English
Year 9
Overview
Assessment
objectives
Programme of Study
Our curriculum at Year 9 offers pupils the opportunity to become enthusiastic and
critical readers of a range of literary texts. As well as consolidating and extending
work undertaken in Years 7 and 8, together with strengthening their knowledge of
grammar and vocabulary, pupils also study some of the texts examined later at
GCSE. The autumn term focuses on the study of pre-19th century prose and a
Shakespeare play, both of which provide a foundation for their studies at GCSE.
Imaginative writing and gothic literature are studied closely in the spring term,
whereas the summer term focuses exclusively on GCSE Language Paper Two and
poetry.
AO1
Identify and interpret explicit and implicit information and
ideas.
· Select and synthesise evidence from different texts.
AO2
Explain, comment on and analyse how writers use language
and structure to achieve effects and influence readers, using
relevant subject terminology to support their views.
Compare writers’ ideas and perspectives, as well as how
these are conveyed, across two or more texts.
AO3
Knowledge &
Skills
AO4
Evaluate texts critically and support this with appropriate
textual references.
AO5a
Communicate clearly, effectively and imaginatively.
AO5b
Produce texts which are appropriate to form, purpose and
audience.
AO5c
Organise and structure texts effectively.
AO6a
Select appropriate and effective vocabulary.
AO6b
Vary sentences for clarity, purpose and effect.
AO6c
Use punctuation accurately.
Pre-19th Century Prose AO1,2
Knowledge:
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Historical, social and literary context of the class reader.
Understanding of plot, characters, stylistic features and structure
of a selected novel.
Awareness of writer’s use of language and presentation aimed at a
certain audience and purpose.
Skills:
 Infer or interpret information and ideas from a text.
 Select and summarise information in a text.
 Comment on writers’ use of language.
 Comment on the structure and form of a text.
 Relate texts to their social, cultural and historical context.
 Evaluate texts critically and give a personal response.
 Accurate spelling and punctuation.
Literacy Objectives:
 Periodic sentences
 Effective dialogue management
 Control of pace in writing
 Figurative language
 Range of punctuation: semi-colons/dashes
 Embedded clauses
 Extended noun phrases
 Narrative structure
 Narrative voice
 Paragraphing
 Lexis
 Antinomy
Shakespeare AO1,2,4
Knowledge:
 Knowledge of historical and social contextual information,
including autobiographical information on the playwright.
 Key feature and dramatic conventions of the play script.
Skills:
 Relate texts to their social, cultural and historical context.
 Comment on writers’ use of language.
 Comment on the structure and form of a text.
Poetic and Literary Terms:
 Blank verse
 Meter
 Rhyming couplets
 Etymology
 Socio-historical context
 Stress/unstressed
 Word family
 Comparative connectives
 Verbs : infinitive, intransitive
 Modifier
 Subjunctive
 zeugma
 hyperbole
 fricative
 litotes
 parallelism
 hypophora
 gerunds
 triadic structure
Imaginative Writing/Non-fiction AO5 AND 6
Knowledge:
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Knowledge of key genre and forms of non-fiction.
Knowledge of effective techniques and associated vocabulary. Five
paragraph plan.
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Skills:
 Produce texts which are appropriate to form, purpose and audience.
 Communicate clearly, effectively and imaginatively.
 Organise and structure texts effectively.
 Vary sentences for clarity, purpose and effect.
 Select appropriate and effective vocabulary.
 Use the full range of punctuation accurately.
Literacy Objectives:
 Embedded clauses
 Tone and attitude
 Range of styles and text types
 Hyperbole
 Sarcasm/irony
 Adverbial clause
 Extended noun phrase
 Connotation and denotation
 Presentational devices
 Brackets, dashes and parenthetic commas
 Colon, semi colon
 Oxymoron
 Phonaesthetics
 Sibilance
 pararhyme
Writing to argue, persuade, argue AO5 and AO6
Knowledge:
 Understanding of genre conventions of letter, speech and article writing
 Knowledge of literary features and rhetorical devices
 Awareness of writer’s use of language and presentation aimed at a
certain audience and purpose
Skills:
 Comment on writers’ use of language.
 Comment on the structure and form of a text.
 Vary sentences for clarity, purpose and effect
 Select appropriate and effective vocabulary
 Organise and structure texts effectively
 Accurate spelling and punctuation.
Literacy Objectives:
 Past, present tense
 Cohesive devices
 Determiner
 Pronouns
 (Co-ordinating) conjunctions
 Ellipsis, hyphen
 Synonym, antonym
 Received pronunciation
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Register
Standard English
Superlative
Paralinguistics
Semantic field
syntax
lexis
paratactic/hypotactic
pastiche
Carousel Language Paper Two and Exam Preparation: AO1-6
Knowledge:
 Structure and assessment foci of the exam.
 Knowledge of key forms of non-fiction and their features
 and techniques
 Key vocabulary
 Key strategies for responding to questions 1-4
 Five paragraph plan.
 A range of rhetorical devices.
Skills:
 Infer or interpret information and ideas from a text.
 Select and summarise information in a text.
 Comment on writers’ use of language.
 Comment on the structure and form of a text.
 Make links between texts.
 Relate texts to their social, cultural and historical context.
 Evaluate texts critically and give a personal response.
 Accurate spelling and punctuation.
 Produce texts which are appropriate to form, purpose and audience.
 Communicate clearly, effectively and imaginatively.
 Organise and structure texts effectively.
 Vary sentences for clarity, purpose and effect.
 Select appropriate and effective vocabulary.
 Use punctuation accurately.
Literacy Objectives:
 Exam Vocabulary: ways, methods, techniques, strategies
 Interpretation of exam questions
 Persuasive and rhetorical devices: use of quotation, counter-argument,
personal experience, statistics, manipulation of fact and opinion
 RALPH SCRUFF 5 paragraph plan for writing
GCSE Literature Poetry AO3
Knowledge:
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Structure and assessment foci of the exam.
Knowledge and understanding of key poetic techniques.
Knowledge of historical and social context of poems and
autobiographical information of poets.
Knowledge of key features of pre-1914 poetry, especially of
form and structure
Assessment
Enrichment &
Reward
Skills:
 Infer or interpret information and ideas from a text.
 Select and summarise information in a text.
 Comment on writers’ use of language.
 Comment on the structure and form of a text.
Poetic Devices:
 Key forms of poetry
 Onomatopoeia
 Rhye and rhythm
 Spellings of poetic techniques
 Alliteration
 Personification
 Mood and tone
 Revision of figurative language, meter, rhyme and attitude
 Caesura
These will be assessed using the new grading system from 9-1, including a
breakthrough level, half termly. Assessments will include the completion of
autobiographical writing, AQA material assessing reading skills, critical exploration
of how meaning is conveyed in a selected poem and a formal assessment of
speaking and listening task. In addition to formal end-of-half-term assessments,
there will be detailed feedback given to pupils on how they can progress
throughout the year.
We issue termly awards for attainment, progress and for improvements in
behaviour and motivation. Awards are also given for participation and
achievement in many of the enrichment opportunities. We organise, for example,
specific activities for Roald Dahl Day, World Book Day and National Poetry Day.
We also run a weekly Bookworms Club, Film Club, Debating Club, organise author
visits and present students with live performances of texts on both stage and
screen.