For more information regarding the English curriculum please contact: English@blaconhigh.cheshire.sch.uk

Head of Department: Mrs K Appleby

English Teacher: Mr D Stockdale (Assistant Headteacher)
English Teacher: Miss R Haydock
English Teacher: Mrs L Gibson-Tipping
English Teacher: Miss Z McFetridge
English Teacher: Mrs F Roberts
English Teacher: Miss R Ward

Teacher Assistant: Mrs J Williams

KS3 English Literature

Year 7

Pupils read and study Harry Potter, exploring how the characters are presented. Pupils read a range of sea poetry, exploring the language used. Shakespeare's “The Tempest” is studied and pupils examine the effect of language and explore the social, historical context of the play.

Year 8

Pupils study Dicken’s, “A Christmas Carol”, exploring impressions of character throughout the text. Through studying “A Sound of Thunder” pupils explore linguistic techniques and their effect on the reader. Reading the script for “Our Day Out”,  pupils discuss the social, historical context of the play and how this is reflected in the characters.

KS3 English Language

Year 7

Various forms of writing are developed: informal letter, autobiography, poetry, leaflet, article and descriptive writing. When students are taught these different forms of writing, they will also focus on their technical accuracy - spelling, punctuation, sentences and structure.

Year 8

Various forms of writing are developed: formal letter, description, narrative, speech, and article . When students are taught these different forms of writing, they will also focus on their technical accuracy - spelling, punctuation, sentences and structure.

Autumn 1 - Autobiography Autumn 2 - Fantasy Fiction – Harry Potter Spring 1 - The Tempest
R2/3/4/5/6/7W 1/2/3/4/5/6/7S E 2 R2/3/5/6/7W     1/2/3//4/5/6/8S E 2 R2/3/4/5/6/7W1/2/3/4/5/6/7S E 1/2/3
Key Outcomes:Guided Reading Diary of a Wimpy Kid/Boy (Dahl)Creative writing, all about meShow and TellLiteracy Focus: Homophones & dictionary workSpecific vocab for topicCapital letters/full stopsSimple sentences (sentences for effect top set)

Topic sentences

Key Outcomes:Reading Chapter 5 - extract and questionsWrite a letter to parents about experiences at HogwartsGroup work discussing HogwartsLiteracy focus: Syllables & phonicsSubject specific vocabQuestion marks/exclamation marksCompound sentences

Discourse markers

Key Outcomes:Leaflet - how to survive on islandRead extracts Caliban’s speechDramatic performance of ship wreck sceneLiteracy Focus: Root words/prefixes/suffixesSubject specific languageCommasComplex sentences

Adding connectives

Assessment:R 3 Introduction to PEE chains W 1/ 6/ 7 S E 2 Assessment:R 3 & 6W 3 & 4 Letter to parents about HogwartsS E 2 Assessment:R5 & 7 Caliban’s speech analysing language and meaning W 2 & 6   S E 3
Spring 2 - Sea Poetry Summer 1 - Fractured Fairy tales Summer 2 - Pirates
R2/3/5/6/7W 1/2/3/5/6/8S E1 R2/3/4/5/6/7W1/2/3/4/5/6S E1/2/3 R2/3/4/5/6/7W1/2/3/4/5/6/7S E 3
Key Outcomes:Read a selection of poems and explore effect of poetic devicesWrite own poem using poetic techniquesPodcast of own poemLiteracy focus: Syllables & phonicsSubject specific vocabApostrophesCompound sentences

Illustrating connectives

Key Outcomes:Read revolting rhymes Cinderella and Little Red Riding Hood, select and retrieve and analyse languageWrite article for 'Fairy News' outlining eventsJack and Bean Stalk courtroom dramaLiteracy Focus: Silent letters & cover/write/checkSubject specific languageSpeech marksAdverbial phrases

Comparative connectives

Key Outcomes:Treasure Island extractDescription of desert islandGroup Sea Shanty using modern songLiteracy Focus: Spelling rules/homophonesSubject specific wordsAll sentence types

Semi colons & colons

Connectives for emphasis and effect

Assessment: R 2 & 5W 4 & 7 Write own poem using poetic techniquesS E1 Assessment:R 2 & 4 Compare how characters are presented W 2 & 3       S E 3 Assessment:R 3 & 5W 1 & 5       Write a description of your Treasure IslandS E   3  

Functional Skills for Reading, Writing and Speaking & Listening

R1 = Select and use different types of texts to obtain and utilise relevant information

R2 = Read and summarise, succinctly, information/ideas from different sources

R3 = Identify the purposes of texts and comment on how meaning is conveyed

R4 = Detect point of view, implicit meaning and/or bias

R5 = Analyse texts in relation to audience needs and consider suitable responses

 

W1 = Present information/ideas concisely, logically, and persuasively

W2 = Present information on complex subjects clearly and concisely

W3 = Use a range of writing styles for different purposes

W4 = Use a range of sentence structures, including complex sentences, and paragraphs to organise written communication effectively

W5 = Punctuate written text using commas, apostrophes and inverted commas accurately

W6 = Ensure written work is fit for purpose and audience, with accurate spelling and grammar that support clear meaning in a range of text types.

 

SL1 = Consider complex information and give a relevant, cogent response in appropriate language

SL2 = Present information and ideas clearly and persuasively to others

SL3 = Adapt contributions to suit audience, purpose and situation

SL4 = Make significant contributions to discussions, taking a range of roles and helping to move discussion forward

Autumn 1 - Social Media Autumn 2 - Christmas Carol Spring 1 - Gothic
R 2/3/4/5/6/7W 1/2/3/4/5/6/7/8SE 1/2/3/4 R 2/3/4/5/6/7W 1/2/3/4/5/6/7SE 2 R 2/3/4/5/6/7W 1/2/3/4/5/6/7/8SE 3
Key Outcomes:Formal letter to a newspaper editor.Various articles - select relevant quotes and discuss effectS E Introduction to Spoken LanguageLiteracy Focus: Homophones & dictionary workSpecific vocab for topic

Capital letters/full stops

Simple sentences (sentences for effect top set)

Topic sentences

Key Outcomes:Critical essay on Scrooge’s characterDescription of Victorian ChristmasSE - groups discuss changes in Scrooge's character Literacy focus: Syllables & phonics

Subject specific vocab

Apostrophes

Compound sentences

Illustrating connectives

Key Outcomes:Write an opening to a Gothic narrativeClass reader (Wuthering Heights, Frankenstein)- explain inferred meaning and structureDramatic reading of own poemLiteracy focus: Syllables & phonicsSubject specific vocab

Question marks/exclamation marks

Compound sentences

Adding connectives

Assessment R 2 & 6W 3&4 Write a letter of complaint SE 2 & 4 Assessment R 2&7 How does the Scrooge change throughout the novel?W 5     S E 2 Assessment R3 and 4W1 & 7 write the opening to a gothic storySE 3
Spring 2 - Playing with Nature Summer 1 - Heroes Summer 2 - Our Day Out
R 3/4/5/6/7W 2/3/4/5/7/8SE 1/2 R 2/3/4/5/6W 1/2/3/4/8SE 2 R 3/4/5/6/7W 1/2/ 3/4/5/6/7/8SE 1/2/3
Key Outcomes:Speech arguing for or against scienceWriter’s viewpoint re: non-fiction textSE individual presentation of new development in ScienceLiteracy Focus: Silent letters & cover/write/checkSubject specific language

Speech marks

Adverbial phrases

Comparative connectives

Key Outcomes:Article - different types of heroes and qualitiesWayne Rooney article R5S E Group work deciding on qualities of a hero Literacy Focus: Root words/prefixes/suffixes

Subject specific language

Commas

Complex sentences

Discourse markers

Key Outcomes:Letter of advice to NQTComparative essay of Briggs and Mrs KaySE drama performance of scene of choice Literacy Focus: Spelling rules/homophones

Subject specific words

All sentence types

Semi colons & colons

Connectives for emphasis and effect

Assessment R 6 writer’s viewpoint W 2     SE 2 Assessment R5 W 2 & 5 Article on different types of heroes their qualitiesSE 2 Assessment R 3 - Briggs and Mrs Kay comparative essayW5 & 6S E 3