Reimagine KS3 English

Key stage 3 english Knowledge-rich projects to build skills for GCSE (9–1)

Series editor: Jo Heathcote Authors: Caroline Davis, Jo Heathcote, Emma Slater and Nicola Williams

Contents

Introduction

iv

Project overviews

v

Student progress trackers

xiv

Year 7, Project 1: The Natural World

1

Year 7, Project 2: Child Labour

32

Year 7, Project 3: Journeys and Explorations

61

Year 8, Project 1: Beyond our World

89

Year 8, Project 2: How We Treat Others

119

Year 8, Project 3: Growing Up

145

Year 9, Project 1: The Unexplained

170

Year 9, Project 2: The Country and the City

200

Year 9: Project 3: Crime and Punishment

230

Acknowledgements

260

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Introduction Welcome to the Reimagine Key Stage 3 English Teacher Resource. We hope it will support and enrich your Key Stage 3 curriculum and help to ensure meaningful progression for students into Key Stage 4.

Jo Heathcote, Series Editor

XX The vision for these projects came following my return to Key Stage 3 teaching after being involved in the development of the new GCSE English Language specifications at Key Stage 4 for a leading awarding body, and several years teaching Key Stage 4 and Key Stage 5 in a large sixth-form college.

Within my own classroom, I sought to find ways to embed all the required skills from the more challenging work at Key Stage 4, without slipping into teaching GCSE from Year 7. In short, I began to reimagine Key Stage 3.

Within the nine Reimagine projects, you will find extracts from 19th-century fiction, classic poetry, and non-fiction from the 19th century and the present day. These mirror the kinds of texts students will meet at Key Stage 4. The extracts step up in word count and complexity across the three years of Key Stage 3 to gradually build reading stamina.

The text-based work also steps up in terms of skills to introduce and embed clear methods for comprehension work (AO1 at GCSE) and clear approaches for analysing language and structure (AO2 at GCSE). Subject terminology is introduced and reinforced, in context, throughout.

As well as being skills-rich, the projects are also knowledge-rich. The lessons encourage students to think critically and make meaningful links between texts, and to compare present-day experiences to those in the past, via thoughtful questioning and opportunities for exploration. In this way, students are learning to see contexts more subtly than simply as bolt-on historical fact.

Lessons are organised into six-week projects around a theme (for example, child labour or how we treat others) chosen to illuminate different contexts for GCSE. The projects follow a clear structure with a suggested two weeks’ work on fiction and poetry complemented by a week of creative writing, then two weeks exploring non-fiction texts complemented by a week of discursive writing. Each suggested ‘week’ consists of two lessons comprising extracts, PowerPoints, worksheets and detailed lesson plans with suggested answers to tasks.

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Projects 7.1, 8.1 and 9.1 are all about ‘Introducing…’ skills in a supportive way.

•

Projects 7.3, 8.3 and 9.3 are labelled ‘Securing’ and offer extra variety and practice of the skills, with a clear stepping stone in the final project, 9.3, to GCSE skills such as synthesis and comparison.

Projects 7.2, 8.2 and 9.2 have a focus on ‘Developing…’ learning with activities to thoroughly embed these skills.

These projects can be used very flexibly across Key Stage 3. For example, you could:

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use each project to embed key skills at the start of each term, in sequence, before moving on to the study of a class reader or play on similar themes

• •

use each project alongside a class reader or play each term to complement its themes and ideas

•

use the projects as self-contained, meaningful units of work where you have split teaching across a class

•

use the projects as a way of providing meaningful cover where a non-specialist may be teaching a group over a number of weeks.

use the different projects with different sets or classes to teach the core skills in a differentiated way (e.g. Projects 7.1, 8.1 and 9.1 for those in need of more support; Projects 7.2, 8.2 and 9.2 for those on a pathway to GCSE Grades 5 to 7; Projects 7.3, 8.3 and 9.3 for those looking to extend their skills)

Finally, I hope that these projects create some fun and memorable lessons for students, enabling them to grow in confidence and skill, and to feel empowered both as reader and writers.

© HarperCollinsPublishers Ltd 2020

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Year 9, Project 2: The Country and the City

•

Builds contextual understanding for the following GCSE texts: Dr Jekyll and Mr Hyde, The Sign of Four, Romantic poetry Week

Skill focus

Text

Learning objectives

1

Developing responses to the 19th-century novel: Planning an essay task

Mary Barton (1848)

by Elizabeth Gaskell

• To understand key contrasts in images of the city and the countryside • To consider more developed inferences linked to contextual ideas • To understand the presentation of the countryside and consider the writer’s intentions • To develop a mini essay-style response using familiar methods

2

Developing responses to 18th- and 19th-century poetry: Structure and imagery of two contrasting poems

‘Composed upon Westminster Bridge’ (1802) by William Wordsworth

• To understand the viewpoint of a poet in presenting London compared to other forms • To consider the imagery of a 19th-century poem compared to other forms • To explore a contrasting view of London • To explore the language, imagery and structure of two poems about London • To write a comparative response to two classic poems

‘London’, from Songs of Experience (1794)

by William Blake

• To develop an understanding of how contrasting images can be used in creative writing • To plan and write a creative piece using contrasting vocabulary, images and structural techniques

3

Developing skills in creative writing: Contrasting views of life in the city

4

Developing an understanding of 19th-century non-fiction

Passages in the Life of a Radical by Samuel Bamford

• To understand key ideas and events in an eyewitness account • To draw inferences from those ideas and interpret with increased empathy • To explore the effect of the language choices in an eyewitness account • To consider the effect of the structure of the account

5

Developing skills with connected modern non-fiction: Exploring writer’s point of view

‘Cotton production linked to images of the dried up Aral Sea basin’ by Tansy Hoskins, The Guardian, 1 October 2014

• To explore ideas around fast fashion • To understand the issues raised in a broadsheet newspaper article about cotton production • To develop empathy and understanding with the ideas and issues raised in the newspaper article • To present a more detailed inferential response to those ideas and issues

6

Developing discursive writing: Writing a persuasive blog post

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• To develop an understanding of the connected ideas and issues of the project • To develop skills in planning a blog post on a key related issue • To write a blog post and evaluate those of your peers

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Project overviews

Extract 9.2.4

Developing an understanding of 19th-century non-fiction

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Š HarperCollinsPublishers Ltd 2020

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Year 9, Project 2: The Country and the City

9.2.4 Lesson 1

Developing an understanding of 19th-century non-fiction: Passages in the Life of a Radical

Learning objectives:

Resources:

• To understand key ideas and events in an eyewitness account • To draw inferences from those ideas and interpret with increased empathy

• Extract 9.2.4 • 9.2.4 Lesson 1 PowerPoint • 9.2.4 Lesson 1 Worksheet

Getting started

•

Display and go over the lesson objectives on 9.2.4 Lesson 1 PowerPoint slide 1. Recap the idea of ‘empathy’ as shared feelings and responding in a way that helps us to appreciate another person’s view.

•

Display the cartoon on PowerPoint slide 2: Massacre at St Peter’s, or ‘Britons Strike Home’!!! by George Cruikshank (1819). Prompt the students by asking: What seems to be happening here? Who do you imagine the people in blue coats to be? What are they doing? Is this your expectation of soldiers?

What is most shocking and horrifying about the scene? What do you notice about the people being trampled? Take initial ideas and thoughts.

•

Hand out copies of 9.2.4 Lesson 1 Worksheet and read through the fact file with the class (Activity 1).

For each fact, ask the students how it adds to our understanding of the image on PowerPoint slide 2 and the event it portrays (the Peterloo Massacre). The students should consider the word ‘massacre’ and then look at the words the soldier is saying in the speech bubble; explore what they reveal about attitudes to the poor asking for more of a share. Question students as to whether they think the poor were being treated with any ‘empathy’ at all.

Developing skills

•

Hand out copies of Extract 9.2.4. Explain that the extract is taken from an account of the Peterloo Massacre: the attack by government soldiers on a peaceful protest rally of factory and mill workers in Manchester on 16 August 1819. The protestors were hoping for the right to vote, and the author, Samuel Bamford, was due to speak at the rally.

•

Organise the class into small groups and allow each group 5–10 minutes to work on the tasks on PowerPoint slide 3 before taking feedback. The students should be encouraged to pick up on the following: 1. The leaders of the rally move through an area where ‘wealthy families’ live, who presumably have comfortable lives, maybe even owning some of the mills where workers were employed. 2. We know that an ‘immense multitude’ is in attendance, which shows how many people want to protest for their rights. 3. Bamford sees that his wife is with ‘decent married females’, so she is safe; we see that there are respectable people at the rally and not troublemakers. 4. Bamford’s instinct is that the soldiers are not there for a good reason and he immediately makes his way to find out what’s going on.

•

Repeat the exercise for 5–10 more minutes using Extract 9.2.4 Part 2 and the questions on PowerPoint slide 4. Encourage students to identify the following: 1. The people greet the soldiers initially as though they are on the side of the workers. 2. This changes when the soldiers wave their sabres (swords) and make their horses ready to ride into the crowd. 3. The crowd is packed so tightly that the soldiers can’t get through to separate the people; they begin to use their sabres to fight their way through.

•

Repeat for a third time for 5–10 more minutes, using Part 3 of the extract and the questions on PowerPoint slide 5. Students should note the following: 1. The soldiers seem to lose control and actively use violence against the crowd; they are not just breaking up the crowd but ride in and ignore people’s cries for help and mercy. 2. We learn that there are young women in white gowns and young boys (‘striplings’) who are cut and trampled. 3. The feeling here from Bamford is disbelief, sorrow, incredulity (take any sensible suggestions).

Trying it yourself

•

Introduce the final task (Worksheet Activity 2), which builds on the in-depth group work. The students can use the remainder of the lesson time, and perhaps homework time, to complete this work in their notebooks. Encourage them to use the full range of their ideas from the discussion to complete the two more developed inferential reading tasks. Give a brief reminder of the SQI comprehension method and allow 20–25 minutes for the work to be completed in depth.

© HarperCollinsPublishers Ltd 2020

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Year 9, Project 2: The Country and the City

9.2.4 Lesson 1 Worksheet

Developing an understanding of 19th-century non-fiction

Activity 1: Read through the fact file below. For each fact, consider:

• •

how it might link to the image on PowerPoint slide 2 how it adds to our understanding of the image and the event it portrays.

*& */ *0*1% /)%))) " ' " ! $ $ ( % $ ! ! " & +& # ! " % % " *.)%)))% & " $ " " ! & ,& $ " " " $ " $ $ & -& ! $ " " " & $ " " $ $& .& " % $ % " " & " ! $ & /& /.) " $ % *0 &

Activity 2: Final task

• •

Answer the following questions using the SQI (statement + quotation + inference) method.

•

Complete the task in your notebook.

Include two or three ideas in each of your answers, drawing on all the ideas from your exploration of the text.

1. What do we learn about the thoughts and feelings of Samuel Bamford from the extract?

2. What do you understand about the presence and actions of the soldiers at the rally?

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Year 9, Project 2: The Country and the City