KS3 Curriculum Overview: English

Year 7

Autumn Term 1

Project Based Unit – Do It Write: Welcome to MK

Ethos Links

Milton Keynes – links to local history and current affairs, Community.

STEM – Significance of STEM within Milton Keynes.

Sustainability – Writing focused on local sustainability.

Knowledge

Introduction to writing skills at secondary school. Develop an understanding of purpose and audience across a range writing forms.

Reading Skills:

Comprehension. Understanding and personal responses to character, setting, genre etc. Select interesting quotations. Examine word choice. Extract analysis. Guided what, how, why paragraphs.

Learning Skills:

What: thinking; making links; applying knowledge and personal responses. How: noticing (finding evidence) and analysis. Why: evaluation; making links; reasoning and making judgements.

Writing Skills:

Content, Language, Organisation, Sentences, Accuracy. Content: Describing skills. Recognising features of different non-fiction text types. Language: Vocabulary and basic language techniques. Organisation: How and when to paragraph. Sentences: formation and demarcation. Accuracy: Basic grammar.

Learning Skills:

Communication; planning and organisation; creating; imagining; risk-taking and learning from mistakes.

Assessment

Writing tasks and speaking and listening presentation.

Autumn Term 2

Contemporary Novel: Wonder by J.G. Palacio

Ethos Links

Character – respect, responsibility, kindness.

STEM – related skills –finding and using evidence; analysis and evaluation

Knowledge

Understanding of setting, plot and characterisation within the novel and how the writer creates empathy for the reader.

Reading Skills:

Comprehension. Understanding and personal responses to character, setting, genre etc. Select interesting quotations. Examine word choice. Extract analysis. Guided what, how, why paragraphs.

Learning Skills:

What: thinking; making links; applying knowledge and personal responses. How: noticing (finding evidence) and analysis. Why: evaluation; making links; reasoning and making judgements.

Writing Skills:

Content, Language, Organisation, Sentences, Accuracy. Content: Describing skills. Recognising features of different non-fiction text types. Language: Vocabulary and basic language techniques. Organisation: How and when to paragraph. Sentences: formation and demarcation. Accuracy: Basic grammar.

Learning Skills:

Communication; planning and organisation; creating; imagining; risk-taking and learning from mistakes.

Assessment

Why is August an interesting character in the extract?

Spring Term 1

Film Studies – The Art of Storytelling

Ethos Links

Character – respect, responsibility, kindness, tolerance.

STEM – Technology – STEM related skills –finding and using evidence; analysis and evaluation

Knowledge

Explore storytelling techniques such as character, setting, atmosphere, structure.

Introduce moving image text analysis such as camera, editing and sound.

Reading Skills:

Comprehension. Understanding and personal responses to character, setting, genre etc. Select interesting quotations. Examine word choice. Extract analysis. Guided what, how, why paragraphs.

Learning Skills:

What: thinking; making links; applying knowledge and personal responses. How: noticing (finding evidence) and analysis. Why: evaluation; making links; reasoning and making judgements.

Writing Skills:

Content, Language, Organisation, Sentences, Accuracy. Content: Describing skills. Recognising features of different non-fiction text types. Language: Vocabulary and basic language techniques. Organisation: How and when to paragraph. Sentences: formation and demarcation. Accuracy: Basic grammar.

Learning Skills:

Communication; planning and organisation; creating; imagining; risk-taking and learning from mistakes.

Assessment

How is the character established in the opening of the film?

Spring Term 2

Shakespeare Extract Study – The Tempest by William Shakespeare

Ethos Links

Character – respect, responsibility, kindness, tolerance.

Sustainability – building a perfect society  

STEM – related skills –finding and using evidence; analysis and evaluation

Knowledge

Understand how Shakespeare explores difference through performance. Knowledge of Shakespearean England and the contexts that influence his writing.

Reading Skills:

Comprehension. Understanding and personal responses to character, setting, genre etc. Select interesting quotations. Examine word choice. Extract analysis. Guided what, how, why paragraphs.

Learning Skills:

What: thinking; making links; applying knowledge and personal responses. How: noticing (finding evidence) and analysis. Why: evaluation; making links; reasoning and making judgements.

Writing Skills:

Content, Language, Organisation, Sentences, Accuracy. Content: Describing skills. Recognising features of different non-fiction text types. Language: Vocabulary and basic language techniques. Organisation: How and when to paragraph. Sentences: formation and demarcation. Accuracy: Basic grammar.

Learning Skills:

Communication; planning and organisation; creating; imagining; risk-taking and learning from mistakes.

Assessment

Is Caliban presented as a victim or a villain in the extract?

Summer Term 1

Poetry Anthology – Character and Voice

Ethos Links

Character – respect, responsibility, difference

STEM – related skills –finding and using evidence; analysis and evaluation

Knowledge

Recognise a range of poetic conventions and explore how these have been used to create a range of characters and voices.

Reading Skills:

Comprehension. Understanding and personal responses to character, setting, genre etc. Select interesting quotations. Examine word choice. Extract analysis. Guided what, how, why paragraphs.

Learning Skills:

What: thinking; making links; applying knowledge and personal responses. How: noticing (finding evidence) and analysis. Why: evaluation; making links; reasoning and making judgements.

Writing Skills:

Content, Language, Organisation, Sentences, Accuracy. Content: Describing skills. Recognising features of different non-fiction text types. Language: Vocabulary and basic language techniques. Organisation: How and when to paragraph. Sentences: formation and demarcation. Accuracy: Basic grammar.

Learning Skills:

Communication; planning and organisation; creating; imagining; risk-taking and learning from mistakes.

Assessment

To what extent do you think the boy in ‘A Case of Murder’ is presented as guilty?

Summer Term 2

Victorian Themed Novel – The Ruby in the Smoke by Phillip Pullman

Ethos Links

Character – respect, responsibility, tolerance.

STEM – related skills – research and problem-solving; finding and using evidence; analysis and evaluation

Knowledge

Understanding of life in Victorian times and features of a mystery story.

Reading Skills:

Comprehension. Understanding and personal responses to character, setting, genre etc. Select interesting quotations. Examine word choice. Extract analysis. Guided what, how, why paragraphs.

Learning Skills:

What: thinking; making links; applying knowledge and personal responses. How: noticing (finding evidence) and analysis. Why: evaluation; making links; reasoning and making judgements.

Writing Skills:

Content, Language, Organisation, Sentences, Accuracy. Content: Describing skills. Recognising features of different non-fiction text types. Language: Vocabulary and basic language techniques. Organisation: How and when to paragraph. Sentences: formation and demarcation. Accuracy: Basic grammar.

Learning Skills:

Communication; planning and organisation; creating; imagining; risk-taking and learning from mistakes.

Assessment

How far is Sally Lockhart presented as a heroine in the extract?

Year 8

Autumn Term 1

Modern Drama – Face by Benjamin Zephaniah

Ethos Links

Character – respect, responsibility, tolerance.

Milton Keynes – life in multicultural city, gangs.

Knowledge

Develop understanding of how dramatists use stage directions, motifs and play structure to explore themes of identity.

Reading Skills:

Themes and Ideas. Understanding and relating character, setting, genre etc to wider ideas such as themes and context. Select interesting quotations and identify word choice and wider language techniques. Extract analysis and beginning to reference whole texts. Increasingly independent what, how, why paragraphs.

Learning Skills:

What: thinking; making links; applying knowledge and personal responses. How: noticing (finding evidence) and analysis. Why: evaluation; making links; reasoning and making judgements.

Writing Skills:

Content, Language, Organisation, Sentences, Accuracy.  Content: Describing and narrative skills. Tone and voice for different non-fiction text types. Language: Extending vocabulary and more complex language techniques. Organisation: Paragraphing and introducing structural techniques. Sentences: Formation, demarcation and syntax. Accuracy: introducing more complex grammar such as tenses and semi-colons.

Learning Skills:

Communication; planning and organisation; creating; imagining; risk-taking and learning from mistakes.

Assessment

How is the theme of identity presented in the extract?

Autumn Term 2

Writing of War – Poetry and non-fiction extracts

Ethos Links

Milton Keyneslinks to local history (WW1/2)

Character – respect, responsibility, and kindness.

Knowledge

Analyse poetic techniques to understand the reality of war and the ways in which writers present their experiences and thoughts on war.

Reading Skills:

Themes and Ideas. Understanding and relating character, setting, genre etc to wider ideas such as themes and context. Select interesting quotations and identify word choice and wider language techniques. Extract analysis and beginning to reference whole texts. Increasingly independent what, how, why paragraphs.

Learning Skills:

What: thinking; making links; applying knowledge and personal responses. How: noticing (finding evidence) and analysis. Why: evaluation; making links; reasoning and making judgements.

Writing Skills:

Content, Language, Organisation, Sentences, Accuracy.  Content: Describing and narrative skills. Tone and voice for different non-fiction text types. Language: Extending vocabulary and more complex language techniques. Organisation: Paragraphing and introducing structural techniques. Sentences: Formation, demarcation and syntax. Accuracy: introducing more complex grammar such as tenses and semi-colons.

Learning Skills:

Communication; planning and organisation; creating; imagining; risk-taking and learning from mistakes.

Assessment

How is war presented in the poem?

Spring Term 1

Modern Novel – Trash by Andy Mulligan

Ethos Links

Character – respect, responsibility, tolerance.

Sustainability

Knowledge

Develop knowledge of setting, plot and characterisation within the novel and how the writer explores ideas of power, society and injustice.

Reading Skills:

Themes and Ideas. Understanding and relating character, setting, genre etc to wider ideas such as themes and context. Select interesting quotations and identify word choice and wider language techniques. Extract analysis and beginning to reference whole texts. Increasingly independent what, how, why paragraphs.

Learning Skills:

What: thinking; making links; applying knowledge and personal responses. How: noticing (finding evidence) and analysis. Why: evaluation; making links; reasoning and making judgements.

Writing Skills:

Content, Language, Organisation, Sentences, Accuracy.  Content: Describing and narrative skills. Tone and voice for different non-fiction text types. Language: Extending vocabulary and more complex language techniques. Organisation: Paragraphing and introducing structural techniques. Sentences: Formation, demarcation and syntax. Accuracy: introducing more complex grammar such as tenses and semi-colons.

Learning Skills:

Communication; planning and organisation; creating; imagining; risk-taking and learning from mistakes.

Assessment

How is the theme of corruption presented in the extract?

Spring Term 2

Non-fiction and Speaking and Listening

Ethos Links

Sustainability

Knowledge

Explore speeches and non-fiction about power, society and injustice.

Reading Skills:

Themes and Ideas. Understanding and relating character, setting, genre etc to wider ideas such as themes and context. Select interesting quotations and identify word choice and wider language techniques. Extract analysis and beginning to reference whole texts. Increasingly independent what, how, why paragraphs.

Learning Skills:

What: thinking; making links; applying knowledge and personal responses. How: noticing (finding evidence) and analysis. Why: evaluation; making links; reasoning and making judgements.

Writing Skills:

Content, Language, Organisation, Sentences, Accuracy.  Content: Describing and narrative skills. Tone and voice for different non-fiction text types. Language: Extending vocabulary and more complex language techniques. Organisation: Paragraphing and introducing structural techniques. Sentences: Formation, demarcation and syntax. Accuracy: introducing more complex grammar such as tenses and semi-colons.

Learning Skills:

Communication; planning and organisation; creating; imagining; risk-taking and learning from mistakes.

Assessment

Speaking and listening presentation

Summer Term 1

Victorian Short Stories – Sherlock Holmes

Ethos Links

STEM – related skills – research and problem-solving, finding and using evidence; analysis and evaluation.

Knowledge

Build on prior understanding of life in Victorian Britain and the genre of detective fiction by exploring Victorian short stories.

Reading Skills:

Themes and Ideas. Understanding and relating character, setting, genre etc to wider ideas such as themes and context. Select interesting quotations and identify word choice and wider language techniques. Extract analysis and beginning to reference whole texts. Increasingly independent what, how, why paragraphs.

Learning Skills:

What: thinking; making links; applying knowledge and personal responses. How: noticing (finding evidence) and analysis. Why: evaluation; making links; reasoning and making judgements.

Writing Skills:

Content, Language, Organisation, Sentences, Accuracy.  Content: Describing and narrative skills. Tone and voice for different non-fiction text types. Language: Extending vocabulary and more complex language techniques. Organisation: Paragraphing and introducing structural techniques. Sentences: Formation, demarcation and syntax. Accuracy: introducing more complex grammar such as tenses and semi-colons.

Learning Skills:

Communication; planning and organisation; creating; imagining; risk-taking and learning from mistakes.

Assessment

How is the character of Sherlock Holmes presented in the extract and the short story as a whole?

Summer Term 2

Shakespeare Thematic Study – Romeo and Juliet

Ethos Links

Character – respect, responsibility, kindness, tolerance.

Knowledge

Develop knowledge of Shakespeare’s craft and the contexts that influence his writing. Understand how Shakespeare structures his writing and explore the genre of tragedy.

Reading Skills:

Themes and Ideas. Understanding and relating character, setting, genre etc to wider ideas such as themes and context. Select interesting quotations and identify word choice and wider language techniques. Extract analysis and beginning to reference whole texts. Increasingly independent what, how, why paragraphs.

Learning Skills:

What: thinking; making links; applying knowledge and personal responses. How: noticing (finding evidence) and analysis. Why: evaluation; making links; reasoning and making judgements.

Writing Skills:

Content, Language, Organisation, Sentences, Accuracy.  Content: Describing and narrative skills. Tone and voice for different non-fiction text types. Language: Extending vocabulary and more complex language techniques. Organisation: Paragraphing and introducing structural techniques. Sentences: Formation, demarcation and syntax. Accuracy: introducing more complex grammar such as tenses and semi-colons.

Learning Skills:

Communication; planning and organisation; creating; imagining; risk-taking and learning from mistakes.

Assessment

How does Shakespeare explore the effects of the conflicts between the families in the extract and the play as a whole?

Year 9

Autumn Term 1

Dystopian Fiction – Lord of the Flies by William Golding

Ethos Links

Character – respect, responsibility, kindness.

Sustainability

Knowledge

Build knowledge of how a writer can effectively use setting, plot and characterisation within the novel. Understand how context affects a writer. Develop understanding of features of dystopian genre.

Reading Skills:

Analysis and Evaluation. Understanding writer’s intentions through language, structure and form. Relate quotations to themes, context, language etc. Extract and whole text analysis. Introducing unseen analysis and comparison of poetry. Extended answers using what, how, why paragraphs.

Learning Skills:

What: thinking; making links; applying knowledge and personal responses. How: noticing (finding evidence) and analysis. Why: evaluation; making links; reasoning and making judgements.

Writing Skills:

Content, Language, Organisation, Sentences, Accuracy.  Content: Description and storytelling. Accurate nonfiction text types. Language: Full range of sophisticated language and techniques. Organisation: Wide range of structural techniques. Sentences: Reinforcing prior learning. SPaG: Reinforcing prior learning.

Learning Skills:

Communication; planning and organisation; creating; imagining; risk-taking and learning from mistakes.

Assessment

Ralph asks, ‘What makes things break up like they do?’ How does Golding present the reasons why society on the island breaks up?

Autumn Term 2

Dystopian Fiction – Lord of the Flies by William Golding

Ethos Links

STEM – related skills – creating, imagining, and innovating; planning and organisation

Knowledge

Explore speeches and non-fiction about power and society related to the themes of the novel.

Reading Skills:

Analysis and Evaluation. Understanding writer’s intentions through language, structure and form. Relate quotations to themes, context, language etc. Extract and whole text analysis. Introducing unseen analysis and comparison of poetry. Extended answers using what, how, why paragraphs.

Learning Skills:

What: thinking; making links; applying knowledge and personal responses. How: noticing (finding evidence) and analysis. Why: evaluation; making links; reasoning and making judgements.

Writing Skills:

Content, Language, Organisation, Sentences, Accuracy.  Content: Description and storytelling. Accurate nonfiction text types. Language: Full range of sophisticated language and techniques. Organisation: Wide range of structural techniques. Sentences: Reinforcing prior learning. SPaG: Reinforcing prior learning.

Learning Skills:

Communication; planning and organisation; creating; imagining; risk-taking and learning from mistakes.

Assessment

Speaking and listening presentation

Spring Term 1

Gothic – Extracts and Short Stories

Ethos Links

Character – respect, responsibility, kindness

STEM – related skills

Knowledge

Explore the gothic genre and further develop understanding of a range of text types and the features of these forms. Explore Victorian and pre-19th century contexts.

Reading Skills:

Analysis and Evaluation. Understanding writer’s intentions through language, structure and form. Relate quotations to themes, context, language etc. Extract and whole text analysis. Introducing unseen analysis and comparison of poetry. Extended answers using what, how, why paragraphs.

Learning Skills:

What: thinking; making links; applying knowledge and personal responses. How: noticing (finding evidence) and analysis. Why: evaluation; making links; reasoning and making judgements.

Writing Skills:

Content, Language, Organisation, Sentences, Accuracy.  Content: Description and storytelling. Accurate nonfiction text types. Language: Full range of sophisticated language and techniques. Organisation: Wide range of structural techniques. Sentences: Reinforcing prior learning. SPaG: Reinforcing prior learning.

Learning Skills:

Communication; planning and organisation; creating; imagining; risk-taking and learning from mistakes.

Assessment

How does the writer create interest in the unseen extract?

Spring Term 2

Poetry Anthology – Culture and Community

Ethos Links

Characterrespect, responsibility, kindness

Knowledge

Develop an understanding of more sophisticated poetic conventions and understanding of how these have been used by poets for effect to explore themes of culture and community.

Reading Skills:

Analysis and Evaluation. Understanding writer’s intentions through language, structure and form. Relate quotations to themes, context, language etc. Extract and whole text analysis. Introducing unseen analysis and comparison of poetry. Extended answers using what, how, why paragraphs.

Learning Skills:

What: thinking; making links; applying knowledge and personal responses. How: noticing (finding evidence) and analysis. Why: evaluation; making links; reasoning and making judgements.

Writing Skills:

Content, Language, Organisation, Sentences, Accuracy.  Content: Description and storytelling. Accurate nonfiction text types. Language: Full range of sophisticated language and techniques. Organisation: Wide range of structural techniques. Sentences: Reinforcing prior learning. SPaG: Reinforcing prior learning.

Learning Skills:

Communication; planning and organisation; creating; imagining; risk-taking and learning from mistakes.

Assessment

How is the theme of culture presented in the poem ‘Island Man’ and one other poem of your choosing?

Summer Term 1

Shakespeare Whole Play Study – Much Ado About Nothing by William Shakespeare

Ethos Links

STEM – related skills –finding and using evidence; analysis and evaluation

Knowledge

Develop knowledge of Shakespeare’s craft and the contexts that influence his writing. Understand how Shakespeare structures his writing and explore the genre of comedy as well as wider themes used in tragic texts.

Reading Skills:

Analysis and Evaluation. Understanding writer’s intentions through language, structure and form. Relate quotations to themes, context, language etc. Extract and whole text analysis. Introducing unseen analysis and comparison of poetry. Extended answers using what, how, why paragraphs.

Learning Skills:

What: thinking; making links; applying knowledge and personal responses. How: noticing (finding evidence) and analysis. Why: evaluation; making links; reasoning and making judgements.

Writing Skills:

Content, Language, Organisation, Sentences, Accuracy.  Content: Description and storytelling. Accurate nonfiction text types. Language: Full range of sophisticated language and techniques. Organisation: Wide range of structural techniques. Sentences: Reinforcing prior learning. SPaG: Reinforcing prior learning.

Learning Skills:

Communication; planning and organisation; creating; imagining; risk-taking and learning from mistakes.

Assessment

How does Shakespeare present the treatment of women in the extract and the play as a whole?

Summer Term 2

Modern Drama – Blood Brothers by Willy Russel*

(For academic year 2022/23 only this will be Face by Benjamin Zephaniah)*

Ethos Links

Characterrespect, responsibility, kindness

Knowledge

Further develop understanding of how dramatists use stage directions, motifs and play structure to explore themes of fate and free will.

Reading Skills:

Analysis and Evaluation. Understanding writer’s intentions through language, structure and form. Relate quotations to themes, context, language etc. Extract and whole text analysis. Introducing unseen analysis and comparison of poetry. Extended answers using what, how, why paragraphs.

Learning Skills:

What: thinking; making links; applying knowledge and personal responses. How: noticing (finding evidence) and analysis. Why: evaluation; making links; reasoning and making judgements.

Writing Skills:

Content, Language, Organisation, Sentences, Accuracy.  Content: Description and storytelling. Accurate nonfiction text types. Language: Full range of sophisticated language and techniques. Organisation: Wide range of structural techniques. Sentences: Reinforcing prior learning. SPaG: Reinforcing prior learning.

Learning Skills:

Communication; planning and organisation; creating; imagining; risk-taking and learning from mistakes.

Assessment

How does Willy Russell present the importance of money in Blood Brothers?

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