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AUTUMN HALF TERM 1
Topic: Novel -Animal Farm, George Orwell
Key knowledge: Understand allegory: Identify how Animal Farm tells a deeper story about real historical events.� Follow a narrative: Track the rise and fall of Animal Farm and explain key turning points.� Explore character development: Analyse how characters like Napoleon and Boxer change or represent ideas. Make historical connections: Link the events in the novel to the Russian Revolution and key political figures.� Understand Orwell’s message: Explain why Orwell wrote the novel and what he wanted readers to learn	Key skills: Comprehension of key events in the novel Appreciation of whole text cohesion/sequencing of events Interpretation of key characters Analysis of Orwell’s methods Writing in an academic style including use of thesis statements
Key specialist terminology: Allegory Satire Fable Symbolism Foreshadowing Satire Hierarchy Propaganda Totalitarianism Irony Utopia/Dystopia	Beyond the Classroom: Explore other literary works set in 1930s or works by Steinbeck Research the Great Depression and The Wall Street Crash Review different film versions of the novel Read the SparkNotes study guide online.
How will we assess the knowledge, understanding and skills taught in this topic? Students will write a 700 word response to a character or theme question

Year 9

Autumn Term

1

ENGLISH

CURRICULUM MAP

2 of 6

AUTUMN HALF TERM 2
Topic: The Gothic Tradition
Key knowledge: The features of Gothic writing which include- suspense, horror, the supernatural, setting, Gothic characters and plot devices like transformation and twists. Narrative structure for impact Archetypes in the Gothic	Key skills: Analysing aspects of the extracts for narrative devices like setting and characterisation. Practising writing skills with focusing on spelling, punctuation, paragraphing and grammar. Narrative voice and the short story structure will also be practised. Forming an argument in writing
Key specialist terminology: Obscurity Exposition Antagonist Protagonist Supernatural Horror Cyclical Psychological Vulnerability Pathetic Fallacy Foreshadowing Symbolism Motif	Beyond the Classroom: Reading any of the following texts from the Gothic genre. These book lists may come in handy: https://www.barnesandnoble.com/blog/teen/14-of-the-best-ya-gothic-novels/ https://bookriot.com/gothic-ya-books/ The Twilight series by Stephanie Meyer There are almost too many to list - Year 9 is destined for the Gothic!
How will we assess the knowledge, understanding and skills taught in this topic? Student will sit a Gothic Tradition Test (30 marks: knowledge, analysis and writing)

Year 9

Autumn Term

2

ENGLISH

CURRICULUM MAP

3 of 6

SPRING HALF TERM 1
Topic: Media Studies - Representation in the Media
Key knowledge: To learn about the four key concepts that are essential for Media Studies (representation, audience, industries and media language). To understand how media industries target audiences using codes and conventions appropriate to specific genres.	Key skills: The ability to compare two different products. To apply appropriate Media Studies terminology To develop research and analytical skills when studying some key media industries.
Key specialist terminology: Male Gaze Franchise Niche Mainstream Conglomerate Visual, technical, linguistic codes Mise en scene Denotation Connotation Stereotypes Subverting stereotypes	Beyond the Classroom: Look at a range of different film franchises and consider how they are typical of their genre. Consider stereotyping in media products by looking at a range of film posters and trailers.
How will we assess the knowledge, understanding and skills taught in this topic? Detailed comparison of two film posters presented on A3. A ‘ Gallery Critique’ will follow in which feedback is given from peers and teachers.

Year 9

Spring Term

1

ENGLISH

CURRICULUM MAP

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SPRING HALF TERM 2
Topic: Dramatic Voices
Key knowledge: Understanding of the form: Dramatic Monologue Understanding of a range of Dramatic Monologues by various writers including Robert Browning, Carol Ann Duffy Understanding of how to write in the form of a Dramatic Monologue	Key skills: Comparison of The Laboratory (Browning) and Havisham (Duffy) Application of knowledge of poetic methods Creative writing developing understanding of perspective and characterisation through language
Key specialist terminology: first person singular (persona) colloquial deictics like “here, there, that, this” fillers “you see” Persona Perspective Characterisation Narrative Metonymy Synecdoche Motif	Beyond the Classroom: Read a range of dramatic monologue poems here: https://www.poetryfoundation.org/poems/browse/dramatic-monologue Have a go at writing your own monologues using the tips and reading other student examples here: https://ypn.poetrysociety.org.uk/workshop/glyn-maxwells-dramatic-monologue-challenge/
How will we assess the knowledge, understanding and skills taught in this topic? Students can choose a character from any KS3 text and write their own dramatic monologue poem. They have one lesson and one homework to prepare. Students must evaluate the success of their use of dramatic monologue conventions.

Year 9

Spring Term

1

ENGLISH

CURRICULUM MAP

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ENGLISH

CURRICULUM MAP

Year 9

Summer Term

1

SUMMER HALF TERM 1
Topic: The Hate U Give
Key knowledge: Understand the social and cultural context of racism, police brutality, and the Black Lives Matter movement. Explore Angie Thomas’s background and the meaning behind the novel’s title The Hate U Give. Summarise key plot events, including Starr witnessing Khalil’s shooting and its impact. Identify and discuss major themes like racial identity, justice, family, and activism. Analyse Starr’s character development Examine literary devices in the novel and cinematic techniques in the film. Encourage critical thinking about systemic injustice and diverse perspectives.	Key skills: Apply understanding of context to written responses Engage in discussions about the issues explored in the film/text Express critical viewpoints using reference to the film/text Write creatively from the POV of a character using a range of literary and linguistic methods for impact.
Key specialist terminology: Systemic Racism Police Brutality Black Lives Matter THUG LIFE Narrative Perspective Activism Racial Identity Symbolism Empathy Justice	Beyond the Classroom: The Official Angie Thomas Website�angiethomas.com�— Learn about the author, her inspiration, and updates on her work. Black Lives Matter�blacklivesmatter.com�— Explore the movement behind the story’s context and activism.
How will we assess the knowledge, understanding and skills taught in this topic? Response to statement exploring how far they agree with it.

6 of 6

SUMMER HALF TERM 2
Topic: Rhetoric in Shakespeare’s Hamlet
Key knowledge: Tragedy - what is it? Tragic hero Rhetoric The Three Appeals Inner conflict Figurative language Shakespeare's devices: Iambic pentameter Blank verse Prose Monologue Classical allusion Metaphor Dramatic irony	Key skills: Understand the historical and social context of Hamlet and how Elizabethan beliefs shape its language and themes. Identify rhetorical devices such as ethos, pathos, and logos used to persuade or influence characters and the audience. Analyse how Hamlet’s speeches reveal his inner conflict, emotions, and motivations. Explore key themes like revenge, madness, mortality, and justice as expressed through persuasive language. Examine how Shakespeare uses figurative language and imagery to enhance the impact of speeches. Develop critical thinking by comparing different speeches and their effectiveness in advancing the plot or character development. Connect Hamlet’s rhetorical techniques to modern examples of persuasive speech and activism, encouraging empathy and understanding.
Key specialist terminology: Audience Plot Genre Comedy Tragic Hero Hubris Staging Dialogue Themes	Beyond the Classroom: Create a Cross-Media Storyboard or Comic�Using knowledge of narrative perspective and symbolism from both texts, students can storyboard or illustrate a modern retelling of Hamlet’s story intertwined with themes from The Hate U Give, showing how timeless issues of justice and identity persist. Film a Persuasive Speech Video�Students can script and film a video where they perform or reinterpret Hamlet’s speeches, using cinematic techniques inspired by The Hate U Give film (music, camera angles, mood) to emphasize emotion and persuasion.
How will we assess the knowledge, understanding and skills taught in this topic? Students will engage in a class debate: “Is Hamlet justified in delaying his revenge?”

Year 9

Summer Term

2

ENGLISH

CURRICULUM MAP