KEY STAGE 3: SCHEME OF WORK OVERVIEW - ENGLISH
YEAR 7
AUT 1
Topics/Themes/ Animal Poetry
skills covered
AUT 2
Novel: Character
Focus.
SPRING 1
‘A Midsummer
Night’s Dream’
Teacher’s Choice:
Wonder, Skellig, The
Tulip Touch, Which
Witch, Private peaceful,
Chinese Cinderella,
Northern lights, Waiting
for Anya, Boy in the
striped PJs.
CAT focus
Main CAT
Writing to describe.
Watching an
animal/being an
animal.
Secondary task
Reading. PEE/PEEAL
analysis of one poem,
or a comparison for
more able students.
Focus on nouns,
verbs, adjectives.
Main CAT
Reading analysis of a
character PEE/PEEAL
Secondary task
Writing to describe a
person in a picture or
photograph. Focus on
varied punctuation
SPRING 2
Myths and
Legends
Start with Pyramus
and Thisbe, to link
with ‘Midsummer.’
Main CAT
How does
Shakespeare grab his
audience’s attention in
the opening scene of
the play? Focus on
dramatic techniques.
Secondary task
Write and perform a
dramatic scene. Use a
range of punctuation
Main CAT
Narrative writing
about a local
legendary character
for tourists. E.g.
Blind Jack of
Knaresborough,
Mother Shipton,
Dick Turpin
Secondary task
Reading
Comprehension ‘Myths’.
SUMMER 1
19th
Century Fiction
SUMMER 2
Continue from
summer 2
Teacher’s choice: Black
Beauty, Treasure Island,
Jungle Book, Moonfleet,
Sherlock Holmes stories, etc.
Main CAT
How the writing creates an
engaging setting.
Secondary task
Write to argue for or against:
”Students in the C21st
should not be made to read
older texts.”
End of Year exams
June
Main CAT
Reading
comprehension.
Answer 4
comprehension
questions.
Secondary task
Big Write task of
teacher’s choice
YEAR 8
AUT 1
Topics/Themes/ Opening
Chapters
skills covered
Teacher’s choice:
The Hobbit’, ‘Stone
Cold’, ‘Abomination’,
‘Bog Child’, ‘Night
John’, ‘Roll of
Thunder’, ‘The Hunger
Games’, ‘Holes’
CAT focus
AUT 2
Ballads
Teach alongside
completion of autumn 1
novel if necessary.
Main CAT
Main CAT
Writing. Create an
engaging opening
chapter, using key
components identified
from reading.
Use varied sentences
and carefully selected
vocabulary so as to
engage your reader.
Write a short
commentary,
explaining how you
tried to engage your
readers.
Reading. Choose
either:
‘The Highwayman’
(straightforward),
‘Lochinvar’ or ‘The
Lady of Shalott’ (more
challenging)
Analyse your chosen
ballad. To what extent
is it a typical ballad? Is
it an exciting tale?
Differentiation: make a
comparison explaining
which is the more
successful.
Secondary task
Reading:
Answer 4
comprehension
questions on theme,
character, structure
and language on the
chosen text set by the
teacher. These could
be based on the whole
text, the opening
chapter or an extract.
Secondary task
Writing. ‘Big Write.’
Having considered the
portrayal of heroes and
villains in the ballads,
write a prose
description of a hero or
villain of your own
creation.
SPRING 1
Adventures and
Journeys
Main CAT
Writing:
Create an exciting
piece of travel writing,
using key components
identified from reading.
Vocabulary should be
shaped for meaning to
engage and persuade
the reader.
Extension:
Produce a travel blog
for a teenage audience
encouraging them to
travel.
Secondary task:
Spoken English
Class discussion: Why
do people go
travelling? Students will
listen and respond
appropriately. They will
express ideas using
Standard English.
Or
Debate on the positive
and negative sides of
travel.
SPRING 2
Modern Drama
Teacher’s Choice:
‘Our Day Out’, ‘Smith’,
‘Dracula’,
‘Frankenstein’,
‘Hobson’s Choice’,
‘Canterbury Tales’
SUMMER 1
Dickens – author
study
‘Great Expectations’, ‘A
Christmas Carol’ and
others
Main CAT
Main CAT
Create a convincing
character suited to the
drama you are studying
e.g. an additional
scene, an alternative
ending, a courtroom
drama putting a
character on trial,
acting out and
extending an existing
scene in the play, hot
seating etc. Use a
range of non-verbal
features (tone, pace,
volume, pauses,
accent, gesture) to
engage the audience.
Reading. Write a
comparative character
analysis in which you
infer and deduce
meaning. Analyse and
interpret Dickens’ choice
of language and
demonstrate
understanding and
appreciation of the
author’s social, historical,
political and cultural
contexts.
Compare the ways
Dickens presents the
characters of ……………
and ……….
Differentiated:
How
does
Dickens
present the character
of……..?
Secondary task.
Writing, grammar,
vocabulary. ‘Big Write’.
Having considered how
a playwright creates
tension and conflict in a
play, write a prose
description of a
moment of conflict or
tension that starts right
in the middle of the
action.
SUMMER 2
Food!
Secondary task
Writing. Create your own
Dickens character – use
an patronym! Introduce
this person through a
third/second person
narration.
End of Year exams
June
Main CAT
Reading
comprehension:
Answer 4
comprehension
questions on
information retrieval,
inference language
analysis and
comparison of texts.
Secondary task
Speaking and
Listening. Create and
film a short TV cookery
programme.
Extension task. Write a
commentary explaining
your choices of
language &
presentation style
within your video and
how effective your
piece was in
successfully fitting the
genre, audience and
purpose of a TV
cookery programme.
YEAR 9
AUT 1
Topics/Themes/ Modern Novel
Teacher’s choice: ‘Of
skills covered
AUT 2
‘Macbeth’
Mice and Men’, ‘To Kill
a Mockingbird’, ‘The
Woman in Black’
CAT focus
SPRING 1
Viewpoints and
Perspectives
SPRING 2
Poetry: GCSE
Anthology
SUMMER 1
‘Dr Jekyll and Mr
Hyde’
Magazines
Focus on these poems
for Y9: ‘Ozymandias,
‘My Last Duchess’,
‘Charge of the Light
Brigade’, ‘Remains’,
‘Checking Out Me
History’,’ War
Photographer’
Main CAT
Main CAT
Main CAT
Main CAT
Main CAT
How do writers create
excitement or tension
at a pivotal moment?
How does
Shakespeare establish
a frightening, exciting
atmosphere? PEEL
How do writers use
language and structure
to present their
particular perspectives?
How does Stevenson
present Mr Hyde as a
frightening outsider?
Also the Y9 end of year
exam
Secondary task
Write the opening of a
gothic story.
Secondary task
Spoken English:
Deliver a rant to your
class about a subject
on which you feel
strongly.
How does the poet use
language and structure
to present a powerful
character? OR
How does the poet use
language and structure
to present conflict?
Secondary task
Create a new
character for your text
or write about events
in the text from the
point of view of one of
the characters.
SUMMER 2
Complete Dr J and
Mr H above.
Secondary task
Deliver a monologue in
the character of one of
the people mentioned
in a poem who has not
been given a voice.
E.g. the Duchess, the
envoy, one of
Ozymandias’s subjects,
a soldier who survived
the ‘charge.’
Secondary task
Write a description of a
scary place.
Extension: group drama
in which characters in
J+H meet after the
events in the novel.
End of Year exams
June
Main CAT
Create a magazine
front cover, following
the conventions.
Secondary task
Explain the construction
of your magazine front
cover and your views
on it.
Year 9 exam = ‘Dr
Jekyll and Mr Hyde
reading assessment.