Eggar’s School

Welcome to the English Department
Curriculum 2020 - 2021

Mrs Kate Shawyer

Head of English Faculty

The Team:

Mrs Kate Shawyer Head of Faculty
Mr Darren Morrish Curriculum Leader
Mrs Alison Russell-Webb Lead Teacher for English
Mrs Rebecca Chads
Mrs Stephanie Coombs
Mrs Nicola Evans
Miss Sam Khan
Mrs Rachel Lynch

@EggarsEnglish

Introduction to the Department:

In the English Department we aim to help all students build their confidence in speaking and listening, reading and writing, whilst developing their independent and creative thinking skills. We firstly endeavour to help make the transition from primary to secondary school as smooth as possible and to generate enthusiasm and self-confidence in all students. Throughout both Key Stages, students study a wide variety of novels, plays, poetry and non-fiction texts. Learning will be a continuous process, building on knowledge gained during Key Stage 2.

Key Stage 3 Information:

During key stage 3 students will work with a variety of texts and will develop skills in note taking, diary writing, letter writing, report writing, pamphlets, leaflets, review writing, advertisements, newspaper articles and critical responses to poems, stories and play scripts. Approximately each half term, students will complete one formal assessment with a focus on reading, writing or speaking and listening; during the course of each year there will also be regular spelling and grammar assessments.

Year 7

Enquiry	How do you write clearly and creatively for a form, purpose and audience?	How do writers create interesting, believable characters?	How do writers make implications?	How do writers create engaging narratives?	How do writers argue a point?
Topics & Texts	Dubois Letter American History Pre WW2 UK	Chaucer Shakespeare Dickens Modern texts	Shakespeare Modern narratives Comprehension skills Language paper 1	Gothic conventions Linking texts to contexts Zeitgeist: the writing of social uncertainty Narrative structures	Non-fiction writing (issues) Modern novel Theories of argument History of protest
Formal assessment	Individual forms of writing. Students choose their own form, to create a piece of writing based on a written stimulus.	Students create a piece of descriptive writing, in which they create a character – showing not telling.	Reflecting on their reading, students explain how authors have used language to convey meanings.	Students will write the opening to their own Gothic narrative.	Students write a speech to persuade us of, or protest, an issue.
Further assessment opportunities	This is a very short unit and benchmark of existing skills – therefore it requires no further assessment opportunities	Extended reading response identifying & explaining how a character has been created. Transactional writing - writing to inform/explain Practice assessment, prior to formal piece	Transactional writing – writing to inform & express a viewpoint Creative writing to have a deliberate implied meaning for the reader. Practice assessment, prior to formal piece	Extended reading response to explore generic conventions Persuasive writing – open letter Practice assessment, prior to formal piece	Creative writing task: tabloid front cover related to your novel Reading response non-fiction evaluation Practice assessment, prior to formal piece. Speaking & listening
Key Concepts	Form, purpose, audience, tone	Dialogue Vocabulary choices Language devices Annotation	Inference skills Connotations and denotations Strategies for analysis Working with unseen texts Tone	Pathetic fallacy Vocabulary choices Language devices Todorov’s theory of narrative Sentencing for effect	Rhetoric Register Evaluation skills Formal speaking Sensationalism
Links to the Eggar’s Learner	Creative Students will be encouraged to work within groups to consider different ways of presenting their writing and considering the advantages and disadvantages these may offer.	Reflective – looking back to previous assessment and developing skills from the EBI. Creative – learning from others and trying new approaches	Curious Encouraging students to explore alternative interpretations and to use language creatively to convey meaning.	Reflective – looking back to earlier assessment and developing skills from the EBI. Resourceful – exploring Literary conventions.	Reflective – looking back to earlier assessment and developing skills from the EBI. Curious – debating skills – exploring and responding to differing views.

Year 8

Enquiry	How do non-fiction writers communicate with their audience?	How do writers create engaging characters?	How do poets and novelists express a message?	How do non-fiction writers create the right transaction with their audience?
Topics & Texts	Various non-fiction & transaction texts. Own non-fiction writing 7.5. Cultural context	Christmas Carol. Own character description 7.2. Writing complete Essays. C19th context	Collection of conflict poems. Choice of conflict novel. Lang/Lit Skills crossover. Modern history of conflict	Language Paper 2. Various non-fiction texts
Formal assessment	Students make a piece of non-fiction/transactional writing on a subject that inspires their curiosity – specific form & purpose	Students respond to reading by analysing how Dickens uses language to present character.	Students read and evaluate the intended effect of language and structure in a poem from their anthology.	Students read unseen non-fiction and analyse the relationship between purpose, form and methods.
Further assessment opportunities	Extended reading response analysing how language is used to express a perspective. Creative Writing – using narrative/description to express a message on a theme. Practice assessment – alternate form & purpose on same theme	Creative response to reading: letter, diary or similar personal writing that explores character. Transactional writing – instruct. Practice assessment, prior to formal piece	Non-fiction writing – memoire: a moment of conflict. Creative response to theme of conflict - open. Practice assessment, prior to formal piece	Creative writing – working with an unseen image. Non-fiction – writing to review. Practice assessment, prior to formal piece
Key Concepts	Form, purpose, audience, tone. Writer’s Message. Rhetorical devices. Register. Resourcefulness in research	Writer’s craft. Implied meanings. Challenging protagonists. Foreshadowing. Changes across a text. Essay writing	Inference skills. Connotations and denotations. Writer’s message. Alternative interpretations. Evaluation structure	Working with unseen non-fiction. Form & purpose. Text level methods. Structure. Comparison
Links to the Eggar’s Learner	Reflective – looking back to Yr7 assessments and developing skills from the EBIs. Resourceful – students will need to research the topic of their choice. And decide the best form to use to present their views. Persevere – students will be required to engage with challenging texts independently.	Reflective – looking back to earlier assessments and developing skills from the EBI. Curious – students will need to focus on the connotations of language choices and make appropriate links that they can explore and explain.	Reflective – looking back to earlier assessments and developing skills from the EBI. Reflective - students will be required to reflect on the authors’ intention and evaluate how successful a writer has been.	Reflective – looking back to earlier assessments and developing skills from the EBI. Creative – students will need to make abstract and concrete links between texts. Persevere – students will be required to engage with challenging texts independently.

Key Stage 4 Information:

Key stage 4 begins at the start of year 9 and all students are entered for both English Language and English Literature at the end of Year 11.

The main study of materials is completed by the end of Year 10, leaving Year 11 for revision.
AO1:    identify and interpret explicit and implicit information and ideas
select and synthesise evidence from different texts.
AO2:    Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views.
AO3:    Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts.
AO4:    Evaluate texts critically and support this with appropriate textual references.
AO5:    Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts.
AO6:    Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
AO7:    Demonstrate presentation skills in a formal setting.
AO8:    Listen and respond appropriately to spoken language, including to questions and feedback on presentations.
AO9:    Use spoken Standard English effectively in speeches and presentations.

	Y9	Y9	Y10	Y10	Y11
Topics & Texts	'Macbeth'	‘The Strange Case of Dr Jekyll & Mr Hyde’	AQA Power & Conflict Poetry Anthology	‘An Inspector Calls’ Spoken Language	Revision of key texts
Formal assessment	GCSE Exam question	GCSE Exam question	GCSE Exam question	GCSE Exam question. Spoken Language Endorsement	GCSE Mock exams and regular timed essays.
Further assessment opportunities	English Language Paper 1 & 2 reading skills Creative Writing Transactional Writing	English Language Paper 1 & 2 reading skills Creative Writing Transactional Writing	English Language Paper 1 & 2 reading skills Creative Writing Transactional Writing	English Language Paper 1 & 2 reading skills Creative Writing Transactional Writing	English Language Paper 1 & 2 reading skills Creative Writing Transactional Writing
Assessment objectives	AOs 1- 6	AOs 1- 6	AOs 1- 6	AOs 1 - 6 AOs 7 - 9	AOs 1- 6

Examination Board used:

We follow the AQA exam board 8700 English Language and 8702 English Literature

Qualification to be obtained:

GCSE English Language and GCSE English Literature

@eggarsenglish
@BobCox_SFE @Xris32 @AlwaysLearnWeb @DavidDidau @FunkyPedagogy Please do go ahead and post these Bob. Your books are inspirational! 2:05 PM - 03 Feb 2021
@eggarsenglish
More poetic genius from Year 8. Thanks to @BobCox_SFE for pointing us in the direction of 'The Song of Old Time'. https://t.co/T0VPxMEmrs 7:11 PM - 02 Feb 2021
@eggarsenglish
Some amazing Creative Character Analysis from 'Macbeth' by a Yr10 student! #remotelearning https://t.co/kin2RdTz5I 11:49 AM - 24 Jan 2021

English

Welcome to the English Department Curriculum 2020 - 2021

The Team:

Introduction to the Department:

Key Stage 3 Information:

Year 7

Enquiry

How do you write clearly and creatively for a form, purpose and audience?

How do writers create interesting, believable characters?

How do writers make implications?

How do writers create engaging narratives?

How do writers argue a point?

Topics & Texts

Dubois Letter American History Pre WW2 UK

Chaucer Shakespeare Dickens Modern texts

Shakespeare Modern narratives Comprehension skills Language paper 1

Gothic conventions Linking texts to contexts Zeitgeist: the writing of social uncertainty Narrative structures

Non-fiction writing (issues) Modern novel Theories of argument History of protest

Formal assessment

Individual forms of writing. Students choose their own form, to create a piece of writing based on a written stimulus.

Students create a piece of descriptive writing, in which they create a character – showing not telling.

Reflecting on their reading, students explain how authors have used language to convey meanings.

Students will write the opening to their own Gothic narrative.

Students write a speech to persuade us of, or protest, an issue.

Further assessment opportunities

This is a very short unit and benchmark of existing skills – therefore it requires no further assessment opportunities

Extended reading response identifying & explaining how a character has been created. Transactional writing - writing to inform/explain Practice assessment, prior to formal piece

Transactional writing – writing to inform & express a viewpoint Creative writing to have a deliberate implied meaning for the reader. Practice assessment, prior to formal piece

Extended reading response to explore generic conventions

Persuasive writing – open letter

Practice assessment, prior to formal piece

Creative writing task: tabloid front cover related to your novel Reading response non-fiction evaluation Practice assessment, prior to formal piece. Speaking & listening

Key Concepts

Form, purpose, audience, tone

Dialogue Vocabulary choices Language devices Annotation

Inference skills Connotations and denotations Strategies for analysis Working with unseen texts Tone

Pathetic fallacy Vocabulary choices Language devices Todorov’s theory of narrative Sentencing for effect

Rhetoric Register Evaluation skills Formal speaking Sensationalism

Links to the Eggar’s Learner

Creative Students will be encouraged to work within groups to consider different ways of presenting their writing and considering the advantages and disadvantages these may offer.

Reflective – looking back to previous assessment and developing skills from the EBI. Creative – learning from others and trying new approaches

Curious Encouraging students to explore alternative interpretations and to use language creatively to convey meaning.

Reflective – looking back to earlier assessment and developing skills from the EBI. Resourceful – exploring Literary conventions.

Reflective – looking back to earlier assessment and developing skills from the EBI. Curious – debating skills – exploring and responding to differing views.

Year 8

Enquiry

How do non-fiction writers communicate with their audience?

How do writers create engaging characters?

How do poets and novelists express a message?​

How do non-fiction writers create the right transaction with their audience?

Topics & Texts

Various non-fiction & transaction texts. Own non-fiction writing 7.5. Cultural context

Christmas Carol. Own character description 7.2. Writing complete Essays. C19th context

Collection of conflict poems. Choice of conflict novel. Lang/Lit Skills crossover. Modern history of conflict

Language Paper 2. Various non-fiction texts

Formal assessment

Students make a piece of non-fiction/transactional writing on a subject that inspires their curiosity – specific form & purpose

Students respond to reading by analysing how Dickens uses language to present character.

Students read and evaluate the intended effect of language and structure in a poem from their anthology.

Students read unseen non-fiction and analyse the relationship between purpose, form and methods.

Further assessment opportunities

Extended reading response analysing how language is used to express a perspective. Creative Writing – using narrative/description to express a message on a theme. Practice assessment – alternate form & purpose on same theme

Creative response to reading: letter, diary or similar personal writing that explores character. Transactional writing – instruct. Practice assessment, prior to formal piece

Non-fiction writing – memoire: a moment of conflict. Creative response to theme of conflict - open. Practice assessment, prior to formal piece

Creative writing – working with an unseen image. Non-fiction – writing to review. Practice assessment, prior to formal piece

Key Concepts

Form, purpose, audience, tone. Writer’s Message. Rhetorical devices. Register. Resourcefulness in research

Writer’s craft. Implied meanings. Challenging protagonists. Foreshadowing. Changes across a text. Essay writing

Inference skills. Connotations and denotations. Writer’s message. Alternative interpretations. Evaluation structure

Working with unseen non-fiction. Form & purpose. Text level methods. Structure. Comparison

Links to the Eggar’s Learner

Reflective – looking back to earlier assessments and developing skills from the EBI. Curious – students will need to focus on the connotations of language choices and make appropriate links that they can explore and explain.

Reflective – looking back to earlier assessments and developing skills from the EBI. Reflective - students will be required to reflect on the authors’ intention and evaluate how successful a writer has been.

Reflective – looking back to earlier assessments and developing skills from the EBI. Creative – students will need to make abstract and concrete links between texts. Persevere – students will be required to engage with challenging texts independently.

Key Stage 4 Information:

Y9

Y9

Y10

Y10

Y11

Welcome to the English Department
Curriculum 2020 - 2021

Dubois Letter
American History
Pre WW2 UK

Chaucer
Shakespeare
Dickens
Modern texts

Shakespeare
Modern narratives
Comprehension skills
Language paper 1

Gothic conventions
Linking texts to contexts
Zeitgeist: the writing of social uncertainty
Narrative structures

Non-fiction writing (issues)
Modern novel
Theories of argument
History of protest

Individual forms of writing.
Students choose their own form, to create a piece of writing based on a written stimulus.

Extended reading response identifying & explaining how a character has been created.
Transactional writing - writing to inform/explain
Practice assessment, prior to formal piece

Transactional writing – writing to inform & express a viewpoint
Creative writing to have a deliberate implied meaning for the reader.
Practice assessment, prior to formal piece

Creative writing task: tabloid front cover related to your novel
Reading response non-fiction evaluation
Practice assessment, prior to formal piece.
Speaking & listening

Dialogue
Vocabulary choices
Language devices
Annotation

Inference skills
Connotations and denotations
Strategies for analysis
Working with unseen texts
Tone

Pathetic fallacy
Vocabulary choices
Language devices
Todorov’s theory of narrative
Sentencing for effect

Rhetoric
Register
Evaluation skills
Formal speaking
Sensationalism

Creative
Students will be encouraged to work within groups to consider different ways of presenting their writing and considering the advantages and disadvantages these may offer.

Reflective – looking back to previous assessment and developing skills from the EBI.
Creative – learning from others and trying new approaches

Curious
Encouraging students to explore alternative interpretations and to use language creatively to convey meaning.

Reflective – looking back to earlier assessment and developing skills from the EBI.
Resourceful – exploring Literary conventions.

Reflective – looking back to earlier assessment and developing skills from the EBI.
Curious – debating skills – exploring and responding to differing views.

How do poets and novelists express a message?

Various non-fiction & transaction texts.
Own non-fiction writing 7.5.
Cultural context

Christmas Carol.
Own character description 7.2.
Writing complete Essays.
C19th context

Collection of conflict poems.
Choice of conflict novel.
Lang/Lit Skills crossover.
Modern history of conflict

Language Paper 2.
Various non-fiction texts

Extended reading response analysing how language is used to express a perspective.
Creative Writing – using narrative/description to express a message on a theme.
Practice assessment – alternate form & purpose on same theme

Creative response to reading: letter, diary or similar personal writing that explores character.
Transactional writing – instruct.
Practice assessment, prior to formal piece

Non-fiction writing – memoire: a moment of conflict.
Creative response to theme of conflict - open.
Practice assessment, prior to formal piece

Creative writing – working with an unseen image.
Non-fiction – writing to review.
Practice assessment, prior to formal piece

Form, purpose, audience, tone.
Writer’s Message.
Rhetorical devices.
Register.
Resourcefulness in research

Writer’s craft.
Implied meanings.
Challenging protagonists.
Foreshadowing.
Changes across a text.
Essay writing

Inference skills.
Connotations and denotations.
Writer’s message.
Alternative interpretations.
Evaluation
structure

Working with unseen non-fiction.
Form & purpose.
Text level methods.
Structure.
Comparison

Reflective – looking back to earlier assessments and developing skills from the EBI.
Curious – students will need to focus on the connotations of language choices and make appropriate links that they can explore and explain.

Reflective – looking back to earlier assessments and developing skills from the EBI.
Reflective - students will be required to reflect on the authors’ intention and evaluate how successful a writer has been.

Reflective – looking back to earlier assessments and developing skills from the EBI.
Creative – students will need to make abstract and concrete links between texts.
Persevere – students will be required to engage with challenging texts independently.

‘An Inspector Calls’
Spoken Language

GCSE Exam question.
Spoken Language Endorsement

English Language
Paper 1 & 2 reading skills
Creative Writing
Transactional Writing

English Language
Paper 1 & 2 reading skills
Creative Writing
Transactional Writing

English Language
Paper 1 & 2 reading skills
Creative Writing
Transactional Writing

English Language
Paper 1 & 2 reading skills
Creative Writing
Transactional Writing

English Language
Paper 1 & 2 reading skills
Creative Writing
Transactional Writing

AOs 1 - 6
AOs 7 - 9