MediumTerm Scheme of Work
Subject: English: National Heritage
Number of Sessions: 24
Class: All KS3 (6-8)
The lower ability in KS3 will also be studying English as a Second
Language for at least 50% of their timetable.
Curriculum References:
At the end of this unit;
Most children will be able:
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To give a short, practiced presentation (using aids) on a given subject and accept constructive criticism.
Some children who have not made much progress will be able:
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To say a few words in front of a group and listen to feedback
Some children will have developed further and will be able:
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Thinking Skills
Social Skills
Communication Skills
Self-Management Skills
Research Skills
To Give a 2-minute speech and debate with another pupil on a prepared subject.
Learning Objectives:
Week 1
 To be able to have a group
discussion about a new
topic and appreciate
others’ point of view.
 Flags: To understand that
there are the layers of
meaning in words.
 To be able to present
information researched
in a clear, coherent
fashion. (2 lessons)
 Reading/Grammar Lesson
 Textbook Lesson
Week 2
 To be able to collate
information from
different discussions and
copy correctly into
books.
Planned Learning Experiences:
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To be given a selection of images that show
important, historical objects/games/buildings…
from the UAE. They will choose a speaker within the
group and then feedback their discussions.
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To look at the importance of flags and what they
represent. To look at different images of flag and
think about the layers of meaning that they hold.
Relate this to texts.
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Pupils are given information to research in the
lesson. They are practicing condensing and
remembering information. In 30 minutes they have
to figure out the best way to present their
information.
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Basic grammar practice.
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To work from the text book ‘International English’
and complete the workbook.
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To look at Art and artists of UAE and the impact they
have.
Assessment Opportunities of
Learning Outcomes:
The pupils will be given an
assessment on the speeches that
they give at the end of the week.
These will be assessed against the
English National Curriculum
levelling system.
Success Criteria:
Cross-Curricular Links:
Level 3 – Level 6
(including sub-levels)
Drama
History
Geography
Level 3 – Level 6
(including sub-levels)
Drama
History
AF2: Talking with others
Listen and respond to others,
including in pairs and groups,
shaping meanings through
suggestions, comments and
questions
The pupils will be given an
assessment on the speeches that
they give at the end of the week.
These will be assessed against the
English National Curriculum
levelling system.
 To be able to collate
information and use a
dictionary.
 To be able to work
collaboratively to produce
a presentation. (2 lessons)
 Reading/Grammar Lesson
 Textbook Lesson
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To read information given, use a dictionary to find
unknown words and begin to note down new
vocabulary.
Pupils will choose a role within their group and then
become that character for 2 lessons. They must
complete their given task towards the group
project.
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Basic grammar practice.
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To work from the text book ‘International English’
and complete the workbook.
To learn about important women of The UAE.
To look at how women are succeeding around the
world and think about where women of The UAE
should be in 20 years.
To write a speech as one of the women studied this
week and explain why they think they are important
role models.
To give speech.
Basic grammar practice.
To work from the text book ‘International English’
and complete the workbook.
Week 3
 To be able to extract the
most important
information from a text
and summarise in point
form.
 To be able to develop a
character and give a
speech.
 Reading/Grammar Lesson
 Textbook Lesson
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Week 4
 To show an understanding
of the main points in a
text.
 To understand the
importance of
recognizing audience
when creating a text
 To be able to listen and
comment on a talk given
by a peer.
 Reading/Grammar Lesson
 Textbook Lesson
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Week 5
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To create a leaflet for a beauty pageant for camels.
To look at the importance of camels to The UAE
To create an advertisement for Camping in the
Desert.
To give a speech on why falconry is an important
pastime of people from The UAE.
Basic grammar practice.
To work from the text book ‘International English’
and complete the workbook.
To look at Yas Water World and discuss the
importance to Abu Dhabi.
AF3: Talking within role-play
and drama
Create and sustain different roles
and scenarios, adapting
techniques in a range of dramatic
activities to explore texts, ideas
and issues
The pupils will be given an
assessment on the speeches that
they give at the end of the week.
These will be assessed against the
English National Curriculum
levelling system.
AF3: Talking within role-play and
drama
Create and sustain different roles
and scenarios, adapting
techniques in a range of dramatic
activities to explore texts, ideas
and issues
The pupils will be given an
assessment on the speeches that
they give at the end of the week.
These will be assessed against the
English National Curriculum
levelling system.
Level 3 – Level 6
(including sub-levels)
Drama
History
Level 3 – Level 6
(including sub-levels)
History
Level 3 – Level 6
(including sub-levels)
Drama
History
Geography
AF2: Talking to others
Talk in purposeful and
imaginative ways to explore
ideas and feelings, adapting
and varying structure and
vocabulary according to
purpose, listeners, and
content
The pupils will be given an
assessment on the speeches that
they give at the end of the week.

To be able to create a
text showing a
knowledge of audience.
 To research a given topic
ready for debate.
 To be able to work with a
partner to achieve a
common goal.
 To be able to develop
ideas and speak with an
appropriate tone.
 Reading/Grammar
Lesson
 Textbook Lesson
Week 6
 To be able to give a 2
minute speech practicing
all skills learned
throughout this halfterm.
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To look at Yas Marina Circuit and discuss the
importance to Abu Dhabi.
To look at Ferrari World and discuss the importance
to Abu Dhabi.
In pairs, pupils must have a small debate with
another pair on which entertainment area is the
most important to Abu Dhabi.
Basic grammar practice.
To work from the text book ‘International English’
and complete the workbook.
These will be assessed against the
English National Curriculum
levelling system.
Pupils to choose from one of the given subjects and
begin to plan for speech in lessons 3 and 4. To be
continued for homework.
Pupils to create a leaflet that other pupils can read
while they are giving their speech, It will offer extra
information and link to speech. Should they choose
to do a powerpoint for homework, this is fine.
To give speech for end of unit assessment.
To give speech for end of unit assessment.
Basic grammar practice.
Main assessment of unit
of work.
To work from the text book ‘International English’
and complete the workbook.
AF2: Talking with others
Listen and respond to others,
including in pairs and groups,
shaping meanings through
suggestions, comments and
questions
Level 3 – Level 6
(including sub-levels)
Drama
History
AF1: Talking to others
Talk in purposeful and
imaginative ways to explore
ideas and feelings, adapting
and varying structure and
vocabulary according to
purpose, listeners, and
content
About the Scheme of Work and Assessment:
The main theme of this scheme is work is to learn how to work with more independence away from the teacher. The tasks set are aimed at developing the Speaking and Listening Skills aspect of
English in Key Stage 3. The work will be aimed at Level 2 up to Level 5 depending on set and ability. If a pupil is on a level 2 now, I would assume them to be working towards a level 3 by the
Winter Break. There will be small written and reading assessments, but the main objectives and outcomes will be based around the speaking and listening capabilities.
Attached is a list of the levels and Assessment Framework Grids that the teacher will be levelling the pupils on. There are no text books to work from; the lessons are original and as interactive as
possible, creating an interesting, purposeful learning environment. Respect and Courage are also something the pupils will be experiencing on a day to day basis, both of themselves and each
other.
The lessons will be open to change as and when. If, for example, a group of pupils do not achieve the required level of understanding, then another lesson will need to be planned in order to
ensure all pupils are able to access the curriculum as expected. This will be recognised through continuous, formative assessment and then summative at the end of the unit of work.
A sub-level is where a pupil may achieve some of a level, but not all. This would mean that they achieve (for example), a level 4c for up to 33%. If they achieve 66%, then they would receive a
level 4b. All of the points in a level crossed off with confidence would be a level 4a. Once a level 4 is achieved, then they will move into the Level 5 criteria.
Speaking and Listening
Level 2
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I can show some confidence when speaking and listening about topics that interest me.
I sometimes consider the listener and try and change what I am saying to suit them.
I can explain some of my ideas clearly.
I have a growing vocabulary.
I try and listen carefully and sometimes am able to respond appropriately.
I know that some situations require more formal ways of talking and vocabulary than others do.
Level 3
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I can talk and listen in some different situations,
I am able to communicate and explore ideas verbally.
I generally understand the main points of a discussion.
I can show that I have listened carefully through making comments or asking questions.
I can sometimes change the way I speak in order to suit my listener.
I know what standard English is and when it should be used.
Level 4
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I can talk and listen in a range of different situations.
When I speak, I usually think about my audience and make sure that what I'm saying is appropriate.
I can develop my ideas when I'm speaking.
I listen carefully in discussions and sometimes ask questions.
I sometimes use standard English vocabulary and grammar
Level 5
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I talk and listen confidently in many different situations, including some formal situations.
I think carefully about who I am speaking to make sure what I am saying is appropriate.
When I speak, I am able to interest my listeners by varying my expression and vocabulary.
When others are speaking I listen very carefully and ask questions to help develop their ideas.
I often use standard English in formal situations.
Level 6
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I change the way I talk in a wide variety of different situations so that what I say is always appropriate.
My vocabulary and expression is varied and lively when I speak.
I take an active part in discussions and can assume different roles.
I show a sensitive understanding of others' ideas.
I use standard English fluently in formal situations.
L
E
V
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L
S
3
4
5
6
AF1
Talking to others
Talk in purposeful and imaginative ways
to explore ideas and feelings, adapting
and varying structure and vocabulary
according to purpose, listeners, and
content
In most contexts
• develop ideas and feelings through
sustained speaking turns
• organise talk to help the listener, with
overall structure evident
• adapt language and non-verbal
features to suit content and audience
AF2
Talking with others
Listen and respond to others, including
in pairs and groups, shaping meanings
through suggestions, comments and
questions
AF3
Talking within role-play and drama
Create and sustain different roles and
scenarios, adapting techniques in a
range of dramatic activities to explore
texts, ideas and issues
AF4
Talking about talk
Understand the range and uses of
spoken language, commenting on
meaning and impact and draw on this
when talking to others
In most contexts
• respond to the speaker’s main ideas,
developing them through generally
relevant comments and suggestions
• attempt different roles and
responsibilities in pairs or groups
In most contexts
• show understanding of characters or
situations by adapting speech, gesture,
and movement, helping to create roles
and scenarios
In most contexts
• recognise and comment on different
ways that meaning can be expressed in
own and others’ talk
Across a range of contexts
• speak in extended turns to express
straightforward ideas and feelings, with
some relevant detail
• structure talk in ways which support
meaning and show attention to the
listener’
• vary vocabulary, grammar, and nonverbal features to suit audience,
purpose, and context
Across a range of contexts
• express and explain relevant ideas and
feelings, with some elaboration to make
meaning explicit
• shape talk in deliberate ways for clarity
and effect to engage the listener
• adapt vocabulary, grammar, and nonverbal features in ways well-matched to
audience, purpose and context
Across a range of contexts
• explore complex ideas and feelings in a
range of ways, both succinct and
extended
• maintain generally controlled and
effective organisation of talk to guide
the listener
Across a range of contexts
• show generally clear understanding of
content and how it is presented,
sometimes introducing new material or
ideas
• take on straightforward roles and
responsibilities in pairs and groups
Across a range of contexts
• convey straightforward ideas about
characters and situations, making
deliberate choices of speech, gesture,
and movement in different roles and
scenarios
Across a range of contexts
• show understanding of how and why
language choices vary in their own and
others’ talk in different situations
Across a range of contexts
• recognise significant details and
implicit meanings, developing the
speaker’s ideas in different ways
• sustain roles and responsibilities with
independence in pairs or groups,
sometimes shaping overall direction of
talk with effective contributions
Across a range of contexts
• show insight into texts and issues
through deliberate choices of speech,
gesture, and movement, beginning to
sustain and adapt different roles and
scenarios
Across a range of contexts
• explain features of own and others’
language use, showing understanding of
effect of varying language for different
purposes and situations
Across a range of contexts
• engage with complex material making
perceptive responses, showing
awareness of the speaker’s aims and
extending meanings
Across a range of contexts
• demonstrate empathy and
understanding through flexible choices
of speech, gesture, and movement,
adapting roles convincingly to explore
ideas and issues
Across a range of contexts
• analyse meaning and impact of spoken
language variation, exploring significant
details in own and other’s language
• adapt vocabulary, grammar, and nonverbal features to meet an increasing
range of demands
• adopt group roles and responsibilities
independently, drawing ideas together
and promoting effective discussion