K3 English
Medium Term Plan Y8 Half-term 2
Topic: Poetry – Anthology of Poems
About Growing Up
Overview of unit
In this unit, students will study poetic forms and techniques in order to develop an
appreciation of the poetic craft and how poetry is used to explore ideas about the human
condition and the wider world.
They will analyse the effectiveness of a range of poetic forms, devices and structures and the
use of imagery and figurative language to create meaning.
The unit is designed to develop the skills required to analyse poetry at grades 1-5 with the
introduction of some aspects of grade 6 skills. The unit includes a range of differentiated
activities designed to support teachers in the delivery of the teaching of the skills required for
the unit. Each task is cross referenced with the appropriate ‘Doddle’ codes for the skills
covered. Teachers are to select the tasks most appropriate for their teaching groups and the
individual needs of the students in these groups. It is expected that the most able groups will
access all of the tasks with teacher personalisation of the unit for lower ability groupings. The
unit is designed to include a diagnostic class based assessment followed by teacher feedback
before the formal end of unit assessment is carried out in order to support effective target
setting and support students in making progress.
Assessment
The unit will be assessed through the students’ production of an essay analysing how
language, form and structure are used to construct meaning in one of the poems studied from
the selection.
Assessment task:
How does Carol Ann Duffy present the experience of growing up in her poem In Mrs Tilcher’s
Class?
Work will be assessed using the GCSE English flight path grading 1-9
KS 3 & 4 National curriculum
Reading
Pupils should be taught to:


develop an appreciation and love of reading, and read increasingly challenging
material independently through:
o reading a wide range of fiction and non-fiction, including in particular whole
books, short stories, poems and plays with a wide coverage of genres,
historical periods, forms and authors. The range will include high-quality works
from:
o English literature, both pre-1914 and contemporary, including prose, poetry
and drama
read critically through:
o knowing how language, including figurative language, vocabulary choice,
grammar, text structure and organisational features, presents meaning
o recognising a range of poetic conventions and understanding how these have
been used
Writing
Pupils should be taught to:
write accurately, fluently, effectively and at length for pleasure and information through:



writing for a wide range of purposes and audiences, including:
o well-structured formal expository and narrative essays
summarising and organising material, and supporting ideas and arguments with any
necessary factual detail
applying their growing knowledge of vocabulary, grammar and text structure to their
writing and selecting the appropriate form
Grammar and Vocabulary
Pupils should be taught to:

consolidate and build on their knowledge of grammar and vocabulary through:
o drawing on new vocabulary and grammatical constructions from their reading
and listening, and using these consciously in their writing and speech to
achieve particular effects
o using Standard English confidently in their own writing and speech
o discussing reading, writing and spoken language with precise and confident
use of linguistic and literary terminology.
Preparation for GCSE
Eduqas GCSE English Literature Component 1 – Section b Poetry 1789-Present day
“Learners will be expected to consider the context of poetry, its content and key
ideas, and the poets’ use of language, structure and form […] a range of poetry is selected
to introduce learners to the rich heritage of poetry across centuries as well as illustrating
how poets explore similar themes in different ways.”
AO1
Read, understand and respond to texts. Students should be able to:
• maintain a critical style and develop an informed personal response
• use textual references, including quotations, to support and illustrate interpretations.
AO2
Analyse the language, form and structure used by a writer to create meanings and effects,
using relevant subject terminology where appropriate.
AO3
Show understanding of the relationships between texts and the contexts in which they were
written.
SMSC
Spiritual
Students will develop their understanding of human feelings and emotions through the study
of poetry about growing up which includes the exploration of the difficulties and rites of
passage experienced in adolescence. They will explore the values & beliefs of others by
discussing issues relating to developing independence and making choices.
Moral
Students will recognise right & wrong and make application of these judgements through the
exploration of how decision making relates to the development towards maturity.
Social
English lessons involve a high level of discussion both at whole class and small group level.
This facilitates the development of a range of personal skills to work with a diverse range of
peers and adults. English lessons regularly involve whole class, small group and paired
discussion and role play to develop idea and understanding. Teachers use targeted
questioning to facilitate discussion and extend thinking. These activities promote cooperation, team work and empathy skills.
Cultural
Students will develop understanding of and respect for diversity through the study of a range
of poems from a variety of cultures and comparison of the ideas and values depicted.
English Skills taught (Doddle)
Topic: Organisation
Area
Paragraphing
Doddle
ref.
O5
Element
Test? Grade
I can write in paragraphs
Y
1
O6
I can join paragraphs together with a common linking word or phrase
Y
1
O7
Y
2
O8
I can write in paragraphs with a clear focus on the topic and some development of
ideas
I can write coherent paragraphs using a range of appropriate discourse markers
O9
I can write in paragraphs with a clear topic sentence and fully developed ideas
4
O10
I can write short or varied paragraph lengths to achieve a range of different effects
5
O11
I can write fluent paragraphs with fully integrated discourse markers
5
3
Understanding texts
Area
Understanding Meanings
Using the Text
Doddle Element
ref.
U4
I can understand some of the meanings in a text
Test? Grade
Y
1
U5
I can show a developed understanding of the main meanings in a text
Y
2
U6
I can show a sophisticated understanding of a range of ideas and themes in a text
Y
3
U7
I can show a perceptive understanding of the underlying themes and concepts in a
text
4
U9
I can make reference to the text
1
U10
I can use textual references to support the comments I make about texts
1
U11
Thoughts & Feelings
I can use short quotations to support insightful comments about the text
Y
4
U30
I can make comments about the thoughts and feelings expressed in a text
1
U31
I can make some valid inferences about the thoughts and feelings expressed in a text
2
U32
I can make consistent inferences about the thoughts and feelings expressed in a text
3
U33
I can make perceptive interpretations about the thoughts and feelings expressed in a
text
5
Language analysis
Area
Interesting Language
Figurative Language
Imagery
Doddle
ref.
L9
Element
Test? Grade
I can select interesting uses of language in a text
Y
2
L10
I can select interesting uses of language in a text that relates to the focus of the reading Y
3
L11
5
L12
I can identify specific words and phrases that convey meaning and are related to the Y
focus
I can identify and analyse the pattern in specific words and phrases
Y
L13
I can identify the figurative language used in a text
Y
2
L14
I can identify and explain the effect of the figurative language used in a text
Y
3
L15
5
L16
I can identify and explain the effect of figurative language and relate to the overall
meaning
I can identify the images used in a text
Y
3
L17
I can identify and explain the effect of the images used in a text
4
Y
6
L18
I can identify and explain the effect of images in a text by relating them to the overall
meaning
5
Comparison and Links
Area
Linking
Doddle
ref.
CL17
Element
CL18
I can compare the main meanings expressed in different texts
Test? Grade
I can link the meanings presented in different texts
2
Y
2
SPaG
Focus areas
Area
Doddle
ref?
Sophisticated punctuation P17
Sentence Construction
Element
Test? Grade
I can use ellipsis to omit details or create suspense in creative writing
Y
2
P18
I can use brackets for short, related information
Y
3
P19
I can use two dashes to add detail or comment on the rest of the sentence
Y
4
P20
I can use hyphens to form compound adjectives and to add detail or clarify after the Y
sentence
4
P21
I can use hyphens/dashes to add detail or clarify after the sentence
5
Y
G5
I can write simple sentences with a subject and verb
Y
Tr6
G6
I can write compound sentences consisting of two simple sentences
Y
1
G7
I can write complex sentences with a subordinate clause at the end of the sentence
Y
1
G8
I can write complex sentences with the subordinate clause at the beginning of the Y
sentence
2
G9
I can write complex sentences with the subordinate clause in the middle of the Y
sentence
3
G10
I can write sentences with an adverb at the beginning
Y
4
G11
I can write sentences with the adverbial element in different sentence slot positions
Y
5
G12
I can write compound complex sentences with a range of different constructions
Y
5
Key Spellings
Alliteration
Couplet
Metaphor
Personification
Rhyme
Rhythm
Sibilance
Simile
Stanza
Structure
Resources

‘In house’ anthology of poems about growing up ranging from 1623 to the present
day, along with relevant contextual material, Including:
Kid, Simon Armitage
Catrin, Gilliam Clarke
In Mrs Tilscher’s Class, Carol Ann Duffy
The Seduction, Eileen McCauley
The Seven Ages of Man, from as You Like It, William Shakespeare

Department lessons on shared department drive with resources to support
personalisation.