Year 8 English
Term 1: Novel Study
Students will study a novel from a different culture with a focus on how culture effects character perspective in the text. The texts studied will be Whale Rider by Witi
Ihimaera.
Checkpoint (Mid-point assessment): Writing one paragraph journal entry from the perspective of one of the characters in Whale Rider.
Key Assessment: Writing a journal entry from different perspectives of one of the characters in Whale Rider.
Learning
•
•
Students can express information and ideas
with limited use of structural and
grammatical features to suit form, purpose
and audience.
Students begin to use a variety of sentence
structures, including basic punctuation used
accurately. Basic yet appropriate vocabulary
is chosen with most words spelt correctly.
Mastering
•
•
Students can express and order information
and ideas using a wider range of structural
and grammatical features to suit form,
purpose and audience.
Students use a variety of sentence structures
and a range of punctuation including speech
marks and commas to mark clauses
accurately. Uses a generally wide and
appropriate vocabulary with most words
spelt accurately.
Extending
•
•
Students can develop and connect
appropriate information and ideas using a
varied range of structural and grammatical
features to support form, purpose and
audience.
Students use a variety of sentence structures
confidently and accurately, including a varied
range of punctuation used for effect. A varied
and ambitious range of vocabulary is chosen
and words are spelt accurately.
Term 2: Conflict Poetry
Students will study a range of poems with the central theme of conflict. The poems to be included: Dulce et Decorum est by Wilfred Owen, and Falling Leaves by Margaret
Postgate Cole.
Checkpoint (Mid-point assessment): Comprehension questions on one conflict poem with a focus upon the poet and the relationship between context and text.
Key Assessment: A comparison of two poems exploring how language is used to present conflict.
Learning
•
•
•
•
Students can identify relevant textual
references to support appropriate points
made about a text which are then explained
briefly.
Students can make inferences about a text
which are supported by relevant textual
reference.
Students can identify language features with
a brief explanation on how the language has
been used to achieve effects and influence
the reader. Relevant subject terminology is
starting to emerge in students’ responses.
Students begin to identify similarities and
differences between texts using relevant
textual reference and simple explanations.
Mastering
•
•
•
•
Students can use relevant textual references
to support appropriate points. They can
clearly explain these references and begin to
analyse them.
Students can make inferences and
deductions about a text. They can explain
these inferences and deductions and support
them with references to the text.
Students can explain how language features
are used to achieve effects and influence
readers. Relevant subject terminology that
shows a broad understanding is used.
Students identify similarities and differences
between texts using relevant textual
reference and simple explanations.
Extending
•
•
•
•
Students can use relevant textual references
which are analysed to fully support relevant
points.
Students begin to make interpretations
through identification of different layers of
meaning with comments securely based in
relevant textual reference.
Students explore how a range of language
and structural features are used to achieve
effects and influence readers, using subject
terminology that shows a broad
understanding.
Students make sound comparisons and
contrasts, demonstrating an understanding
of similarities and differences using relevant
and appropriate textual references.
Term 3: Modern Drama
Students will study a modern play: Bugsy Malone, with a focus on how the writer uses dramatic techniques for effect.
Checkpoint (Mid-point assessment): Response exploring the narrative viewpoint through the use of monologue and how this establishes a relationship with the audience.
Key Assessment: An essay response reflecting on the use of at least two other dramatic techniques to create effect and influence the audience.
Learning
•
•
•
Students can identify relevant textual
references to support appropriate points
made about a text which are then explained
briefly.
Students can make inferences about a text
which are supported by relevant textual
reference.
Students can identify a writer’s structural
choices and features of organisation with a
brief explanation on how they have been
used to achieve effects and influence
readers. Relevant subject terminology is
starting to emerge in students’ responses.
Mastering
•
•
•
Students can use relevant textual references
to support appropriate points. They can
clearly explain these references and begin to
analyse them.
Students can make inferences and
deductions about a text. They can explain
these inferences and deductions and support
them with references to the text.
Students can explain how structural and
organisational features are used to achieve
effects and influence readers. Relevant
subject terminology that shows a broad
understanding is used.
Extending
•
•
•
Students can use relevant textual references
which are analysed to fully support relevant
points.
Students begin to make interpretations
through identification of different layers of
meaning with comments securely based in
relevant textual reference.
Students explore how a range of structural
and organisational features are used with
some detailed explanation of how effects are
achieved and influence readers, using subject
terminology that shows a broad
understanding.
Term 4: Speeches
Students will study the form of speech writing and research to establish a voice for the speech. They will establish a clear purpose and perspective in their writing.
Checkpoint (Mid-point assessment): Writing the opening to a speech taking on a character from Bugsy Malone, or from the 1930’s, to inform an audience about life in
America at this time.
Key Assessment: Writing a speech informing about life in 1930’s America.
Learning
•
•
Students can express information and ideas
with limited use of structural and
grammatical features to suit form, purpose
and audience.
Students begin to use a variety of sentence
structures, including basic punctuation used
accurately. Basic yet appropriate vocabulary
is chosen with most words spelt correctly.
Mastering
•
•
Students can express and order information
and ideas using a wider range of structural
and grammatical features to suit form,
purpose and audience.
Students use a variety of sentence structures
and a range of punctuation including speech
marks and commas to mark clauses
accurately. Uses a generally wide and
appropriate vocabulary with most words
spelt accurately.
Extending
•
•
Students can develop and connect
appropriate information and ideas using a
varied range of structural and grammatical
features to support form, purpose and
audience.
Students use a variety of sentence structures
confidently and accurately, including a varied
range of punctuation used for effect. A varied
and ambitious range of vocabulary is chosen
and words are spelt accurately.