Dyson Perrins CofE Academy
Life in all its fullness
Belief|Trust|Resilience|Challenge
English
Why study English?
The aim of our English curriculum is that students will become sophisticated and critical readers. Through wider reading, they will develop their appreciation for the writer’s craft, which they will then demonstrate in their own writing. Beyond the classroom, we hope that they will continue to engage confidently with social and moral issues. Our curriculum seeks to provide opportunities to fully develop in these areas.
English KS3
Key Stage 3 Knowledge Progression Map
Prior knowledge New Knowledge Potential misconception ‘non-portable’ knowledge
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Year 7 |
Learning Cycle 1: The dramatic world of Shakespeare
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Learning Cycle 2: Journeys through poetry |
Learning Cycle 3: Windows to the World |
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What a play is How to find evidence What a character is Who Shakespeare is What a hero is What a villain is: superheroes and comic books What a genre is What are the ‘typical’ Shakespearean genres: Comedy, History, Tragedy What the genre of a tragedy includes How to give an opinion about character using inference To know what plot is That the ‘Shakespearean era’ refers to the end of the Elizabethan era and the start of the Stuart age’ Specific character names Plot of A Winter’s Tale Opinions about characters in a Winter’s tale |
What a poem is: do all poems have to rhyme To find evidence What rhyme, simile and metaphor are: check understanding Some distinct forms: Haiku, Shape, Acrostic How to identify the key ideas in a text What implicit is What explicit is How to use inference to identify explicit Ideas and implicit ideas Who the reader is Who the writer is What cultural identity is What a ‘voice’ is What a writer’s voice is What ‘cultural identity’ is Factual detail about the Windrush Generation |
Who the reader is Who the writer is What a character is How to give an opinion about character using inference To know what plot is What a ‘voice’ is What words are: adjective, verbs, adverbs What sentences are: simple, compound, complex What a point of view is What a perspective is What character voice is How word choice helps to create a character How to comment on words and sentences How to comment on the plot using a Freytag model How to write an informal letter How to use words to create an effective character voice The names/ plot/ specific context on the novel |
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Text Type: academic writing (AO1 style reader response) |
Text Type: academic writing (AO2 style reader response) |
Text Type: letter writing, AO1/AO2 language |
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Year 8 |
Learning Cycle 1: The Gothic
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Learning Cycle 2: Romeo and Juliet: narrative |
Learning Cycle 3: Then and Now |
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To know what ‘description’ is – will they confuse this with narrative? What a genre is What character is What setting is What an adjective is What metaphor and simile – check How to comment on words and sentences understanding of this What is a ‘typical’ Gothic text? Good versus evil, supernatural characters Also includes: ancient or religious settings, innocent victims, death, darkness, romance, phobias. Be clear about the differences between this and horror What an archetype is What archetypal characters are: like ghosts, vampires and werewolves. Or sometimes it's humans that seem to have something different about them. Why the Gothic was popular: reflecting fears surrounding changes in society and the novel as a form of entertainment To know what pathetic fallacy and personification is How to comment on descriptive methods To know how to use methods to create an effective Gothic Setting Specific authors/character names. Specific details of plot. |
What a play is Who Shakespeare is What a genre is What the genre of a tragedy includes What an archetype is How to give an opinion about character using inference What the Freytag model is – once Yr 7 LC3 What a point of view is How Shakespeare’s context may influence the reader/audience: love and marriage What a prologue is and why it is used How structural devices are used in narrative and dramatic texts: foreshadowing, flashbacks, flash forwards, signposts. How to write about how structural features are used in a drama text. How to evaluate the structural methods used by a writer. What are archetypes are and how they are used in the play: e.g. angry young man, the hopeless romantic, the voice of reason, the controlling parents How to use narrative devices in their own writing. How to use writing based on feedback. Plot and characters in Romeo and Juliet |
What a point of view is What a perspective is Who the reader is Who the writer is What implicit is What explicit is How to infer What an article is: headline, caption, picture KS2 What is an ‘issue’? What could an ‘issue’ be in today? What a fact and an opinion is How to identify and comment upon facts and opinions How to identify and comment upon a writer’s point of view How to summarise What emotive language is How emotive language is used to convey point of view How to use the language of contrast and comparison What 19th Century issues are: poverty, crime, pollution, lack of rights for children Dickens was a social reformer How to write an article Names of non-fiction writers |
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Text Type: descriptive writing, AO2 language |
Text Type: narrative writing, AO2 structure |
Text Type: article writing, summary |
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Year 9 |
Learning Cycle 1: The Uncanny
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Learning Cycle 2: Dystopia |
Learning Cycle 3: Social Injustice |
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How to use the language of contrast and comparison What a genre is What character is What setting is What an adjective, metaphor, simile, pathetic fallacy and personification How to comment on descriptive methods What is a ‘typical’ Gothic text? How to comment on words and sentences What is a point of view/ perspective? How to use the language of contrast and comparison What is the ‘uncanny’ What is ‘the supernatural’ How has the supernatural been viewed historically What is a séance and table turning What are the features of a ghost story Why were ghost stories popular at Christmas What are the features of a ‘speech’: hyperbole, rule of three, emotive lang. How to use ‘signposts’ to structure a coherent argument How to use a counterargument How to open and end a speech effectively
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What the following methods are: adjective, adverbs, verbs, metaphor, simile, pathetic fallacy, personification, simple, complex and compound sentences, opening, characterisation, setting and perspective. How to comment upon the effects of methods. How to use descriptive devices in their own writing. How structural devices are used in narrative and dramatic texts: foreshadowing, flashbacks, flash forwards, signposts. How to write about how structural features are used in a drama text. How to evaluate the structural methods used by a writer. How to know how to make links between the writer’s use of methods and their intention. That a Utopia is an imagined place or state of things in which everything is perfect (Paradise, heaven). That Dystopia means: A community or society that is undesirable or frightening. The key features of Dystopian Fiction are: Most dystopian works present a world in which oppressive societal control and the illusion of a perfect society are maintained through one or more of the following types of controls: large corporations, bureaucracy, technology and religious/ ideological control. That a dystopian protagonist: - often feels trapped and is struggling to escape. - questions the existing social and political systems. - believes or feels that something is terribly wrong with the society in which he or she lives. - helps the audience recognizes the negative aspects of the dystopian world through his or her perspective. Character’s names and plots of extracts studied |
How to identify information from a text What a fact and opinion are What is a point of view/ perspective That the ‘Shakespearean era’ refers to the end of the Elizabethan era and the start of the Stuart age’ What 19th Century issues are: poverty, crime, pollution, lack of rights for children Dickens was a social reformer How to use the language of contrast and comparison What a ‘voice’ is What a writer’s voice is What rhyme, simile and metaphor are: What Social Injustice is What is ‘poverty’ its effects What is ‘materialism’ and ‘capitalism’ What a hierarchy is What feudal means What life was like for poor ‘Shakespeareans’ How to evaluate using evidence What poverty was like in Post War Britian What is ‘poverty’ today? To know key poetic terms are their effects: poem, rhyme, rhyme scheme, (form: sonnets, free verse), tone and voice, caesura and enjambment. To know how to approach poems: opening lines, titles, sentence level and word level. To know how to write about an unseen poem.
Who Chaucer is Maslow’s hierarchy of needs. |
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Text Type: Speech, AO1 perspectives |
Text Type: Descriptive, AO2 language |
Text Type: Academic writing unseen poetry |
English Ks4
All students will study the AQA specifications for GCSE English Language and Literature, with examinations for both GCSE subjects being taken at the end of Year 11.
English Language GCSE https://www.aqa.org.uk/subjects/english/gcse/english-language-8700
English Literature GCSE https://www.aqa.org.uk/subjects/english/gcse/english-literature-8702
