal?
To complete a formal trial of Caliban and Prospero. To evaluate your
contributions to the speaking and listening task.
Subplot – Stephano’s Celestial Liquor
To respond to feedback and redraft parts of assessed writing.
To complete a character profile of Prospero and Caliban from what we know
so far.
Subplot – Stephano’s Celestial Liquor
To have ‘read’ Act 2.2 and be able to explain what different characters are
thinking throughout this scene.
Subplot – Stephano’s Celestial Liquor
To write a monologue from the perspective of Caliban, explaining how he
feels at the discovery of Stephano and Trinculo (and their ‘celestial liquor’).
Love at first sight
To be able to explain what ‘courtly love is’ and perform the love scene from
the play (Act 3 Sc1)
Love at first sight
“To write letters from the perspective of Ferdinand and Miranda after they
get ‘married’.”
Ariel and the Masque
To be able to analyse the character of Ariel. What role does he/she/it play?
Why?
Ariel and the Masque
To research the gods and goddesses that appear in the Masque in Act 3
Scene 2.
Ariel and the Masque
Be able to answer the question: what is a masque?
To have created your own mask.
Ariel and the Masque
To perform a shortened version of the masque and pick out language that
shows the relationship between Prospero and Ariel.
The end is nigh
To be able to explain how Shakespeare draws the various plots together in
the final scene of the play.
Epilogue and essay skills
To be able to understand and analyse Prospero’s final speech to the
audience.
Epilogue and essay skills
Spring
The Boy in the Striped Pyjamas
Use their inferential skills: interpreting images.
Retrieve information; embed quotations.
Understand the concept of irony
Think empathetically about the holocaust and evaluate its importance.
Write effective PEA paragraphs, picking out individual words to comment
on.
Use discussion and role play to develop an understanding of Bruno’s
relationship with his father.
Comprehension and inference.
The difference between open and closed questions.
Making deductions about clothes and status.
Understanding Nazi ideology and evaluating the character of Herr Liszt.
Develop a viewpoint when writing; writing imaginatively.
Information retrieval; comparing two characters.
Exploring how an author creates tension.
Using a range of devices to write a tense story.
Reflection and redrafting.
Different interpretations of textual information.
Analyse how narrative events impact on the reader.
Reflect on reading target set and put it into practice; hotseating and
empathising with a character.
Using the structure and organisation of the text to read between the lines.
Making predictions.
Analyse the novel’s ending and the author’s intentions; reflect on key
questions.
Character comparison; exploring the connotations of quotations.
Structuring the comparative essay: beginning and ending it.
Argue a viewpoint sensibly and constructively.
Group task – ideal world/island presentation.
Summer
Dickens
Introduction to Dickens
Descriptive Writing
Acting out stories
Diary Planning
Analysing opening scene
TEA analysis
TEA Essay