Programme of Study and Success Criteria for Key Stage 3 - ENGLISH
Programmes of Study
Success Criteria
Year 7
Year 7
Fortnightly spelling tests from lists in planners. Language starters.
Regular spelling/definition tests of ‘key words’ are completed
throughout the academic year.
AutumnTerm:
CLASSICS – MYTHS AND STORYTELLING
TEXTS
Beowulf, Greek Myths
LANGUAGE
nouns, adjectives, verbs, conjunctions, full stops, capitals,
question/exclamation/speech marks; listing commas; simple and compound
(THE NUTS & BOLTS)
ASSESSMENT
S&l – tell a story; paralinguistics (w/c 19/10)
WRITING – write your own myth (w/c 7/12)
READING – comprehension (w/c 16/11)
INTERLEAVING
AutumnTerm:
Speaking & Listening
2.1 Developing and adapting speaking skills and strategies in formal and informal contexts
contexts
Reading
5.2 Understanding and responding to ideas, viewpoints, themes and purposes in texts
Writing
7.2 Using and adapting the conventions and forms of texts on paper and on screen
8.1 Developing viewpoint, voice and ideas
8.2 Varying sentences and punctuation for clarity and effect
Speaking & Listening
3.1 Developing and adapting discussion skills and strategies in formal and informal contexts
Reading
6.1 Relating texts to the social, historical and cultural contexts in which they were written
6.2 Analysing how writers’ use of linguistic and literary features shapes and influences meaning
6.3 Analysing writers’ use of organisation, structure, layout and presentation
Link to known fairy stories.
THRESHOLD CONCEPTS
 A sound knowledge of the origins of storytelling in greek mythology
 Be able to identify the features of a myth and use in own writing
Spring Term:
THE ART OF RHETORIC
TEXTS
Julius Caesar, King Lear, Merchant of Venice, Hamlet, The Tempest, Henry V
Writing
7.1 Generating ideas, planning and drafting
8.3 Improving vocabulary for precision and impact
Spring Term:
Speaking & Listening 1.1Developing active listening skills and strategies
Reading
5.1 Developing and adapting active reading skills and strategies
5.3Reading and engaging with a wide and varied range of texts
LANGUAGE
Pronouns; objects; complements; noun and verb phrases; complex
sentences; apostrophes; comparatives and superlatives.
ASSESSMENT
Reading: Malala’s speech to UN (wc 7/3)
Writing/S&L : write and deliver own speech (w/c 14/3)
INTERLEAVING
Link to modern orators.
Writing
8.2 Varying sentences and punctuation for clarity and effect
8.6 Developing and using editing and proofreading skills on paper and
on screen
9.1 Using the conventions of standard English
Speaking & Listening
4.1 Using different dramatic approaches to explore ideas, texts and issues
4.2 Developing, adapting and responding to dramatic techniques, conventions and styles
THRESHOLD CONCEPTS
 An understanding of how language is used to gain power, and to resist
power.
 An ability to identify and use features of rhetoric.
 To understand and be able to use paralinguistics.
Summer Term:
Reading
5.2 Understanding and responding to ideas, viewpoints, themes and purposes in texts
5.3 Reading and engaging with a wide and varied range of texts
6.2 Analysing how writers’ use of linguistic and literary features shapes and influences meaning
Writing
9.3 Reviewing spelling and increasing knowledge of word derivations,
patterns and families
Summer Term:
NOVEL
TEXT
‘Shadow of the Minotaur’ Alan Gibbons
SMART SKILLS Survival
LANGUAGE
prepositions; adverbials;active and passive voice; compound/complex
sentences; semi-colons, colons for lists
Speaking & Listening 3.1Developing and adapting discussion skills and strategies in formal
and informal contexts
3.2 Taking roles in group discussion
Reading
5.1 Developing and adapting active reading skills and strategies
6.2 Analysing how writers’ use of linguistic and literary features shapes and influences
meaning
Writing
8.4 Developing varied linguistic and literary techniques
ASSESSMENT
Reading: character analysis (wc 30/6)
Writing: letter to Alan Gibbons after reading book/visit (week tbc)
S&L: group assessment, choice of activities (wc 25/4)
8.5 Structuring, organising and presenting texts in a variety of forms on paper and on screen
INTERLEAVING
Link to Unit 1
2.2 Using and adapting the conventions and forms of spoken texts
9.2 Using grammar accurately and appropriately
Speaking & Listening
1.2 Understanding and responding to what speakers say in formal and informal contexts
Reading
5.1 Developing and adapting active reading skills and strategies
THRESHOLD CONCEPTS
 Be able to follow the writer’s development of a character through
whole novel.
 Be able to select key quotations which reveal character.
5.3 Reading and engaging with a wide and varied range of texts
6.1 Relating texts to the social, historical and cultural contexts in which they were written
Writing
10.1 Exploring language variation and development according to time, place, culture, society
and technology
(10.2) Commenting on language use
Year 8
Fortnightly spelling tests from lists in planners. Punctuation/grammar
starters. Regular spelling/definition tests of ‘key words’ are completed
throughout the academic year.
AutumnTerm:
SHAKESPEARE
Year 8
AutumnTerm:
Speaking & Listening
1.2 Understanding and responding to what speakers say in formal and informal contexts
TEXT
Macbeth – Witchcraft and the role of religion
LANGUAGE
parenthesis; relative clauses; colons for emphasis; auxiliary verbs; discourse
markers
ASSESSMENT
WRITING: tell the story of the plot – choose own setting (wc 19/10)
READING: Reading – speech/scene for analysis of language techniques (wc
23/11)
S&l: performance of chosen scene/speech (wc 7/12)
INTERLEAVING
Link back to ‘AMND’ – refresh historical context
THRESHOLD CONCEPTS
 Be able to summarise the plot and themes of 2 Shakespeare plays
(AMND and Macbeth)
 Be able to select key quotations for comment on language, structure
and form
3.1 Developing and adapting discussion skills and strategies in formal and informal contexts
Reading
5.1 Developing and adapting active reading skills and strategies
5.2 Understanding and responding to ideas, viewpoints, themes and purposes in texts
6.1 Relating texts to the social, historical and cultural contexts in which they were written
Writing
7.1 Generating ideas, planning and drafting
8.1 Developing viewpoint, voice and ideas
Speaking & Listening
2.1 Developing and adapting speaking skills and strategies in formal and informal contexts
Reading
5.3 Reading and engaging with a wide and varied range of texts
6.3 Analysing writers’ use of organisation, structure, layout and presentation.
Writing
7.2 Using and adapting the conventions of text on paper and on screen.
8.2 Varying sentences and punctuation for clarity.
10.2 Commenting on language use
Spring Term:
Spring Term:
POETRY & DICKENS
TEXT
ballads, slam poetry; ‘Oliver’, ‘Great Expectations’,
LANGUAGE
finite/non-finite verbs; non-finite clauses; verbless clauses; particles;
hyphens; dashes.
Speaking & Listening
3.2 Taking roles in group discussion
4.2. Developing, adapting and responding to dramatic techniques, conventions and styles
Reading
5.1 Developing and adapting active reading skills and strategies
5.2 Understanding and responding to ideas, viewpoints, themes and purposes in texts
6.1 Relating texts to the social, historical and cultural contexts in which they were written
ASSESSMENT
S&l: performance of ballad (wc 8/2)
READING: unseen poem (14/3)
WRITING: write your own ballad (wc 29/3)
INTERLEAVING
Link to Unit 2 – rhetoric, paralinguistics
THRESHOLD CONCEPTS
 use paralinguistics effectively
 be able to identify the conventions of poetry, using terminology
Writing
8.5 Structuring, organising and presenting texts in a variety of forms on paper and on screen
9.1 Using the conventions of standard English
10.1. Exploring language variation and development according to time, place, culture, society
and technology
Speaking & Listening
2.2 Using and adapting the conventions and forms of spoken texts
4.1 Using different dramatic approaches to explore ideas, texts and issues
Reading
6.1 Relating texts to the social, historical and cultural contexts in which they were written
6.2 Analysing how writers’ use of linguistic and literary features shapes and influences
meaning
Writing
8.3 Improving vocabulary for precision and impact
9.2 Using grammar accurately and appropriately
10.1 Exploring language variation and development according to time, place, culture, society
and technology
Summer Term:
GOTHIC
(2014-15 cohort will do the ‘Genre Unit’ here)
Summer Term:
Speaking & Listening
1.1. Developing active listening skills and strategies
TEXT
Woman in Black, Whisper in the Graveyard
SMART SKILLS Gothic unit
Reading
5.1. Developing and adapting active reading skills and strategies
LANGUAGE
transitive and intransitive verbs; sentence adverbials
6.3. Analysing writers’ use of organisation, structure, layout and presentation
ASSESSMENT
READING: analysis of how writer creates tension in one extract (wc 14/3)
WRITING: Write your own gothic horror story (wc 7/3)
6.2. Analysing how writers’ use of linguistic and literary features shapes and influences
meaning
Writing
8.4. Developing varied linguistic and literary techniques
Speaking & Listening
2.2 Using and adapting the conventions and forms of spoken texts
S&L: dramatic presentation of your story (wc 21/3)
Reading
5.3 Reading and engaging with a wide and varied range of texts
INTERLEAVING
Link to Drama unit on ‘Gothic’
6.3 Analysing writers’ use of organisation, structure, layout and presentation
THRESHOLD CONCEPTS
 be able to follow and chart a build up of tension by the writer over a
whole novel, identifying and then using the features of tense
storytelling
Year 9
Writing
8.4 Developing varied linguistic and literary techniques
8.6 Developing and using editing and proofreading skills on paper and
on screen
10.1 Exploring language variation and development according to time, place, culture, society
and technology
Year 9
Year 9 ongoing Extended Project- ‘FIRST’ skills: Focused objectives,
Independent Learning, Research based, Structures & outcomes, Thinking
skills. All projects must include a production log, (diary) , a presentation and a
written evaluation of between 500-1000 words. Will be assessed using GCSE
criteria and students will be given a grade. (presentations in Week 39)
AutumnTerm:
WAR
TEXTS
Private Peaceful, Once, Boy in Striped Pyjamas, Goodnight Mr Tom, war
poetry of choice
SMART SKILLS War Unit
ASSESSMENT
WRITING: transformational writing – use ‘Dulce…’, turn it into a letter, a
diary, an interview etc (wc 12/10)
READING: Unseen poem (wc 30/11)
S&L: presentation on an aspect of war seen in chosen text (week 23/11)
INTERLEAVING
AutumnTerm:
Speaking & Listening
1.1 Developing active listening skills and strategies
1.2 Understanding and responding to what speakers say in formal and
informal contexts
Reading
5.3 Reading and engaging with a wide and varied range of texts
6.1 Relating texts to the social, historical and cultural contexts in which they
were written
Writing
8.1 Developing viewpoint, voice and ideas
8.5 Structuring, organising and presenting texts in a variety of forms on
paper and on screen
10.2 Commenting on language use.
Link to History dept unit on War
Link to other art forms about war – paintings, songs etc
THRESHOLD CONCEPTS
 to be able to make connections between art forms
 to understand how writers present their own ideas/attitudes through
their writing to be able to comment, using terminology, on an Unseen
poem
Speaking and Listening
2.1 Make a range of contributions to discussions and make effective
presentations in a wide range of contexts.
Reading
5.1. Developing and adapting active reading skills and strategies
5.2. Understanding and responding to ideas, viewpoints, themes and
purposes in texts
6.2. Analysing how writers’ use of linguistic and literary features shapes and
influences meaning
Writing
7.2. Using and adapting the conventions and forms of texts on paper and on
screen
8.4. Developing varied linguistic and literary techniques
Spring Term:
SHAKESPEARE
TEXT: ‘Romeo and Juliet’
ASSESSMENT
READING: analysis of Romeo’s language of love (wc 21/3)
WRITING: transformational writing – write an article for Telegraph and the
Sun published day after R & J’s deaths. (wc 22/2)
S&L: group work – create a trailer for new cinematic version of play (wc 14/3)
INTERLEAVING
Link to AMND and Macbeth. Refresh and expand on historic context.
Link to other art forms inspired by ‘R&J’
THRESHOLD CONCEPTS
Spring Term:
Speaking & Listening
4.1 Using different dramatic approaches to explore ideas, texts and issues
1.1 Developing active listening skills and strategies
Reading
5.2 Understanding and responding to ideas, viewpoints, themes and
purposes in texts
6.2 Analysing how writers’ use of linguistic and literary features shapes and
influences meaning
Writing
7.2 Using and adapting the conventions and forms of texts on paper and on
screen
8.6 Developing and using editing and proofreading skills on paper and
on screen

to understand how writers use language to portray character and
Speaking & Listening
feelings
to be able to work together to create their own piece of art based on the play 4.2. Developing, adapting and responding to dramatic techniques,
conventions and styles
3.2 Taking roles in group discussion
Reading
6.1 Relating texts to the social, historical and cultural contexts in which they
were written
6.3 Analysing writers’ use of organisation, structure, layout and presentation
Writing
9.1 Using the conventions of standard English
10.1 identify some of the ways in which spoken English varies in different
regions and settings
Summer Term:
MODERN, MULTI-CULTURAL BRITAIN
TEXT
Our Day Out, Martyn Pig, Of Mice and Men, Buddha of Suburbia, Anita and
Me, My Beautiful Laundrette, I know Why the Caged Bird Sings; Poetry from
Different Cultures, Maya Angelou
ASSESSMENT
READING: analytical essay on sense of place and identity (wc 23/5)
WRITING: non-fiction opinion piece on ‘Britishness’ (wc 13/6)
S&L: mock igcse Unit 5 (wc 27/6)
INTERLEAVING
Link to History dept unit on ‘Civil Rights Movement’
Link to Units 5 and 7 for poetry.
THRESHOLD CONCEPTS
have an overview of the twentieth century struggle for equality and how that
Summer Term:
Speaking & Listening
1.2 Understanding and responding to what speakers say in formal and
informal contexts
2.2 Using and adapting the conventions and forms of spoken texts
Reading
5.1 Developing and adapting active reading skills and strategies
5.2 Understanding and responding to ideas, viewpoints, themes and
purposes in texts
6.1 Relating texts to the social, historical and cultural contexts in which they
were written
Writing
7.1 Generating ideas, planning and drafting
8.3. Improving vocabulary for precision and impact
Speaking & Listening
is reflected in Literature.
2.2 Using and adapting the conventions and forms of spoken texts
3.1 Developing and adapting discussion skills in informal and formal contexts
Reading
6.2 Analysing how writers’ use of linguistic and literary features shapes and
influences meaning
6.3 Analysing writers’ use of organisation, structure, layout and presentation
Writing
8.2 Varying sentences and punctuation for clarity and effect
9.2 Using grammar accurately and appropriately
9.3 Reviewing spelling and increasing knowledge of word derivations,
Patterns and families