G
&
T
KS3YEAR8
2016/2017
EXTRACURRICULUM
PROVISION
FOR
GIFTED&TALENTED
IN
ENGLISH
COURSECONVENOR
Mr.C.Little.
1
Year8:Gifted&TalentedinEnglish
INSPIRE:MOTIVATE:SUCCEED
Rationale:
All children have a right to a broad, balanced and relevant education which provides
continuity and progression and takes individual differences into account. This
programme aims to provide a termly project that is appropriate to the needs and
abilities of all ofthe cohort, planned to inspire a curiosity through a variety of teaching
and learning strategies which are predominantly student-led in such a way that each
child can reach the highest level of personal achievement which is driven by their own
ambition and aspiration to succeed.
Definition:
In line with the DCSF (Department for Children Schools and Families) guidelines that,
“gifted and talented pupils are those pupils who achieve, or have the ability to achieve
at a level significantly in advance of the average for their year group”.
Children gifted in English may be identified when they:•
•
•
•
•
•
•
•
Demonstrate high levels of fluency and originality in their conversation
Use research skills effectively to synthesise information
Enjoy reading and respond to a range of text at an advanced level
Use wide vocabulary and enjoy working with words
See issues from a range of perspectives
Possess a creative and productive mind and use advanced skills when
engaging in discussion
Work confidently on objectives for year groups higher than their own
Achieve levels higher in assessments than expected for their year group
Students are required to demonstrate a commitment to read extensively and
show that they have researched their specific subjects. Students must also
demonstrate:
• Wide range of vocabulary (list provided)
• VCOP sentence structure
• High thinking connectives
2
Contacttimewithteacherandotherinformation:
There will be a voluntary 15 minute tutor/student after-school consultation once
a week through a booked appointment system.
Every Friday lunchtime in Room 308, I will be available for all students to meet
and discuss the programme.
Student/Tutor Forum on ‘Moodle’.
Students will be required to watch the one film show during Autumn Term 2.
All written work must be written in either Calibri or Arial size 12 font and be
justified.
There will also be a number of after-school workshops to help students’
understanding of the texts and prepare them for the assignments. Dates TBA.
RECOMMENDEDREADINGLIST
A selection of novels have been carefully selected and labelled with G&T
stickers. There is also a comprehensive section of classic literature which has
been alphabetically arranged by author. This is not to say that any of the other
novels in the library are to be dismissed but those highlighted and identified carry
a higher points score because of their content. Ostensibly however, it is vitally
important that all students take a responsible attitude to reading regularly and
widely in order to increase their appreciation of the writer’s craft.
3
AirmanEoinColfer
AmazingMauriceandhisEducatedRodents*TerryPratchett
TheAmuletofSamarkandJonathanStroud
Arthur:TheSeeingStone/AttheCrossingPlaces/
KingoftheMiddlemarchKevinCrossley-Holland
BartimaeusTrilogyJonathanStroud
Beast*AllyKennen
TheEdgeChroniclesseriesPaulStewart&ChrisRiddell
TheBlackBookofSecretsFEHiggins
TheBoyintheStripedPyjamasJohnBoyne
ChroniclesofAncientDarknessseriesMichellePaver
CoralineNeilGaiman
Cosmic*FrankCottrellBoyce
Crusade*ElizabethLaird
TheCryoftheIcemarkStuartHill
TheExtraordinary&UnusualAdventures
OfHoratioLyleCatherineWebb
FearlessTimLott
FlybyNightFrancesHardinge
TheGarbageKing*ElizabethLaird
Gatty’sTaleKevinCrossley-Holland
AHatFullofSkyTerryPratchett
HeartbeatSharonCreech
HereLiesArthurPhilipReeve
Inkdeath/Inkheart/InkspellCorneliaFunk
TheInventionofHugoCabretBrianSelznick
JourneytotheRiverSeaEveIbbotson
JustHenryMichelleMagorian
Kensuke’sKingdomMichaelMorpurgo
LarklightPhilipReeve
TheLondonEyeMysterySiobhanDowd
Magyk/Flyte/Physik/QuesteAngieSage
TheMiraculousJourneyofEdwardTulaneKateDiCamillo
MortalEnginesseriesPhilipReeve
TheOtherSideofTruth*BeverleyNaidoo
PeterPaninScarletGeraldineMcCaughrean
SkelligDavidAlmond
TheSpook’sApprenticetrilogyJosephDelaney
TheStarofKazan*EveIbbotson
StravaganzaquartetteMaryHoffman
Tunnels/DeeperRGordon&BWilliams
4
HIGH-THINKING WORDS
Acerbic
Altruistic
Aphoristic
Cathartic
Craven
Didactic
Fatuous
Indolent
Insouciant
Listless
Mordant
Moribund
Opine
Phlegmatic
Pithy
Sanctimonious
Specious
Sycophantic
Trenchant
Vapid
Agile
Avaricious
Disparate
Dogmatic
Esoteric
Flinty
Gargantuan
Hubristic
Humorous
Imperturbable
Impromptu
Inebriated
Invective
Jaunty
Mephitic
Obdurate
Raffish
Recalcitrant
Reserved
Sordid
Stalwart
Apposite
Bracing
Candid
Chagrin
Deferential
Haphazardly
Intractable
Invective
Pettish
Phlegmatic
Pictorial
Picturesque
Prehensile
Quaint
Reverberating
Roisterous
Sinuous
Sterile
Stolid
Vitriolic
Abhorrent
Apathetic
Assiduous
Cantankerous
Concomitant
Crotchety
Delectable
Elegiac
Elongated
Exuberant
Fecund
Fervent
Fraudulent
Incipient
Intrepid
Obstreperous
Punctilious
Pungent
Querulous
Sagacious
Volatile
Aberrant
Blithesome
Cacophonous
Covetous
Esurient
Farcical
Fluorescent
Idiosyncratic
Inquisitive
Lachrymose
Loathsome
Moronic
Outré
Perplexing
Prosaic
Sombre
Steadfast
Swinish
Taciturn
Tawdry
Ambrosial
Capricious
Chary
Egregious
Equivocal
Erudite
Extant
Fastidious
Imbecilic
Ineluctably
Infectious
Mendacious
Nefarious
Opulent
Palatable
Pernicious
Platitudinous
Resilient
Supercilious
Unequivocal
Verbose
5
Affable
Assiduous
Convoluted
Demonic
Diligent
Faux
Herculean
Hypercritical
Labyrinthine
Ostentatious
Paradoxical
Perforce
Resonant
Salient
Squealing
Tranquil
Translucent
Vehement
Vivacious
Wonted
Callous
Conceited
Deceitful
Evanescent
Huffy
Imperious
Indefatigable
Loquacious
Meticulous
Palpable
Petulant
Prescient
Pretentious
Puerile
Surly
Surreptitious
Tenacious
Tenuous
Vain
Virulent
Abundant
Congruous
Convivial
Demure
Desirous
Ebullient
Elfin
Fastidious
Husky
Incongruous
Indubitably
Industrious
Inveterate
Jocose
Jocular
Obstinate
Rapacious
Splenetic
Unconscionable
Zealous
Ambivalent
Astute
Axiomatic
Curmudgeonly
Diffident
Germane
Gregarious
Imperceptible
Inexorably
Irascible
Methodical
Niggardly
Oafish
Obdurate
Pensive
Risqué
Spurious
Venal
Winsome
Wistful
THE PROGRAMME
TERM 1: Novel/Film: Read Peter Pan/watch 1953 Disney film. Compare
film adaptation to novel. (500 words).
TERM 2: British Literary Heritage: Shakespeare: 2 Henry VI
Students study two scenes from the play. Students are required to construct a
storyboard followed by a PowerPoint presentation on witchcraft in relation to
the play and the Elizabethan period. Students need to demonstrate wider
reading.
TERM 3: Poetry from WW1: Students select a poem of their choice and
link to an image, painting or poster of the period. (minimum 500 words).
Students construct own question in consultation with the course convenor.
PRIZE
15STUDENTSWILLWINATRIPTO
“Stratford-Upon-Avon”
tovisitthe‘ShakespeareBirthplace’
Museumand
a‘behindthescenes’
touroftheSwanTheatre
TobetakenduringSummerTerm2
6
MOREDETAILEDINFORMATIONREGARDINGTERMLYASSESSMENTS
TERM1:Novel/Film:Read‘PeterPan’/watch1953Disneyfilm.Compare
filmadaptationtonovel.(500words).
QUESTION:
PeterPanwasneverintendedtobeachildren’sbook.It
carriesstrongmessagesaboutrelationships,familyvalues,the
differencebetweengoodandevil,andtrust.Towhatextent
doyouthinktheDisneycartoonfilmversionmakesita
children’stextandratherlessenstheimpactoftheadult
themes?
Remembertorefercloselytothetext.
Success Criteria
Students will need to show that they have watched the movie and have read the
text through the use of quotations and close, exact reference. It is vitally
important that students do not give a synopsis of the story - nor the film - but
rather, give their opinions about the themes of the novel and how Disney distorts
them to appeal to children. Ultimately, the best essays will:
a. Show assured ability to select appropriate and supporting evidence;
b. Use a range of comparatives connectives;
c. Use varied and ambitious vocabulary and a range of different sentence
starters.
7
TERM 2: British Literary Heritage:
Shakespeare: 2 Henry VI
Success Criteria
Students are required to complete two tasks:
1. to construct a storyboard which demonstrates understanding of the selected
Shakespeare extract
2. to create a PowerPoint presentation on witchcraft in relation to the play and
the Elizabethan period. The best answers will have storyboards which
incorporate the theme of witchcraft and dialogue (in either modern English
or the original text) between characters using speech bubbles (graphic
novel/comic style). Power Point presentations should not merely be a ‘copy
and paste’ exercise but show a personalised understanding of Elizabethan
thoughts and fears about witchcraft and how this is reflected in
Shakespeare’s play. Students need to demonstrate wider reading,
especially historical events. Students study two scenes from the play.
Students are required to construct a storyboard followed by a PowerPoint
presentation on witchcraft in relation to the play and the Elizabethan
period.
NOTE: Students need to demonstrate wider reading.
8
ACTISCENEii:Gloucester’sHouse.
DUCHESS
What say'st thou, man? hast thou as yet conferr'd
With Margery Jourdain, the cunning witch,
With Roger Bolingbroke, the conjurer?
And will they undertake to do me good?
HUME
This they have promised, to show your highness
A spirit raised from depth of under-ground,
That shall make answer to such questions
As by your grace shall be propounded him.
DUCHESS
It is enough; I'll think upon the questions:
When from St. Alban's we do make return,
We'll see these things effected to the full.
Here, Hume, take this reward; make merry, man,
With thy confederates in this weighty cause.
ACTIISCENEiii.Ahallofjustice.
Sound trumpets. Enter KING HENRY VI, QUEEN MARGARET, GLOUCESTER, YORK,
SUFFOLK, and SALISBURY; the DUCHESS, MARGARET JOURDAIN, SOUTHWELL,
HUME, and BOLINGBROKE, under guard
KING HENRY VI
Stand forth, Dame Eleanor Cobham, Gloucester's wife:
In sight of God and us, your guilt is great:
Receive the sentence of the law for sins
Such as by God's book are adjudged to death.
You four, from hence to prison back again;
From thence unto the place of execution:
The witch in Smithfield shall be burn'd to ashes,
And you three shall be strangled on the gallows.
You, madam, for you are more nobly born,
Despoiled of your honour in your life,
Shall, after three days' open penance done,
Live in your country here in banishment,
With Sir John Stanley, in the Isle of Man.
DUCHESS
Welcome is banishment; welcome were my death.
9
WITCHCRAFTINTHEELIZABETHANAGE.
TheElizabethanageisknownasaneraofintellectualgrowthandRenaissance.Strangelyenoughthe
intellectualismledtothepersecutionofwitchesandbelieversinwitchcraft.
TheintroductionofthepressbyJohannesGutenberggaveimpetustotheprocessoflearning.Thepressmen
printedBiblesandbooksonreligiousandspiritualsubjects.Unfortunately,thesesubjectsalsodiscussed
witchcraftindenigrativeterms.Thisresultedinresistancetowitchcraftandwitchhunts.Theveryfactthat
witcheswerehunted,prosecutedandkilledinthe15thand16thcenturiestestifiedtothedeepbeliefofthe
Elizabethanintellectualsinthepowersofthewitchcraft.
SeveralbookswerepublishedonAstrology,AlchemyandMagic,whichobviouslyledtotheenhancedinterest
inwitchesandtheircraft.QueenElizabethpassedthe1562ElizabethanWitchcraftAct'agaynstConjuracions
InchauntmentesandWitchecraftes'.TheElizabethanshaddeepfaithinwitchcraft.Thefaith,unfortunately,
wasmoreinitsdestructiveratherthanconstructivepowers.Forexample,theyblamedthewitchesforany
eventsthattheycouldnotcontrolorexplain.
OneofsucheventswastheoutbreakoftheBubonicPlagueorthedeadlyBlackDeathforwhichtherewasno
remedy.Whentheycouldnotfindanylogicalreasonforthisepidemic,theyblamedthewitchesforitsspread.
Similarly,whenevertherewerebadharvests,firesthatburntdownthehousesorwhenthefoodswere
curdled,theblamewastargetedatwitches.Theydidnotunderstandthattheplaguecouldnotbecured
becauseofthelackofmedicalknowledge,or,thelossessufferedwhenthefiresburntdownthehousescould
notbereclaimedduetotheabsenceoffireinsurance.Andsincethelossessufferedintermsofhumanbeings
andpropertywerehugeandirreparable,theyreleasedtheirangeragainstwitches.
SincetherichandthepowerfulsectionsofElizabethansocietycouldnotbetouched,itwasold,poor,
unprotectedandhaplesswomenwhowereaccusedofbeingwitches.Accordingtohistoricalevidence,outof
270witcheswhoweretried,247werewomenand23men.Ofthesewomen,mostweresinglewhokeptpets
forcompany;thepetswereconsideredsourceofwitchcraft.
AnotherreasonthatmorewomenthanmenweretargetedforwitchcraftwasthatElizabethansocietywas
maledominated.Menwereallpowerfulandwomenenjoyedfewrights.Theywereexpectedtobe
subservienttomen.Theconventsthatshelteredandeducatedthewomenwereclosed.Thisincreasedthe
numberofpoorandunprotectedwomen.Anyefforttolendthemmoralandfinancialsupportwasresistedby
themen.Sincetherewerenotraineddoctorsaround,peopleturnedtothewisewomenwhousedherbsto
curetheirailments.Thecommonherbsusedinmedicines,brews,ointmentsandpotionsweremandrake,
datura,monkshood,belladonna,henbaneandhemlock.
Asthefearofwitchesandwitchcraftincreased,theCatholicChurchextendeditsdefinitionofwitchcraftto
includeanyonewiththeknowledgeofherbs.ItwasallegedthatthesepeoplehadpactwiththeDevileither
“explicitorimplicit”.Thosewhocuredthehealthproblemswithpsychedelicherbswereburnttodeath.The
punishmenttowitchesinEnglandunderthe1562lawwas,however,notbyburningatthestake,butby
hanging.
QueenElizabeth’smotherAnneBoleyn,herselfhadbeenaccusedofwitchcraftonthespeciousgroundthata
sixthfingerwasgrowingonherfifthfinger.Moreover,shehadaprominentmoleonherneck.Thequeen,
beingawomanandthedaughterofavictim,hadalenientviewonwitchcraft.Furthermore,shewaslearning
AstrologyfromJohnDee.This,perhaps,explainedherleniency.
10
TERM3: PoetryfromWW1:Studentsselectapoemoftheirchoiceandlink
ittoeither:apainting,posterorotherimagefromtheperiod.
Thetaskistocomparehowimageryiscreated.(minimum500words);however,
studentsconstructtheirownquestioninconsultationwiththecourseconvenor.
11