0. English Year 7-9.xlsx

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5		Year 7		Year 8		Year 9
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7	Half Term	Pupils will learn	Pupils will learn how to	Pupils will learn	Pupils will learn how to	Pupils will learn	Pupils will learn how to

8	Autumn 1	Autobiographies This unit will allow pupils to draw upon their own experiences and personalities to develop their skills as writers. Through the explicit teaching of how to use full stops, capital letters, a range of sentence types and paragraphs, pupils will learn the skills that will be fundamental throughout their learning journey in English. Pupils will build upon their KS2 understanding of different sentence types and tenses to develop their writing and refine further using discourse markers and carefully chosen vocabulary to establish tone. By understanding how to use vocabulary to create tone in their own writing, pupils will be well equipped to identify specific language choices in others’ writing when studying detective fiction. This unit will also allow teachers to build positive relationships with pupils by learning about pupils’ experiences and interests. Through reading extracts from the autobiographies of writers with a range of different experiences, pupils will be encouraged to see the value of reading about others to be able to empathize and understand more about the world around them. The reading of these extracts also serves the purpose of inspiring their own creative writing, which is the overarching intention of this scheme. Furthermore, through reading writers from other countries (Pakistan and America), pupils will be exposed to world literature, which will be built upon in their study of poetry. This scheme prepares pupils for the demands of English Language Paper 2 Question 5, which requires pupils to write non-fiction with clarity and accuracy and ultimately equips them with the skills required to write in a well-structured way with accuracy. Such understanding will be invaluable across the curriculum and in their future careers. In accordance with the National Curriculum, this unit allows pupils to read increasingly challenging non-fiction and world literature. Through reading these texts, pupils will also be able to understand how vocabulary choice, grammar, text structure and paragraphing create meaning. In their writing, pupils will be taught to write accurately and with clarity, drawing upon the methods used in their reading to enhance their own writing.	Confidently use: • Capital letters and full stops • A variety of sentence types and paragraph lengths • Discourse markers and carefully chosen vocabulary to establish tone • Use ambitious vocabulary to create tone • Identify a range of language devices and use these confidently in their own writing	Duty and Protest Poetry Pupils will be exposed to a wide range of poems and contexts that explore ideas of duty and protest, and how Pupils will be exposed to a wide range of poems and contexts that explore ideas of duty and protest, and how poetry can be used as a vehicle against oppression. This will build on pupils’ prior knowledge of poetry and its conventions through their study of an anthology in Year 7. Pupils will deepen their understanding of how writer’s use language, structure and form methods for effect as well as developing a strong, authentic voice when critiquing the poetry. By the end of the scheme, pupils will be able to write analytically, forming an opinion and selecting judicious evidence to support. Students will also be exposed to a wide range of contexts in which they can consider the poems, enabling them to embed contextual ideas into their paragraph structures (moving from PEA to PEAC). The scheme also intends to develop pupils’ speaking and listening (oracy) skills through a range of discussion activities, drama activities and presentations. The scheme fulfills the KS3 national curriculum pre-requisite of studying poetry, whilst the thematic unit of ‘duty and protest’ links to the power and conflict themes taught in the GCSE Literature poetry unit. poetry can be used as a vehicle against oppression. This will build on pupils’ prior knowledge of poetry and its conventions through their study of an anthology in Year 7. Pupils will deepen their understanding of how writer’s use language, structure and form methods for effect as well as developing a strong, authentic voice when critiquing the poetry. By the end of the scheme, pupils will be able to write analytically, forming an opinion and selecting judicious evidence to support. Students will also be exposed to a wide range of contexts in which they can consider the poems, enabling them to embed contextual ideas into their paragraph structures (moving from PEA to PEAC). The scheme also intends to develop pupils’ speaking and listening (oracy) skills through a range of discussion activities, drama activities and presentations. The scheme fulfills the KS3 national curriculum pre-requisite of studying poetry, whilst the thematic unit of ‘duty and protest’ links to the power and conflict themes taught in the GCSE Literature poetry unit.	Identify poetic devices and discuss the meaning behind them, analyse the writer's use of structure and form, write analytically and develop a critical voice, learn about to embed contextual information fluently into their paragraph structures (PEAC)	Novel study - Purple Hibiscus Pupils will draw on skills learnt from their novel study in both Year 7 and Year 8 and will be the third novel that pupils will have studied in depth at KS3. The text is challenging and they will be able to draw on themes from Private Peaceful, Duty and Protest Poetry, Animal Farm and the non-ficiton writing unit. The text challenges pupils and and they will look at a variety of themes that they will see again in their GCSE Study, such as power and conflict, poverty, gender and religion. Throughout the reading, pupils will have their comprehension tested to ensure understanding of the text before moving onto developing their writing skills. Teachers will provide multiple opportunities for pupils to develop their analytical writing skills; they will consistently model high-level answers and provide pupils with detailed feedback. By the end of scheme, students will have developed increasingly developed arguments and be able to use examples from the text to support their perspectives. Their understanding of context and wider message will also be challenged. The unit allowes pupils further opportunity to study one author and one text in depth.	Use more complex vocabulary in their speaking and writing Understand how to sustain a thesis across a whole essay. Evaluate characters and themes, confidently embed contextual ideas into their writing
9	Autumn 2	Detective Fiction In this scheme, pupils will develop their writing from Autumn 1 and transition from writing non-fiction to writing fiction. Building upon their ability to organise ideas and describe events with clarity, in this unit pupils will focus on writing narratives to create tension through the detective fiction genre. By reading a range of increasingly challenging texts, pupils will be exposed to the typicalities of the detective fiction genre before practising planning and writing their own creative writing. The extracts have been chosen to mirror the development of a narrative arc and to model a range of language and structural features that they will in turn practise and use in their own stories. By focusing on specific moments in a narrative, pupils are encouraged to think critically about the most appropriate linguistic/structural devices and vocabulary, drawing upon their learning about tone in Autumn 1. By understanding how writers use linguistic devices for effect, pupils will be prepared for their study of poetry as certain terms (e.g. similes) will be familiar. Furthermore, they will recognise and understand the thought process involved in creating such devices. Ultimately, this scheme allows pupils to write creatively, which is a requirement for GCSE English language. This scheme fulfils the requirement that KS3 pupils read increasingly challenging pre-1914 English literature and exposes pupils to a new genre. Additionally, through reading, pupils will develop their understanding of how language is used to present meaning. In their writing, this scheme aligns with the NC’s requirement that pupils apply their growing knowledge of vocabulary and form to write narrative texts. Finally, through continued engagement with drama pupils will develop their performance skills and use of spoken language.	· Use a range of sentence types for effect, understand how to use a range of figuratve language, use show don't tell in their work	Novel Study - Animal Farm Linking from the previous poetry unit, students apply their contextual knowledge to the allegorical novella, Animal Farm. This knowledge informs their analysis and creates consistently developed responses. In line with the national curriculum, this is the second text that is studied in depth. This unit prepares students to practice and aim for proficiency in their ability to create developed points and write analytically and fluently on themes and characters across an entire text. The allegorical form prepares students for the allegorical and social precepts of Dicken’s ‘A Christmas Carol’ and the social injustices and exploitation of power explored in the text will prepare students with many of the concepts and vocabulary that will be useful for all their GCSE Literature texts.	How to use year 7 knowledge plus complex topic sentences to explore character; selecting/embedding quotations; using analytical sentences to explore meanings; using sentences to link ideas from one paragraph to another.	Novel study - Purple Hibiscus Pupils will continue to study Purple Hibiscus
10	Spring 1	Poetry In this unit, pupils will be encouraged to form authentic responses to a range of poems, focusing specifically on the feelings of the speaker towards a given theme. This will build upon pupils’ understanding of writing about feelings (as explored in Autumn one) and allow them to develop their understanding of how and why methods are used by poets for effect (as they began to understand when reading and writing detective fiction). At this point in their learning journey, pupils will be able to organise their own writing using paragraphs with confidence. These skills will be further developed in the form of analytical writing, in which pupils will use the PEA structure. Through being exposed to a range of poems, pupils will practise identifying feelings and selecting appropriate evidence before unpicking the poetic methods used in the poems through analysis. This will ultimately allow them to build the foundations of their understanding of poetry, which will be returned to throughout their English learning journey. This scheme fulfils the KS3 National Curriculum requirement that states that pupils should read a range of poems. Pupils will also be exposed to world literature (Subramaniam and Toha).	Identify a range of poetic technique and discuss why certain methods have been used, learn how to form analytical paragraphs and select relevant evidence to prove their deas, use analytical verbs in their sentences, embed ambitious vocabulary into their writing	Adventures and Discovery - non-ficiton writing This unit provides the space to develop students’ aptitude to write clearly for a variety of purposes and in a variety of forms, specifically letters (both informal and formal) and articles. This unit puts a spotlight on SPAG to revise and secure a strong command of sentence forms and punctuation that were introduced in year 7 (specifically during the autobiographical writing in year 7). In addition to this, pupils will be exposed to an increasingly challenging range of punctuation (semi-colons, colons, dashes, direct speech) that they will be expected to embed into their writing. By the end of the unit, pupils will also be expected to write formal letters and articles, informing the audience about adventures and discoveries and using the necessary conventions to fit this form. This unit looks towards the criteria needed for a successful English Language GCSE Paper 2 (non-fiction) written response and puts an onus on using increasingly sophisticated vocabulary with coherent paragraph sequencing supported with integrated discourse markers. The link below is for the English Language Paper 2 mark scheme where pupils are assessed on the content and organization of their writing (AO5) as well as SPAG (AO6).	Use more varied and challenging punctuation in their writing (semi-colons, colons, dashes, direct speech), write formal letters and articles, embed rhetorical devices into their own writing for effect	Poetry - women's voices In this unit, pupils will focus on looking at poems from women from various cultures and backgrounds. They will develop their understanding of poetic devices and further develop their knowledge of how to approach an unseen poem. This is the last opportunity for pupils to study a selection of poems before they begin their GCSE English Literature course, and so will further develop their understanding of how to compare poems, along with writing analytical responses.	Use and embed key vocabulary: Adversity; ambition; empire; colony; colonialism; obstacle, tragic, tragic flaw, foreshadow, monologue. Read, understand and analyse poems - they will look at language, structure and form. Pupils will continue to develop their analytical writing skills.
11	Spring 2	Novel Study - Private Peaceful Having developed their analytical skills in their poetry unit, pupils will now apply these skills to a prose text. Pupils will be asked to consider the text thematically, focusing on childhood, love and conflict. This unit will begin to introduce pupils to the idea that texts are written to share a wider message about society, as they will consider Morpurgo’s lessons about the futility of war and the enduring nature of love. At the end of the unit, pupils will be confident with using the PEA acronym and be prepared to apply their skills to a new, more challenging form with more complex language. Ultimately, this unit will prepare pupils for the demands of the English Literature GCSE, in which they will read an entire text and be asked to make a judgement about a character or theme. Additionally, approaching and responding to extract style questions will familiarise pupils with the question style of ‘Macbeth’ and ‘A Christmas Carol’. Teachers should emphasise the important of using a text to answer a question and ensure that the analysis modelled and assessed allows pupils to convincingly create an argument. This unit aligns with the national curriculum’s requirement that pupils read a wide range of texts, including fiction. They will be encouraged to understand the context and purpose of the text through considering context and wider messages. The unit also allows them to study one author in depth. Through the extension of reading in homework, pupils are also being given the opportunity to read an entire book.	to write secure PEA paragraphs about a character or theme, embed more complex language into their writing, select relevent quotations to support their writing, discuss wider messages of a novel	Gothic Horror After the intensive spotlight on grammar and sentences of the last unit, this writing unit shifts the purpose from non-fiction writing to fictive gothic writing. Pupils will be exposed to the genre of Gothic Fiction, ultimately using its conventions and tropes to inspire their own creative writing. Similarly to the Detective Fiction unit in year 7, pupils will identify a range of methods within extracts and subsequently recreate these in their own creative writing. They will also revise the narrative form encountered in year 7. Pupils will read approximately one extract a week, as opposed to one every two weeks in year 7, and the content is significantly more challenging to indicate how pupils have progressed from year 7. By the end of the unit, pupils will have written a detailed description of a Gothic setting, planned a full narrative and written the opening and endings of gothic stories. Pupils will be expected to embed a range of language and grammatical devices in their writing for effect, as well consciously adopt the conventions of the gothic genre. This correlates with the National Curriculum as the unit focuses on supporting pupils to ‘write accurately, fluently (and) effectively’ for a range of purposes, specifically stories and ‘imaginative writing’. In addition, the National Curriculum states how pupils should draw on literary devices to enhance the impact of their writing, which is demonstrated in this unit through pupils recreating devices in the Gothic extracts for effect.	Use complex sentence types in their writing, use gothic horror conventions successfully, identify a range of language techniques and discuss their effect, use and embed more ambitious vocabulary into their own writing	Non-fiction writing - Eco-warrior feature articles This unit shifts the focus from fiction to non-fiction. Pupils will be exposed to a range of non-fiction articles, and consolodate their understanding of non-fiction writing conventions and structures. Similar to the non-fiction writing unit that pupils study in year 8, pupils will identify a range of methods used by writers and recreate these in their own pieces of writing. Pupils will also be exposed to some key issues that have been known to appear on the Language Paper 2, section B question. By the end of the unit, pupils will have researched into a topic of their choice and and written a full-length feature article, using the conventions identified.	Analyse structure through a whole text through characterisation, exploring alternative interpretations (context of production/reception)
12	Summer 1	Shakespeare Study - Hamlet, Julius Ceasar, Much Ado About Nothing This scheme is designed to introduce pupils to Shakespeare, whereby they will study key extracts from Hamlet, Julius Ceaser and Much Ado About Nothing. Throughout this scheme of work, students will be introduced to various themes in Shakespeare's plays and study characters in depth. Pupils will build on their knowledge from Spring 2 novel study, and be introduced to more complex language and themes. They will continue to practise their analytical writing skills. By the end of year 7, pupils will be expected to write analytically on characters and themes within the play. This unit of work introduces pupils to Literature Paper 1 of the GCSE, whereby they will be expected to read an entire Shakespeare play.	Read and use challenging language, identify a range of language and structral techniques, select the most relevant quotations, write analytical paragraphs	Shakespeare Study - The Tempest This scheme is designed to build on pupils’ previous exposure to Shakespeare in Y7 in which they studied key extracts from Hamlet, Julius Ceaser and Much Ado About Nothing. By the end of year 7, pupils will be expected to write analytically on characters and themes within the play. In year 8, pupils will revise these skills through their study of ‘The Tempest’ but additionally develop their ability to write evaluatively on characters and consider the how play straddles both the comic and the tragic genre (genre is important to our KS4/KS5 literature curriculum). This unit also fulfils KS3 requirements from the national curriculum which states how pupils should read two Shakespeare plays (in this case ‘The Tempest’ in Y8 and Romeo and Juliet in Y9) as well be exposed to increasingly challenging texts.	Use complex topic sentences to explore themes & concepts; selecting and embedding quotations; using analytical sentences to explore how writer’s choices create meaning; linking textual analysis to contextual analysis	Shakespeare Study - Romeo and Juliet This scheme is designed to build on pupils' previous exposure to Shakespeare in year 7 and 8, and fullfil the national curriculum requirements of reading two Shakespeare plays across KS3. This is the final opportunity for pupils to develop their understanding of Shakespeare before beginning their GCSE course, where they will study Macbeth. By the end of the unit, pupils will have critically evaluated characters and themes, and will be able to write an essay whereby they express a point of view and use the text/contextual understanding to support their ideas.	Use and embed key vocabulary: extended metaphor, epic poetry, procrastination; journey; identity; comparison; inter-textuality; partner text Use comparative topic sentences for poetry comparison; exploring alternative interpretations; using tentative language (may/could)
13	Summer 2	Shakespeare Study - Hamlet, Julius Ceasar, Much Ado About Nothing Pupils will continue with their Shakespeare study.		Shakespeare Study - The Tempest Pupils will continue with their Shakespeare study.		Shakespeare Study - Romeo and Juliet Pupils will continue with their Shakespeare study.
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