Key Stage 3

Arden English Department – Year 7 Schemes of Work

 

SoW

ASSESSMENT TIMETABLE

MAGIC

TiF and Reading Lists

Autumn term 1 – 7 Weeks

Classic Children’s Fiction

 

Key Extracts:

  • Five on a Treasure Island
  • Peter Pan (Extract 2)
  • The BFG [recommended for analysis]
  • The Jungle Book
  • The Railway Children
  • The Secret Garden (Extract 2)

 

Final Assessment - Writing:

Writing the opening for a story where you use language and structure to create tension

 

HAT Task - Writing: First two paragraphs of the story.

 

Peer Assessment - Writing:

PETAZ paragraph of one of the extracts

 

 

 

  • Fronting and embedding of clauses
  • Prepositional phrases
  • Noun phrases
  • Subordinate clauses
  • Adverbials
  • Four main sentence types: declarative, interrogative, imperative, exclamative
  • Manipulation of verb tense: simple, progressive, perfect and perfect progressive
  • Simple, complex and compound sentences
  • Using punctuation correctly and for effect
  • Paragraphing (TiPToP)

 

 

 

 

Autumn term 2 – 7 Weeks

The Dragon Machine (2 Weeks)

 

 

 

 

 

 

 

 

 

Mythical Beasts and Where They Came From (5 Weeks)

 

Key Texts/Extracts:

These will be provided

  • Beowulf (translation)
  • Gawain and the Green Knight (Armitage)
  • Frankenstein
  • The Dementors from Harry Potter
  • The Harpies from The Amber Spyglass
  • The Other Mother/Father from Coraline

 

HAT Task 2 - Writing:

Using the sentence types from the book to re-write and improve their piece from the previous half term

 

 

 

Final Assessment - Reading:

PETAZ analysis of one or more of the Key Extracts analysing the way the writer uses language and structure to create a sense of fear/danger/menace/tension

 

HAT Task - Writing:

One or two analytical PETAZ paragraphs based on the needs of the class

 

Peer Assessment - Writing:

A letter applying for a job as a monster slayer to kill one or more of the beasts

 

  • Cohesion
  • Tricolons and tri-colons with a twist
  • Colons and semi-colons
  • Chiasmus
  • SPP
  • Polysyndeton
  • Fragmented sentences
  • Discourse markers

 

  • Collective nouns
  • Compounding and hyphens for compounding
  • Dashes for parenthesis
  • Neologisms
  • Synonyms and antonyms
  • Ellipsis
  • Etymology
  • Morphology: root – suffix – prefix
  • Using punctuation for effect
  • Paragraphing

 

 

 

 

 

 

 

 

 

 

 

 

 

Spring term 1 – 7 Weeks

Persuasive Speeches

Colonel Tim Collins – Before battle

Barack Obama - Inauguration Speech

Donald Trump - Inauguration Speech

Emma Watson – Speech to UN

Neil Gaiman – Commencement Speech

Michelle Obama – Speech to Girls’ School

 

Main Assessment - Writing:

Write a persuasive speech about a subject the pupils are passionate about OR:

  • All cars should be eco-cars
  • If I ruled the world, everyone would have to…

 

HAT Task - Writing:

First and last paragraphs of the speech to encourage pupils to think about whole text cohesion

 

Peer Assessment  - Reading:

Two PETAZ paragraphs  analysing one of the persuasive texts

 

  • Rhetorical questions
  • Tri-colons and tetra-colons
  • Standard English
  • Subjunctive
  • Modal verbs
  • Narrative perspective – first, second and third person
  • Imperatives
  • Cohesion: repetition, anaphora, semantic field, topic sentences
  • Conditional phrases
  • Chaining pronouns and nouns
  • Polysyndeton and asyndeton
  • Hyperbole
  • Direct address
  • Active and passive voice
  • Using punctuation for effect
  • Paragraphing

 

 

Spring term 2 – 5 Weeks

Poetry from Other Cultures

Adlestrop

Island Man

Digging

Presents From My Aunts…

What Were They Like

Checking Out Me History

Two Scavengers…

Blessing

 

 

 

 

Final Assessment - Reading:

Analysis of one of the named poems

 

HAT Task- Reading:

A short piece of analysis of one of the poems NOT being used for the final assessment

 

Peer Assessment - Writing:

Transactional

 

 

 

  • Simile
  • Metaphor
  • Personification
  • Onomatopoeia
  • Alliteration – sibilance
  • Caesura
  • Enjambment
  • Stanza not verse or paragraph
  • Assonance (getting the rhyme wrong)
  • Syllable patterns
  • Using punctuation for effect
  • Paragraphing

 

 

Summer term 1 – 6 Weeks

 

 

 

 

Drama – The Play’s the Thing

 

A brand new, school-based drama specially commissioned for Arden.

Final Assessment – Writing:

In prose write what happens at the end of the play from the POV of one of the characters.

 

HAT Task - Writing:

The opening paragraph of the end of the play.

 

Peer Assessment – Reading:

A PETAZ paragraph analysing the use of stage directions to describe the characters.

Some pupils may compare the presentation of two of the characters.

 

  • Dramatic structure
  • The ‘well-made play’
  • Conventions of script writing
  • Fronting and embedding clauses
  • Similes and metaphors
  • Idioms
  • Puns
  • Intertextuality

 

Year 7 Exam (final week of Summer 1) – Spelling & Grammar Test and a Writing Assessment        

Summer term 2 – 7 Weeks

Novel

Boy in the Striped Pyjamas

Cirque De Freak

Coraline

Millions

Private Peaceful

Ruby in the Smoke

Skellig

Stormbreaker

Main Assessment – Reading:

An analysis of an extract which then links to the pupils’ study of the whole text – to be set by the class teacher.

 

This can be a taught or ‘unseen’ extract depending on the ability of the group

 

HAT Task – Reading:

A PETAZ paragraph, analysing the writer’s use of language and structure in a section of the text

 

Peer Assessment – Writing:

A choice of imaginative and/or transactional tasks

 

  • Verb tense
  • Voice: first, second and third person
  • Vocabulary choice
  • Sentence structure
  • Whole text structure
  • Prolepsis and analepsis
  • Using punctuation for effect
  • Use of figurative language
  • Paragraphing

 

 

 

 

 

 Arden English Department – Year 8 Schemes of Work

 

 

 

SoW

ASSESSMENT TIMETABLE

MAGIC

TiF and Reading Lists

Autumn term 1 – 7 Weeks

20th and 21st Century Non-fiction

(5 Weeks)

 

Resources:

Comparing images of old and new technology (ppt)

 

Paired Non-fiction texts about mobile phones.

 

 

 

 

‘Unseen’ comparison of multi-modal texts

(2 Weeks)

 

Resources:

Disney Pixar short films

 

 

Final Assessment - Reading:

A comparison of two non-fiction texts about technology

 

HAT Task - Reading:

A comparative paragraph using conjunctions correctly

 

Peer Assessment - Writing:

A persuasive speech/letter arguing for or against more technology using a statement as a stimulus

 

 

Final Assessment – Reading Moving Images:

Analysis of 2 short pieces of  ‘unseen’ moving image ‘shorts’ they have never seen

 

HAT Task -Reading Moving Images:

A comparative paragraph of two of the shorts studied in class

 

  • Conjunctions (including subordinating conjunctions)
  • Fronting
  • Using punctuation for effect
  • Paragraphing

 

 

 

 

 

 

 

  • Conjunctions
  • Media vocabulary: camera shots and angles, diegetic and non-diegetic sound, setting, lighting, mise-en-scene, music etc.
  • Using punctuation for effect
  • Paragraphing (within the analytical essay)

 

 

 

Autumn term 2 – 7 Weeks

Travelling the Universe – Science Fiction Writing

 

Key Texts/Extracts:

Extract from The Time Machine - H G Wells

All Summer in a Day - Ray Bradbury

A Sound of Thunder – Ray Bradbury

Mortal Engines – Philip Reeve

 

 

 

Final Assessment – Writing:

Transactional Writing

 

HAT Task – Writing:

The opening and/or closing paragraph of the transactional piece

 

Peer Assessment – Reading:

PETAZ paragraph analysing one of the extracts from the list of Key Extracts

  • Rhetorical techniques
  • Structuring transactional writing using conjunctions and discourse markers
  • Fronting and embedding of clauses and adverbials
  • Prepositional phrases
  • Noun phrases
  • Subordinate clauses
  • Four main sentence types: declarative, interrogative, imperative, exclamative
  • Simple, complex and compound sentences
  • Punctuating speech correctly
  • Using punctuation for effect
  • Paragraphing (TiPToP)

 

 

 

 

 

 

 

 

 

 

 

 

 

Spring term 1 – 7 Weeks

Novel

Animal Farm

Witch Child

Chains

Mortal Engines

Noughts and Crosses

Maggot Moon

Stone Cold

My Name is Mina

Main Assessment - Reading:

An analysis of an extract which then links to the pupils’ study of the whole text – to be set by the class teacher.

 

This can be a taught or ‘unseen’ extract depending on the needs of the group

 

HAT Task - Reading:

Two PETAZ paragraphs analysing a section of the text

 

Peer Assessment - Writing:

An imaginative writing task using the novel as a stimulus

 

  • Verb tense
  • Voice: first, second and third person
  • Vocabulary choice
  • Sentence structure
  • Whole text structure
  • Prolepsis and analepsis
  • Using punctuation for effect
  • Use of figurative language
  • Paragraphing

 

 

 

Spring term 2 – 5  Weeks

Pre and Post-1914 Poetry

 

Named poems:

Sonnet 130 – WS

No. 115 Dreams – Jackie Kay

You’re – Sylvia Plath

Give – Simon Armitage

Valentine – Carol Ann Duffy

Digging – Seamus Heaney

Nettles – Vernon Scanell

A Birthday – Christina Rossetti

Climbing My Grandfather – Andrew Waterhouse

Westminster Bridge – Wordsworth

 

 

 

Final Assessment - Reading:

Comparison of two poems, one pre-1914 and one post-1914 from the list of named poems

 

HAT Task - Reading:

A comparative paragraph of two poems NOT being used for the final assessment

 

Peer Assessment  - Writing:

A short transformational piece of writing using one of the poems as a stimulus

  • Simile
  • Metaphor
  • Personification
  • Onomatopoeia
  • Alliteration – sibilance
  • Caesura
  • Enjambment
  • Stanza not verse or paragraph
  • Assonance (getting the rhyme wrong)
  • Choice of verbs and adjectives
  • Syllable patterns
  • Using punctuation for effect
  • Paragraphing (within the essay)

 

Summer term 1 – 6 Weeks

 

 

 

 

19th Century Ghost Stories

Key Texts/Extracts:

•The Monkey’s Paw

•The Tell-Tale Heart

 

Additional Texts / Extracts:

•The Open Door

•The Open Window

•‘Oh, Whistle, And I’ll Come to You, My Lad’

•The Terrible Old Man

•The Red Room

Final Assessment - Writing:

Write the ending or an alternative ending or one of the ghost stories you have read.  Some groups may be able to write a generic ending in the style of one or more of the stories.

 

HAT Task - Writing:

Create the setting for a ghost story

 

Peer Assessment  - Reading:

Two PETAZ paragraphs analysing the ending and/or the setting of one of the stories.

 

  • Juxtaposition
  • Repetition
  • Dashes
  • Hyphens
  • Metaphor
  • Simile
  • Onomatopoeia
  • Semantic field
  • Foreshadowing

 

Year 8 Exam (penultimate week of Summer 1) – Spelling & Grammar Test and a Writing Assessment

Summer term 2 – 7 Weeks

Shakespeare Unit

 

1)       Introduction to Shakespeare

        (2 Weeks)

 

 

2)       A Midsummer Night’s Dream or Romeo and Juliet

        (5 Weeks)

Final Assessment – Reading:

An analysis of a key section of the play being studied.  This can be prepared or unseen depending on the group.

 

HAT Task -Reading:

At least two PETAZ paragraphs analysing a key section of the play.

 

Peer Assessment – Writing:

An imaginative or transactional task, based on the needs of the group, using the chosen play as a stimulus.

 

 

  • Iambic pentameter
  • Blank verse
  • Figurative language
  • Language change over time
  • Foreshadowing
  • Puns and wordplay

 

 

 

 

 

Arden English Department – Year 9 Schemes of Work

 

 

SoW

ASSESSMENT TIMETABLE

MAGIC

TiF and Reading Lists

Autumn term 1 – 7 Weeks

19th Century Literature – Great Expectations: The Grotesque

 

Resources:

Chapters 1-8

 

Satis House extracts

Final Assessment - Reading:

A GCSE style question analysing an extract then linking to the whole text

 

HAT Task - Reading:

Two PETAZ paragraphs analysing The Grotesque in one of the key chapters

 

Peer Assessment - Writing:

‘Hello’ or Sunday supplement style magazine piece giving positively biased information about Satis House

OR

An advertisement persuading  the reader to buy Satis House

  • Active and passive voice (in the writing task)
  • Using punctuation for effect
  • Paragraphing

 

Jekyll and Hyde by R L Stevenson

A Christmas Carol by Charles Dickens

Short Stories by Edgar Allan Poe

Sherlock Holmes by Arthur Conan Doyle

 

 

Autumn term 2 – 7 Weeks

War Poetry Part 1 (3 Weeks)

 

Resources:

Dulce et Decorum Est*

Mental Cases

Exposure

Who’s for the Game?*

Flanders Fields

Poppies*

Out of the Blue

 

19th Century Fiction - GCSE Language Paper 1 (4 Weeks)

[in preparation for the Year 9 exam after Christmas]

 

Resources:

19th Century  Extracts from Language Paper 1

War of the Worlds

Exam Preparation - Writing:

A piece of imaginative writing using one of the poems - or an appropriate image - as a stimulus

Eg. Rewrite ‘Out of the Blue’ from the PoV of New York

 

HAT Task - Writing:

The opening paragraph of the imaginative piece

 

 

 

Exam Preparation - Reading: 

A Paper 1 style question on a 19th Century extract in exam conditions (text to be chosen by the teacher to suit their class)

 

HAT Task - Reading:

A minimum of 2 paragraphs of a Q4 response (evaluation) of one of the texts NOT being used for the final assessment

 

 

  • Nouns into verbs
  • Sentence structure
  • Manipulation of verb tense
  • Using punctuation for effect – use of colons and semi-colons
  • Whole text cohesion
  • Paragraphing for effect

 

 

 

 

  • Simile
  • Metaphor
  • Personification
  • Punctuation for effect
  • Sentence structure including periodic sentences
  • Tri-colons and tetra-colons
  • Asyndeton and polysyndeton

 

 

Regeneration by Pat Barker

War Horse by Michael Morpurgo

 

 

 

 

 

 

 

 

 

 

 

 

Spring term 1 – 7 Weeks

Year 9 Exam (second week of Spring 1) – Language Paper 1: 19th Century Unseen Text and Imaginative Writing

NB: First week back revising key skills needed for the Year 9 exam

 

War Poetry Part 2 (3 Weeks)

 

 

 

 

 

 

 

 

 

 

 

Post Exam Task - Reading:

A comparison of two war poems.  One of these poems must be from the starred list.  The second poem can be taught or unseen depending on your group.

 

 

 

 

 

 

  • Conjunctions
  • Poetic structure
  • Similes, metaphors, personification
  • Alliteration including sibilance, plosives and fricatives
  • Caesura
  • Enjambment
  • Syllable patterns

 

 

 

 

 

 

 

 

 

Spring term 2 – 5 Weeks

Writing to Engage and Entertain

 

Key Texts:

Charlie Brooker – On Mr Men

Caitlin Moran – Cabbages

Bill Bryson – The Thunderbolt Kid

Jeremy Clarkson – Selling the Family Silver

 

 

 

 

Main Assessment – Writing:

One or more of a variety of texts for submission to a magazine brief

 

Choice of tasks:

A letter to the editor – persuade/diatribe

A humorous article – entertain/engage

A parodic or satirical article – entertain/engage

 

HAT Task – Writing:

The opening of one of the chosen writing tasks

 

Peer Assessment – Reading:

A minimum of two PETAZ paragraphs analysing one of the key texts.

 

 

  • Allusion
  • Bathos
  • Irony
  • Hyperbole
  • Litotes
  • Whole structure twists
  • Fronting
  • Colons and semi-colons
  • Tri-colons and tetra-colons
  • Polysyndeton and asyndeton

The Secret Diary of Adrian Mole by Sue Townsend

 

Summer term  1 – 6 Weeks

 

 

 

 

Introduction to Macbeth

(Focus – the character of Lady Macbeth)

 

Key Scenes:

Act 1 Scene 5

Act 1 Scene 7

Act 2 Scene 2

Act 5 Scene 1

 

Extra Scenes (For TiF):

Act 3 Scene 2

Act 3 Scene 4

Final Assessment - Reading:

GCSE Style question  with part a)based on an extract from one of the named Key Scenes  and part b) linking to the whole text

 

HAT Task- Reading:

Two PETAZ paragraphs analysing part of a Key Scene.

 

Peer Assessment - Writing:

A piece of transactional and or/imaginative writing based on the novel being studied.

If imaginative, use an image inspired by the play.

 

 

 

 

  • Iambic pentameter
  • Simile
  • Metaphor
  • Allusion
  • Chiasmus
  • Caesura
  • Foreshadowing
  • Ironic foreshadowing
  • Recurring themes and motifs
  • Social/historical/theatrical context

 

Wyrd Sisters by Terry Pratchett

Summer term 2 – 7 Weeks

20th Century Texts

 

Of Mice and Men

To Kill a Mockingbird

Lord of the Flies

Touching the Void

 

 

 

Final Assessment – Writing:

A piece of transactional and or/imaginative writing based on the novel being studied.

If imaginative, use an image inspired by the novel.

 

HAT Task – Writing:

The opening or closing paragraph of the imaginative and/or transactional piece.

 

Peer Assessment – Reading:

PETAZ analysis of a key extract linked to an understanding of the whole text.

 

 

  • Verb tense
  • Voice: first, second and third person
  • Vocabulary choice
  • Sentence structure
  • Whole text structure
  • Prolepsis and analepsis
  • Using punctuation for effect
  • Use of figurative language
  • Paragraphing
  • Context of production and reception