Hobart High School Key Stage 3 Curriculum Map – Year 7

Hobart High School Key Stage 3 Curriculum Map – Year 7 English

Units of work timescales may vary due to split groups.
Language Reading and Writing skills --are interleaved with Literature skills, each term. DICE
Unit, Topic or Summary Knowledge & Skills Developed DNA and Assessment Personal Development
of work covered Learning intentions

Autumn Heroes and Villains A01 – identify and interpret explicit and implicit information and Aut 1DNA: The Gothic Personal development –
1 Power and Supernatural ideas Ghost Story communication skills [oracy,
19th, 20th and 21st century A03 – show understanding of the relationships between texts and reading and writing].
fiction – short the contexts in which they were written Social development – living in
stories/extracts from A05 – communicate clearly, effectively and imaginatively, adapting 21st century compared with
novels/poems [Salome …] tone, style and register for different forms, purposes and life in previous centuries
audiences.  British Values - democracy;
A05 – organise information and ideas using appropriate structural the rule of law; individual
and grammatical features liberty and mutual respect for
A06 – use a range of ambitious vocabulary and sentence structures and tolerance of those with
for clarity, purpose and effect, with accurate spelling and different faiths and beliefs
punctuation.03 Lit – show understanding of the relationships and for those without faith.
between texts and the contexts in which they were written
Autumn Victorian: non-fiction A01 – identify and interpret explicit and implicit information and Aut 2 Assessment: Personal development –
2 and fiction [including ideas Transaction Writing: You communication skills [oracy,
poetry] A03 – show understanding of the relationships between texts and are a teacher. Write a letter reading and writing].
Exploration of power the contexts in which they were written to parents explaining why it Social development – living in
 Schooling A05 – communicate clearly, effectively and imaginatively, adapting is important that parents 21st century compared with
 Social tone, style and register for different forms, purposes and stay and help at the Ragged life in previous centuries
conditions – audiences. School.  British Values - democracy;
health, A05 – organise information and ideas using appropriate structural Aut 2 DNA: Extract from the rule of law; individual
housing, and grammatical features Ragged School. Q1 and 2 P1 liberty and mutual respect for
work, the A06 – use a range of ambitious vocabulary and sentence structures style questions. and tolerance of those with
environment for clarity, purpose and effect, with accurate spelling and different faiths and beliefs
 Class punctuation. and for those without faith.
Compare with
contemporary conditions DICE: religion/social class/gender/age/marriage
Spring 1 Shakespeare’s Romeo A01 Lit – read, understand and respond to texts Spring 1 DNA: Romeo and Personal development –
and Juliet [including A01 Lit – maintain a critical style and develop an informed Juliet Fate extract. How communication skills [oracy,
Shakespearian sonnets] response does Shakespeare present X reading and writing].
A01 Lit – use textual references, including quotations, to support in the extract? PEACOCK Cultural development –
and illustrate interpretations Spring 1 Assessment: How theatre study and
A02Lit – analyse the language, form and structure used by writers does Shakespeare present X enrichment
to create meaning and effects using relevant subject terminology in the extract? PEAR Social development – living in
where appropriate [READING] 21st century compared with
A03 Lit - show understanding of the relationship between texts and life in previous centuries
the contexts in which they were written British Values - democracy;
A04 Lit– use a range of vocabulary and sentence structure for the rule of law; individual
clarity, purpose and effect, with accurate spelling and punctuation liberty and mutual respect for
A01 – identify and interpret explicit and implicit information and and tolerance of those with
ideas different faiths and beliefs
A02 – explain, comment and analyse how the writers use language and for those without faith
and structure to achieve effects and influence readers, using
relevant subject terminology to support their views
A03 – compare writers’ ideas and perspectives, as well as how
these are conveyed, across two or more texts.
A04 – evaluate texts critically and support this with appropriate
textual references

A01 – identify and interpret explicit and implicit information and

ideas
A03 – show understanding of the relationships between texts and
the contexts in which they were written
A05 – communicate clearly, effectively and imaginatively, adapting
tone, style and register for different forms, purposes and
audiences.
A05 – organise information and ideas using appropriate structural
and grammatical features
A06 – use a range of ambitious vocabulary and sentence structures
for clarity, purpose and effect, with accurate spelling and
punctuation.

DICE: gender/age/sexual orientation/beliefs/social class

Spring 2 Novel – Harry Potter and A01 – identify and interpret explicit and implicit information and Spring 2 Assessment: Harry Personal development –
the Philosopher’s Stone ideas Potter Describe a magical communication skills [oracy,
A03 – show understanding of the relationships between texts and land. Writing skills. reading and writing].
the contexts in which they were written Spring 2 DNA: How does JK Cultural development –
A05 – communicate clearly, effectively and imaginatively, adapting Rowling create tension in theatre study and
tone, style and register for different forms, purposes and the Forbidden Forest. enrichment
audiences. Social development – living in
A05 – organise information and ideas using appropriate structural 21st century compared with
and grammatical features life in previous centuries
A06 – use a range of ambitious vocabulary and sentence structures British Values - democracy;
for clarity, purpose and effect, with accurate spelling and the rule of law; individual
punctuation. liberty and mutual respect for
A01 Lit – read, understand and respond to texts and tolerance of those with
A03 Lit - show understanding of the relationship between texts and different faiths and beliefs
the contexts in which they were written and for those without faith.
A04 Lit– use a range of vocabulary and sentence structure for
clarity, purpose and effect, with accurate spelling and punctuation.

DICE: gender
Summer Travel over time A05 – communicate clearly, effectively and imaginatively, adapting Summer 1 DNA: Travel Personal development –
1 Exploring persuasive tone, style and register for different forms, purposes and writing. Persuade your communication skills [oracy,
features and cultural audiences. peers to visit your ideal reading and writing].
diversity e.g travel A05 – organise information and ideas using appropriate structural holiday destination Political awareness
writing, newspapers, and grammatical features [utopian holiday]. Cultural development –
travel brochures, blogs … A06 – use a range of ambitious vocabulary and sentence structures exploring different cultures
for clarity, purpose and effect, with accurate spelling and and countries via travel
punctuation. writing [diversity]
Social development –
DICE: race and ethnicity/religion or belief exploring differing social
mores and values across
cultures and countries
[diversity]
British Values - democracy;
the rule of law; individual
liberty and mutual respect for
and tolerance of those with
different faiths and beliefs
and for those without faith
Summer Travel over time A01 – identify and interpret explicit and implicit information and Personal development –
2 continued ideas communication skills [oracy,
Exploring persuasive A03 – show understanding of the relationships between texts and reading and writing].
features and cultural the contexts in which they were written Political awareness
diversity e.g travel A05 – communicate clearly, effectively and imaginatively, adapting Cultural development –
writing, newspapers, tone, style and register for different forms, purposes and exploring different cultures
travel brochures, blogs … audiences. and countries via travel
A05 – organise information and ideas using appropriate structural writing [diversity]
and grammatical features Social development –
A06 – use a range of ambitious vocabulary and sentence structures exploring differing social
for clarity, purpose and effect, with accurate spelling and mores and values across
punctuation. cultures and countries
[diversity]
A08 – listen and respond appropriately to spoken language, British Values - democracy;
including questions the rule of law; individual
A09 – use spoken Standard English effectively liberty and mutual respect for
A05 – communicate clearly, effectively and imaginatively, adapting and tolerance of those with
tone, style and register for different forms, purposes and different faiths and beliefs
audiences. and for those without faith
A05 – organise information and ideas using appropriate structural
and grammatical features
A06 – use a range of ambitious vocabulary and sentence structures
for clarity, purpose and effect, with accurate spelling and
punctuation.
A03 Lit – show understanding of the relationships between texts
and the contexts in which they were written
Hobart High School Key Stage 3 Curriculum Map – Year 8

Hobart High School Key Stage 3 Curriculum Map – Year 8 English

Units of work timescales may vary due to split groups and C19-related absences.
Language Reading and Writing skills are interleaved with Literature skills, each term. DICE

Unit, Topic or Summary of Knowledge & Skills Developed DNA and Assessment Personal Development
work covered

Autumn 1 Power in fiction – Animal Farm A01 – identify and interpret explicit and implicit Aut 1 DNA: Animal Farm Personal development –
information and ideas How does Orwell communication skills [oracy, reading
A02 – explain, comment and analyse how the writers portray Old Major in his and writing].
use language and structure to achieve effects and speech? Political awareness
influence readers, using relevant subject Cultural development – exploring
Autumn 2 terminology to support their views Aut 2 Assessment: different cultures and countries via
A03 – compare writers’ ideas and perspectives, as Power of Speeches travel writing [diversity]
well as how these are conveyed, across two or more Write a speech Social development –exploring
texts. promoting diversity in differing social mores and values
A04 – evaluate texts critically and support this with schools [DAFOREST] across cultures and countries
appropriate textual references Aut 2 DNA: Spoken [diversity]
Language Presentation British Values - democracy; the rule
of speeches of law; individual liberty and mutual
DICE: disability/religion or belief/age/gender respect for and tolerance of those
A05 – communicate clearly, effectively and with different faiths and beliefs and
Power of Speeches imaginatively, adapting tone, style and register for for those without faith
different forms, purposes and audiences.
A05 – organise information and ideas using
appropriate structural and grammatical features
A06 – use a range of ambitious vocabulary and
sentence structures for clarity, purpose and effect,
with accurate spelling and punctuation.

DICE: race and ethnicity/disability/religion or

belief/age/sexual orientation/gender/gender
reassignment/pregnancy and marriage/marriage and
civil partnership
Spring 1 Poetry from around the world
Spring 2 Shakespeare Midsummer
Night’s Dream
Summer 1 Dystopian societies in film and
fiction e.g. The Hunger Games,
The Handmaid’s Tale, 1984, A
Clockwork Orange …
A05 – communicate clearly, effectively and Spring 1 Assessment: Personal development –
imaginatively, adapting tone, style and register for Poetry From Around communication skills [oracy, reading
different forms, purposes and audiences. The World. Unseen and writing].
A05 – organise information and ideas using Poem [PEAR]. Political awareness
appropriate structural and grammatical features Cultural development – exploring
A06 – use a range of ambitious vocabulary and different cultures and countries via
sentence structures for clarity, purpose and effect, travel writing [diversity]
with accurate spelling and punctuation. Social development –exploring
differing social mores and values
DICE: race and ethnicity/religion or belief/sexual across cultures and countries
orientation/gende [diversity]
British Values - democracy; the rule
of law; individual liberty and mutual
respect for and tolerance of those
with different faiths and beliefs and
for those without faith
A01 – identify and interpret explicit and implicit Spring 2 DNA: Personal development –
information and ideas Midsummer Night’s communication skills [oracy, reading
A02 – explain, comment and analyse how the writers Dream extract. How and writing].
use language and structure to achieve effects and does Shakespeare Political awareness
influence readers, using relevant subject present X character in Cultural development – exploring
terminology to support their views this extract? [PEACOCK]. different cultures and countries via
A03 – compare writers’ ideas and perspectives, as travel writing [diversity]
well as how these are conveyed, across two or more Social development –exploring
texts. differing social mores and values
A04 – evaluate texts critically and support this with across cultures and countries
appropriate textual references [diversity]
British Values - democracy; the rule
DICE: race and ethnicity/religion or of law; individual liberty and mutual
belief/age/gender/marriage respect for and tolerance of those
with different faiths and beliefs and
for those without faith
A05 – communicate clearly, effectively and Summer 1 Assessment: Personal development –
imaginatively, adapting tone, style and register for Describe a utopian communication skills [oracy, reading
different forms, purposes and audiences. world. and writing].
A01 – identify and interpret explicit and implicit Summer 1 DNA Write a Political awareness
information and ideas narrative about your
dystopian world.
 A02 – explain, comment and analyse how the writers Cultural development – exploring
use language and structure to achieve effects and different cultures and countries via
influence readers, using relevant subject travel writing [diversity]
terminology to support their views Social development –exploring
A03 – compare writers’ ideas and perspectives, as differing social mores and values
well as how these are conveyed, across two or more across cultures and countries
texts. [diversity]
A04 – evaluate texts critically and support this with British Values - democracy; the rule
appropriate textual references of law; individual liberty and mutual
A01 Lit – read, understand and respond to texts respect for and tolerance of those
A01 Lit – maintain a critical style and develop an with different faiths and beliefs and
informed response for those without faith
A01 Lit – use textual references, including
quotations, to support and illustrate interpretations
A02Lit – analyse the language, form and structure
used by writers to create meaning and effects using
relevant subject terminology where appropriate
A03 Lit - show understanding of the relationship
between texts and the contexts in which they were
written
A04 Lit– use a range of vocabulary and sentence
structure for clarity, purpose and effect, with
accurate spelling and punctuation

DICE: race and ethnicity/religion or

belief/age/gender
Summer 2 Transactional Writing A05 – organise information and ideas using Summer 2 DNA: Non-
appropriate structural and grammatical features fiction writing.
A06 – use a range of ambitious vocabulary and Write a fictional article
sentence structures for clarity, purpose and effect, to inform your readers
with accurate spelling and punctuation. about …

DICE: age/gender
Hobart High School Key Stage 3 Curriculum Map – Year 9

Hobart High School Key Stage 3 Curriculum Map – Year 9 English

Units of work timescales may vary due to split groups and C19-related absences.
Language Reading and Writing skills are interleaved with Literature skills, each term. DICE

Unit, Topic or Summary of Knowledge & Skills Developed DNA and Assessment Personal Development
work covered

Autumn 1 Diversity in Literature A05 – communicate clearly, effectively and Aut 1 Assessment: Personal development – communication
imaginatively, adapting tone, style and register Diversity in Literature skills [oracy, reading and writing].
for different forms, purposes and audiences. Queenie extract [Paper Political awareness
A05 – organise information and ideas using 1 Q 1+2. Ext.Q3] Cultural development – exploring different
Frankenstein appropriate structural and grammatical features Aut 2 How does Shelley cultures and countries via travel writing
A06 – use a range of ambitious vocabulary and present X in the novel, [diversity]
sentence structures for clarity, purpose and ‘Frankenstein’. Social development –exploring differing
effect, with accurate spelling and punctuation. social mores and values across cultures and
countries [diversity]
A01 Lit – read, understand and respond to texts British Values - democracy; the rule of law;
A01 Lit – maintain a critical style and develop an individual liberty and mutual respect for and
informed response tolerance of those with different faiths and
Autumn 2 A01 Lit – use textual references, including beliefs and for those without faith
quotations, to support and illustrate
interpretations
A02 Lit – analyse the language, form and
structure used by writers to create meaning and
effects using relevant subject terminology where
appropriate
A03 Lit - show understanding of the relationship
between texts and the contexts in which they
were written
A04 Lit– use a range of vocabulary and sentence
structure for clarity, purpose and effect, with
accurate spelling and punctuation
DICE: race and ethnicity/disability/religion or
belief/age/gender/marriage/partnership
Spring 1 War Poetry - Unseen A01 Lit – read, understand and respond to texts Spring 1 DNA: War Personal development – communication
A01 Lit – maintain a critical style and develop an Poetry. Unseen. Write a skills [oracy, reading and writing].
informed response letter as soldier on the Political awareness
A01 Lit – use textual references, including frontline. Social and cultural development –exploring
quotations, to support and illustrate differing social mores and values across
Spring 2 Modern play– Blood interpretations Spring 2 DNA: How does cultures and time
Brothers A02 Lit – analyse the language, form and the writer present X in British Values - democracy; the rule of law;
structure used by writers to create meaning and this extract? individual liberty and mutual respect for and
effects using relevant subject terminology where tolerance of those with different faiths and
appropriate beliefs and for those without faith
A03 Lit - show understanding of the relationship
between texts and the contexts in which they
were written
A04 Lit– use a range of vocabulary and sentence
structure for clarity, purpose and effect, with
accurate spelling and punctuation

A08 – listen and respond appropriately to

spoken language, including questions
A09 – use spoken Standard English effectively
A05 – communicate clearly, effectively and
imaginatively, adapting tone, style and register
for different forms, purposes and audiences.

DICE: race and ethnicity/religion or

belief/age/gender

Summer 1 Imaginative writing A05 – organise information and ideas using Summer 1 Assessment
- descriptive writing appropriate structural and grammatical features Descriptive writing
- narrative writing A05 – communicate clearly, effectively and
Summer 2 - transactional imaginatively, adapting tone, style and register Summer 2 Assessment
for different forms, purposes and audiences. Narrative/transactional
A06 – use a range of ambitious vocabulary and writing
sentence structures for clarity, purpose and
effect, with accurate spelling and punctuation.

A08 – listen and respond appropriately to

spoken language, including questions
A09 – use spoken Standard English effectively
A05 – communicate clearly, effectively and
imaginatively, adapting tone, style and register
for different forms, purposes and audiences.

DICE: race and ethnicity/disability/religion or

belief/age/gender