English Curriculum Map

How can we convey meaning? Pupils explore how language and structure is used to shape meaning when delivering a presentation Audience, purpose, structure, meaning, language, body language Cross curricular dependent on text subject Fortnightly assessment: English Language AO1/ AO2 / AO3 Empathy, reflection, confidence, resilience. Writing as a poet, delivering speeches / transactional writing teaching English. 8 9 10 7 English Curriculum Map Monsters The Gothic Mister Creecher Heroes and Villains An Introduction to Shakespeare Poetry: Unheard voices Crime Writing Sherlock Holmes GCSE: Spoken Language study Who are the real monsters? Pupils explore the features of stories through Greek myths and legends Transactional writing, Poetry form, short story form, perspective, character, Hero, Masculine, Feminine PHSE: Relationships / History: Greek Myths / RE: Gods Fortnightly assessment: Transactional Trust, Morality, Honesty, Forgiveness Creative Writing, Screenwriting, History / English Teaching Genre in Storytelling Pupils explore the features of language and structure through Victorian Texts Language, Structure, Evaluation, inference History: Victorian Britain / Art: 19th C Representation of the Gothic Fortnightly assessment: Analytical Morality. Self-control, Social Awareness Creative Writing, Screenwriting, History / English Teaching ESB (Ongoing in Year 7) What does it mean to be Human? Pupils explore the human condition, and the idea of Nature / Nurture through study of a modern novel Novel form, gothic genre, Characterisation, Language, Structure, Evaluation, Creative writing Imagery, Skimming, Scanning, Explicit, Implicit History: Victorian Britain / PHSE: relationships / Geography: locations in Britain Fortnightly assessment: Creative / Analytical Morality. Self-control, Social Awareness / cooperation / compassion Creative Writing as a novelist, Screenwriting, History / English Teaching What is the heroes’ journey? What makes a hero? What makes a villain? The heroes' journey Creative writing, imagery, SPaG, Structure Drama: Speaking and Listening RE: what makes a good person Fortnightly assessment: Creative writing Morality. Self-control, Social Awareness / cooperation / compassion / honesty Creative Writing as a novelist, How do we present ourselves to the world? Pupils explore how they can present themselves in different situation Oral Presentation skills, recitals, language of argument and persuasion, body language Drama: presentation skills ESB assessment: Self-control, cooperation, reflection, Journalism/ presenting skills How can we give the voiceless a voice? Persuasive writing techniques and speech writing. What and how to writers make readers feel a specific way? Poetry and Nonfiction Form, Fiction form, narrative voice, tone, imagery, Bias and point of view Tolerance, respect, loyalty, honesty, self awareness, kindness, forgiveness, compassion. DRAMA: Characterisation and stagecraft.(performance of SL) PSHE: Racism, family relationships, cultural diversity Fortnightly assessment: transactional: Creative writing, journalism, Teaching English / PHSE. How do modern writers portray unheard voices? Pupils explore ideas of and cultural literacy with a view of better understanding and appreciating diversity in a novel, building upon the English Language skills learnt in Year 7 Novel form, narrative voice, tone, imagery, dialogue, structure, evaluation, meaning, language Tolerance, respect, loyalty, honesty, self awareness, kindness, forgiveness, compassion. PSHE: Racism, family relationships, cultural diversity Fortnightly assessment: Analytical, Creative writing of short stories / teaching English Who were the monsters in Shakespeare? Pupils explore ideas of genre and text type using Shakespeare and various different texts Theatre, drama, Characterisation, imagery, soliloquy, dramatic irony Morality, self-control, Compassion, cooperation PSHE: Racism, family relationships, cultural diversity Fortnightly assessment: Creative, Spoken Language, Creative writing of poetry / teaching English / teaching Drama To what extent are we responsible for the safety and happiness of others? Pupils explore ideas of racial , gender and cultural literacy with a view of better understanding and appreciating diversity in a variety of contemporary and legacy poetry Poetry, narrative voice, tone, imagery, dialogue, structure, meaning, language Tolerance, respect, loyalty, honesty, self awareness, kindness, forgiveness, compassion. PSHE: Racism, family relationships, cultural diversity Fortnightly assessment: Analytical, Creative writing of poetry / teaching English / teaching Drama How do writers construct a piece of writing? Pupils explore the features of writing, looking in depth at the ways writers construct using language and structure Short story / Fiction form, narrative voice, tone, imagery, dialogue, structure, meaning, language Resilience, self-control, cooperation, PSHE: Racism, family relationships, cultural diversity Fortnightly assessment: Creative, Creative writing of stories / teaching English / teaching Drama Are we living in a utopia or dystopia? Pupils explore the features of writing in different situations and for different audiences Bias & point of view, autobiography, narrative structure, authorial intent, descriptive writing. GEOGRAPHY: Mountains. PE: Climbing, physical safety. MEDIA: use of media text Fortnightly assessment: creative, Loyalty, friendship, integrity, compassion, morality, confidence, resourcefulness, trust Adventure journalism, travel, article writing. Crime vs Science An exploration of nature vs nurture debate, and perceptions of humanity through study of a Victorian novel Novel form, gothic genre, Characterisation, Imagery, Skimming, Scanning, Explicit, Implicit History: Victorian Britain / PHSE: relationships / Geography: locations in Britain Fortnightly assessment: Analytical Morality. Self-control, Social Awareness / cooperation / compassion Creative Writing as a novelist, Screenwriting, History / English Teaching How can we be heard in a disasters? Pupils explore how language and structure is used to shape meaning Audience, purpose, structure, meaning, language, context. Cross curricular dependent on text subject Fortnightly assessment: Transactional. Empathy, reflection, confidence, resilience. Writing as a poet, teaching English. Is society set up fairly? Pupils explore Victorian societal inequality through study of novel. Dickens Novel (form), Characterisation villains vs. heroes; point of view; 19th C. social attitudes, didactic, malthusianism HISTORY: Victorian society, Industrial Revolution, Workhouses, Poor Law. PSHE: Poverty, GEOGRAPHY: London’s topography Fortnightly assessment: AQA GCSE, English literature: AO1, AO2, AO3 & AO4. Compassion, kindness, forgiveness, charity loyalty, friendship, trust, relationships, integrity, self control, resilience. Creative writing as a novelist, teaching English How is meaning created? Pupils explore how language and structure is used to shape meaning. Audience, purpose, structure, meaning, language, context. Cross curricular dependent on text subject matter. Fortnightly assessment: AQA GCSE, English Lang: AO1, AO2, AO3, AO4, AO5, AO6 Loyalty, friendship, trust, relationships, integrity, self-control, resilience Journalism, teaching English. What rights & responsibilities come with Power? Meaning, language, structure, meta language of poetry. HISTORY: WW2, Iraq War, Crimean War, French Revolution. PSHE: Relationships, coercive control, domestic violence, PTSD, emotional abuse, cultural differences. GEOGRAPHY: Migration. Fortnightly assessment: AQA GCSE, English Lit: AOs 1-4. Respect, tolerance, social awareness reflection, resilience. Journalism, teaching English.

Am I confident with English Language? further study of GCSE English language Reading Skills, developing what they have learned so far in Year 7 By doing this, students will become comfortable in reading for meaning, analysing language and structure as well as evaluating texts. History: Texts based on conflict/ Fortnightly assessment: Analytical, Loyalty, friendship, integrity, compassion, morality, confidence, resourcefulness, trust Teaching English / History / journalism How far should one follow one’s ambition? Pupils explore betrayal and revenge through the study of the play. Form, tragedy, Jacobean era, gender roles, archetypes, superstition, tragic hero, hamartia. HISTORY: Divine Right of Kings, Great Chain of Being, Jacobean society, DRAMA: characterisation, stagecraft Fortnightly assessment AQA GCSE English Literature: AO1, AO2, AO3 & AO4. Theatre arts, playwriting, screenwriting.

English Language skills

What is the impact of money and class on personal and societal outcomes? Form, well made play, post war era, gender roles, archetypes, didactic, constructs HISTORY: Welfare state, WW2, 1945 election. DRAMA: Stagecraft characterisation. PSHE: Poverty, pregnancy, sexual exploitation Fortnightly assessment: AQA GCSE. English Literature: AOs 1-4. Respect, tolerance, responsibility, compassion, morality, honesty, integrity, charity Teaching drama, theatre arts, playwriting, screenwriting, history.

Language

How can we convey meaning? Pupils explore how language and structure is used to shape meaning when delivering a presentation Audience, purpose, structure, meaning, language, body language Cross curricular dependent on text subject Fortnightly assessment: English Language AO2 / AO5/6 AO7/8/9 Empathy, reflection, confidence, resilience. Writing as a poet, delivering speeches / presentations teaching English.

Crime

Punishment Life on the edge Powerful writing How is meaning created? Pupils explore how language and structure are used to shape meaning. Audience, purpose, structure, language, evaluation, descriptive, narrative writing. Cross curricular dependent on subject. Fortnightly assessment: AQA GCSE. English language: AO1, AO2, AO3 & AO4, AO5 & AO6 Empathy, reflection, confidence. Novelist, English teacher. How do different voices convey meaning? Pupils explore how language and structure is used to shape meaning in a variety of texts Audience, purpose, structure, meaning, language, Cross curricular dependent on text subject Fortnightly assessment: English Language AO1/ AO2 / AO4 Empathy, reflection, confidence, resilience. Writing as a poet, writing as novelist, teaching English. How do different voices convey meaning? Pupils explore how language and structure is used to shape meaning in a variety of texts Audience, purpose, structure, meaning, language, Cross curricular dependent on text subject Fortnightly assessment: English Language AO1/ AO2 / AO4 Empathy, reflection, confidence, resilience. Writing as a poet, writing as novelist, teaching English. How is meaning created? Pupils explore how language and structure are used to shape meaning. Audience, purpose, structure, language, evaluation, descriptive, narrative writing. Cross curricular dependent on subject. Fortnightly assessment: AQA GCSE. English language: AO1, AO2, AO3 & AO4, AO5 & AO6 Empathy, reflection, confidence. Novelist, English teacher.

and

How do writers construct a piece of writing? Pupils explore the features of writing, looking in depth at the ways writers construct using language and structure Short story / Fiction form, narrative voice, tone, imagery, dialogue, structure, meaning, language Resilience, self-control, cooperation, PSHE: Racism, family relationships, cultural diversity Fortnightly assessment: Creative, Creative writing of stories / teaching English / teaching Drama Titanic

Romeo and Juliet

Who were the unheard voices in Shakespeare? Pupils explore parent/ child relationships, peer pressure & romantic connections through the study of the play. Form, tragedy, Elizabethan era, gender roles, archetypes PSHE: Gangs, family relationships, identity, love,, HISTORY: 16th C. Attitudes to gender & social hierarchy, DRAMA: Characterisation & stagecraft. Fortnightly assessment: Analytical,. Respect, tolerance, self-control, honesty, loyalty, trust. Theatre arts, playwriting, screenwriting

11