Key Stage 3 English Long Term Curriculum Plan

Subject: KEY STAGE 3, ENGLISH In this long-term plan, syllabus wording/significance is bulleted. Skills repeated throughout the
Key Stage are progressively built upon with as students move from Years 7 to 9. An overview of Schemes of Work to meet the bulleted
requirements follows, taking elements of the National Curriculum of England and the Cambridge Secondary 1 Planning Guide( ©)
Yr. Group Term 1 (Aug – Oct) Term 2 (Oct – Dec) Term 3 (Jan – Mar) Term 4 (Mar – Jun)
Writing Reading Reading and Speaking Writing
  Read a range of fiction  English literature:  Write a well-structured
Year 7 Write for a range of
including whole books Shakespeare narrative essay.
purposes.
 The importance of planning  Learn vocabulary in context  Study setting, plot and  Editing: Amend grammar
 Show accuracy in spelling,  Check understanding characterisation and structure to improve
punctuation and arranging SOW: Novel Study:  Performing play scripts to coherence.
events in a logical sequence. Two Weeks with the Queen, discuss meaning. SOW: Narrative essay
SOW: Autobiographic Morris Gleitzman  Improvising and using Read Harry Potter and the
Introductory Letter and/or Teacher and class reading roles (class groups). Duelling Club.
Photo competition essay Reader’s Theatre or team SOW: Midsummer Night’s Know how a story is
Share personal details in reading method. dream Context and cultural structured. Vary story
writing as modeled in class. Shared discussion. significance: the life and times openings.How are
Recount – Newspaper Understand character and of Shakespeare. characters portrayed?
Article: The Titanic – formal setting, dialogue and The enrichment of English: Use description, dialogue
and informal language. description. What words should we know and action to build
Develop and article from an Empathy tasks on characters to understand Shakespeare’s character.
interview and known facts. through specific chapter plays? Which words and
studies. phrases do we still use? Reading and Speaking
Final written review. Know the purpose of language
Writing, speaking and  Reading a range of non-
for drama. fiction
Listening Complete short answer tasks
Writing and Speaking  Making a range of critical
 Speak confidently in in writing. comparisons (compare
classroom discussion  Participating in formal
Participate in class readings, with fiction in term two)
 Plan and draft writing debates.
activities and dramatisations  Making inference and
 Build well structured
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 Key Stage 3 English Long Term Curriculum Plan
SOW: Personal Recount: A expository essays. to develop and appreciate referring to evidence in
Memory SOW: Persuasion Shakespeare. the text
Shared Listening task Opinion: objective and Assessment: Written and SOW: Autobiography
followed by verbally subjective; emotional spoken. Study: Boy, Roald Dahl
recounting another’s story. language and fact. Finding Dahl’s use of language to
Year 7
Responding to text: Note the right balance to persuade. Writing entertain.
taking; sorting and Topic: The rules around  A range of non-narrative Participate in class
prioritising information; school uniforms. essays readings.
summary skills. Join a class debate; Complete  Planning, draft and proof Respond to progressive
a persuasive piece. reading tasks for chapter studies.
*Grammar and  Build detail to convey shades Show knowledge by
Grammar and of meaning through sentence scripting and role-playing a
Vocabulary structure © chapter for the class.
 Extending and applying Vocabulary SOW: Descriptive Writing
grammatical knowledge 
Build vocabulary The effect of simile and
 Comment on the writer’s 
Extend and apply
Grammar and
metaphor. The effect of strong
motivation for formal or grammatical knowledge Vocabulary
verbs.
informal language © Word Bank  Amend grammar and
Use models of descriptive
Sentence and Word Level Compile a personal word vocabulary to improve
texts: For Example: Memories
Revise plurals, parts of speech
bank from reading. coherence and overall
of Leeds.
and punctuation use. Sentence Level: Keeping effectiveness.
Complete a descriptive piece
Expand nouns; tenses consistent;  Pay attention to
of writing.
Use subordinate clauses Text Level: Use reading accuracy in grammar,
Use Pronouns clearly. strategies to extract particular punctuation spelling.
Grammar and Vocabulary Sentence level: Use speech
information. Adopt active  Using grammatical
* The Grammar and Vocabulary reading strategies. punctuation correctly in
constructions in writing to
requirements are incorporated achieve effect.
story writing.
into the Schemes of Work (SOWs)  Know the difference between Text Level: How do
as they become relevant to the written and spoken language. writers’ language choices

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 Key Stage 3 English Long Term Curriculum Plan
programme. enhance reading?

Year 8 Writing:
 Consider audience and
purpose
 Attention to accurate
grammar and punctuation
Reading and Speaking
 Develop an appreciation of
prose.
 Study a wide range of
genres, historical periods
Reading and Speaking
 Develop and appreciation of
drama and reading
challenging material.
 Learn new vocabulary with
Reading and Speaking
 Develop and appreciation
of poetry
 Draw comparisons with
Shakespeare’s language.

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 Key Stage 3 English Long Term Curriculum Plan
 The structure of narrative as and forms. the help of context and  Check understanding
fiction or non-fiction recount.  Choose books for interest, dictionaries. what is being read.
SOW: Autobiographic challenge and enjoyment.  Read critically understanding SOW: Poetry:
Alphabet of Me  Study how figurative how text structure and Poetry devices for effect:
Written responses for the language, vocabulary choice organization creates meaning. identify: rhyme, rhythm,
purpose of documenting and and oganisational features  Make inference when alliteration, assonance.
present meaning. referring to evidence from the
expressing personal and How is irony used?
SOW: Novel Study text
imaginative feelings. Study poem “The Naming
‘Holes’ Lois Sachar SOW:
of Parts” by Henry Reed.
Setting, character, theme, plot Macbeth: William
SOW: Recounts to Entertain Love Poetry (Pre 1914)
How do writers use time? The Shakespeare.
1. Going Solo Participate in team poetry
impact of the writer’s pause. Revisit Shakespeare’s life and
Language: Formal and readings.
Write PEE paragraphs in times.
informal; reporting tone of Find language devices in
response to questions. Who are the main characters
interview. Description to poetry. Write about their
Social and historical contexts in Macbeth? How does
introduce dialogue. The effect.
Shakespeare use the witches to
impact of colloquial language. Speaking and Listening.
reflect on evil in and ambition
2. Travel Writing: Bill Bryson Assessment: Write a review Writing
in Macbeth and Lady
Language using humour and using the reviewer’s tone and  Produce stories and
Macbeth?
irony: How is tone or attitude the PEEL approach. imaginative writings.
Study relevant acts and scenes.
created by words?  Write effectively in forms
Assessment: Participate in
Travel writing: chronological Writing such as personal or formal
 Write accurately, fluently
readings and drama exercises. letters.
order, time connectives;
and effectively. Respond to written tasks on  Edit and proof read for
understand the effect of
the play. Use evidence in your accuracy in grammar,
metaphor, simile exaggerated  Write for pleasure or
information. writing. punctuation and spelling.
Year 8 language. The impact of the
 Plan and edit for coherence Writing  Demonstrate controlled
minor sentence.
and effectiveness.  Write accurately, fluently and use of a variety of
Assessment: Demonstrate effectively to giveinformation sentences ©
SOW: Descriptive Writing
skills learned in text analysis or persuade.
Language devices and their
and written piece.
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Grammar and
Vocabulary
 Understand spoken and
unspoken language
including the difference
between formal and
informal registers.
 Study the effectiveness
and impact of
grammatical constructions
and use in writing.
 Learn and increasingly
wide range of vocabulary
according to need ©
Sentence level: Minor
sentences, statements and
questions.
The Tense Shift
Word level: review the change
in word form using prefixes and
suffixes.
Know the different forms of
adjectives.
Year 9 Writing, Listening
 Write actively, fluently
and effectively for
Key Stage 3 English Long Term Curriculum Plan
effect: Simile, metaphor,
Personification.
Writing outside.
Analyses models of
descriptive text.
Assessment: See, Hear and
Smell assignment.
Camp Review
Use descriptive writing
format to complete an essay
on a particular place.
Grammar and
Vocabulary
 Learn to use the terms:
image, simile, metaphor,
onomatopoeia, setting and
genre ©
Sentence level:
Check understanding of
Complex, Compound and
Simple sentences:
Understand and use the inserted
or embedded clauses.
Reading
 Know how language
including figurative
Speaking and Listening
 Prepare notes and polished
scripts for the purpose of
presentation.
SOW:
Persuasive/Discursive/inform
‘Mobile Phone’ article: A
teacher’s attitude.
Language: Understand the full
impact formal and informal
language; Vary sentence
length and type: use simple,
compound and complex
sentences.
Assessment: Complete your
own persuasive piece.
Class debate: Mobile phones in
schools.
Grammar and Vocabulary
 Use Standard English
confidently in speech and
writing.
Sentence level:The effect of
varied punctuation; using colons
and semi-colons to convey
meaning ©
Writing
 Produce a range fluent,
accurate and effective
SOW: Short Story for
Language: Bad Hair Day
Narrative description and
dialogue.
Group Work: Produce
script from prose; role-play
the script.
Assessment: Produce an
empathic piece; use
appropriate vocabulary,
time connectives and past
tense.
Grammar and
Vocabulary
 Know the difference in
register between Standard
English and other forms.
 Draw on a range of
vocabulary, noting
powerful words from
readings. ©
Writing
 Write effectively for
purpose and audience –
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information the narrative
form.
 Produce notes and
polished summary of role-
play.
 Write, analyse, review and
comment ©
SOW: Recounting a factual
event: Crime Writing
Language
Variation of sentence lengths
and Sentence starters.
Using role-play, create an
article for a crime column
recounting an event.
Summarise information.
Reading and Speaking
 Develop an appreciation
and love of reading poetry
 Learn new vocabulary
relating it to explicitly
known vocabulary
 Reconise a range of poetic
conventions.
 Make critical comparisons
Year 9 across texts.
Key Stage 3 English Long Term Curriculum Plan
language, vocabulary
choice, grammar, text
structure and presentation
such as Journal form
create meanings.
 Develop interpretations of
the text, supporting points
with detailed textual
evidence ©
SOW: Literature Study: The
Diary of Anne Frank
Social and Historical Context
Know the context of WW2
and the Holocaust.
Chronological order: Review
selected journal entries in
context.
The impact of Frank’s idiom
Respond to a literature
question. What are the
features of the Literature
essay?
Literature Essay: How does
Ann Frank give us hope?
Writing
 Write accurate, fluent and
narrative writing.
 Demonstrate control of a
wide variety of sentence
types ©
 Shape and craft language
within paragraphs, and
structure ideas between
them with purpose and
audience in mind ©
 Use strong verbs and
adjectives add to the
action.
SOW:
1. Multiple Narrative
Language:
Building tension
Point of View used.
Sentence structure: Vary
sentence starters for effect.
Paragraph building
Sentence level: vary sentence
types and lengths.
Major Assessment: Narrative
piece: complete the story.
2. Camp Review
Use the skills of recount,
summary and description.
narrative accounts.
 Write with a range of
forms to inform, review,
comment or entertain ©
 Write summary ©
SOW: Language: Storm
Short Story response
Character and setting.
Using irony and pathetic
fallacy.
Building tension.
Summary skills
Assessment: Complete
analysis/writing task.
Compare with earlier
language SOWs
Reading
 Study a range of
authors
 Develop an
understanding of how
ideas, experiences and
values are portrayed in
texts from different
cultural traditions ©
SOW: John Steinbeck, ‘Of
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 Key Stage 3 English Long Term Curriculum Plan
SOW: Literature
Poetry: War Poetry: The effect
of poetic language, form,
themes and historical context.
Written evaluations
Speaking and listening:
 Giving short speeches
expressing their own ideas
and keeping to the point.
 Use intonation, tone,
volume, mood, silence,
stillness and action to add
impact.
 Discuss the features of
media productions and
the impact of various
language ©
 Use speaking and
listening to build
increasing personal
confidence in
manipulating content of
presentation ©
effective argument.
 Plan, draft, edit and proof
read thought.
 Write argument with a
sense of linked
progression ©
 Write argument in letters
or commercial script. ©
SOWs:
1. Persuasive writing
For advertising: the use of
second person “You”
For getting a view across:
objective and subjective
language.
Assessment: convert a radio
script to a print article to send
to make the same point.
2. Information Text: Feature
Article:
Study model articles: eg. Fish- foreshadowing.
netting dolphins, smoking,
pollution or paparazzi.
Use a range of fact, opinion
and structural techniques to
relate a message according to play.
Reading and Writing
 Study pre 1914 Literature
 High quality works for
appreciation and challenge
 Analyse how meaning is
conveyed according to
form, layout and
presentation.
SOW:
Literature: Shakespeare
‘Romeo and Juliet’
What was happening in
Shakespeare’s life and career
when he wrote this play?
Historical and Social context –
themes, plot,
Literary techniques of
Shakespeare: the Sonnet,
oppositions, Iambic
pentameter and
Show understanding of text
using quotations and
discussion of Shakespeare’s
meanings in an essay on the
Mice and Men’
Themes, characters,
historical and geographical
setting, plot
Issues: disability, racism,
sexism, poverty, work
Foreshadowing and
symbolism
Develop understanding
through: Varied reading
strategies, role-play, group
discussion and hot seating.
PEEL paragraphs.
Revisit the structure of the
literature essay.
Assessment: Complete a
passage-based response on
descriptions/character
traits of George and
Lennie.
Grammar and
Vocabulary
 Extend and apply
grammatical knowledge
in the study of more
challenging texts in
language and literature
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 Key Stage 3 English Long Term Curriculum Plan
SOW: Speech writing and
Movie making
Year 9 Present speech to the class
Plan, organise speak to an
audience for purpose.
Use media: Communicate the
essence of your speech in a
still shot movie format
including captions and voice
over.
Grammar and
Vocabulary
Sentence Level: Review
complex sentences and
clauses.
Subject-Verb agreement.
Use a range of punctuation
for effect.
your purpose. Assessment: Written tasks.
responses and speaking  Draw on new
activities: role-play vocabulary and
Grammar and participation and reading. grammatical
Vocabulary constructions.
 Draw on vocabulary and Grammar and Vocabulary  Develop precise,
grammatical constructions  Discuss reading, writing perceptive analysis of
in reading and listening. and spoken language with how language is used,
e.g. explaining how
 Use Standard English precise and confident use
euphemisms conceal
confidently. of linguistic and literary
 Shape and affect the bias in a political
terminology. statement or showing
reader’s response through
 Spell correctly throughout how language use
conscious choices and
planned ways by selecting a substantive text and use reflects a character’s
ambitiously from a wide ambitious or complex changing emotional
and varied vocabulary for polysyllabic words © state ©
a range of tasks and
purposes ©
 Make relevant notes when
researching different
sources, comparing and
contrasting information ©