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Term 2: Magic and Mystery
This term students will study a range of literary fiction extracts from across different time periods based around the theme of magic and mystery. Students will explore the generic conventions of fantasy and horror and will explore how writers use linguistic and structural choices to help develop the tone of their writing. The main assessment for AO1, AO2, AO3 and AO4 will take the form of the KS3 Y7 reading exam which uses a short story by Neil Gaiman as the basis for a reading comprehension.

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Term 1: Crime and Punishment
This term students will study a range of literary non-fiction extracts that all make links to the theme of crime and punishment. Students will explore the ways in which the context of and form of text types can help shape an understanding of authorial intent. The main assessment for the reading assessment objectives will use a 21st century article exploring life within a modern young offenders' institute and a 19th century letter discussing child offenders by Oscar Wilde. Students will be expected to articulate how the different contexts influenced the ideas within the texts and to express their reaction to the theme of imprisonment as expressed by both writers.

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Y8 Term 1 Short Term Lesson Planning and Resources

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Y8 Term 1 Short Term Lesson Planning and Resources

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Term 1 Through the Eyes of a Child
This term students will study a range of literary fiction extracts from across different time periods based around the theme of 'Through the Eyes of a Child.' Students will build on the skills in linguistic and structural analysis gained in Year 7 by exploring a range of extracts from within the historical literary canon such as Jane Eyre alongside more contemporary writers such as Dahl and Rowling. The theme of this unit enables students to extend their studies through a focus on narrative perspective and how this is developed by the writer for specific purposes.
The main assessment for AO1, AO2, AO3 and AO4 will take the form of the KS3 Y8 reading exam which uses an extract from Boy in the Striped Pyjamas as the basis for a reading comprehension.

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Term 3 School Life
This term students will revisit the skills studied in term 1. For this unit students will study a range of literary fiction extracts from across different time periods and traditions. The length and complexity of these extracts has increased since term 1 and there will be a greater focus on students drawing comparisons between the ways different writers use linguistic and structural choices to portray ideas around the topic of school life which all students will be able to relate to.

The main assessment for AO1, AO2, AO3 and AO4 will take the form of the KS3 Y8 reading exam. This exam will revisit and build upon an extract from Roald Dahl's Boy which is studied in term 1. This will form the basis for a reading comprehension.

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Year 8 Term 3 Short Term Lesson Planning and Resources

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Year 8 Term 3 Short Term Lesson Planning and Resources

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Term 1 Power and Conflict
This term students will revisit the skills studied in term 3 in year 8. For this unit students will study a greater range of literary fiction extracts including texts from the literary canon such as Brave New World. Students will be asked to discuss texts with more complex subject matter and to tackle extracts with a greater range of unfamiliar vocabulary. Students will be asked to not only draw comparisons between texts, but to start to make analytical comments when evaluating the different extracts studied.

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Year 9 Term 1 Short Term Planning and Resources

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Year 9 Term 1 Short Term Planning and Resources

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Term 3: Relationships
Term 1 Power and Conflict
This term students will refine the skills established in term 1. Students will continue to build their cultural capital by looking a greater range of texts from the literary canon including A Catcher in the Rye and To Kill a Mockingbird. A key focal point of this unit is to ensure students are challenged with texts from a range of cultures and traditions. Students will be asked to extend their learning from term 1 by considering how the context and moment of production helped shaped the narrative voice within these texts. They will be asked to experiment with the skill of cross referencing established in term 1 by considering alternative interpretations and different ways of critically exploring the texts that they read.

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Year 9 Term 3 Short Term Planning and Resources

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Year 9 Term 3 Short Term Planning and Resources

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Year 7 Term 1 Short Term Planning and Resources

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Year 7 Term 1 Short Term Planning and Resources

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Term 3: Travel and Exploration
This term students will revisit and refine skills in tackling a range of literary non-fiction texts as studied in term 1. This unit will extend students knowledge of the form of transactional text types by introducing them to autobiographical writing, travel blogging and leaflets. Students will build on previously developed reading skills by focusing on how an understanding of the form of each transactional text type can be used to hypothesize information and make predictions. The main assessment for the reading assessment objectives will use a 21st century article and an article from the 1800s both of which focus on accounts of riding in a hot air balloon.

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Y7  Term 3 Lesson Planning and Resources

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Y7  Term 3 Lesson Planning and Resources

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Term 2: Heroes and Villains
This term students will develop skills in critically exploring literary non-fiction texts as introduced in term 1 and 3 in year 7. This unit will extend students knowledge of the form of transactional text types by introducing them to biographical writing and essay writing. Students will be asked to build on the focus on hypothesis and prediction developed in year 7 by focusing on disinformation and bias. The focus here is becoming a more self-aware reader by recognising the way bias is created. There will be a particular focus on information found from online sources. The main assessment for the reading assessment objectives will by 21st Century and 19th Century articles with a focus on the theme of ghost hunting. Students will be expected to tackle 19th century sources with increasing independence and be able to articulate how the time period, source and form of writing could create bias.

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Year 8 Term 3 Short Term Plans and Resources

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Year 8 Term 3 Short Term Plans and Resources

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Term 2: Extreme Emotion
This term students will develop skills critically analysing literary non-fiction text types. Students will begin by revisiting the skills in recognising bias and disinformation as established in term 2 year 8. Students will develop their understanding by using increasingly secure subject terminology to comment on patterns in language and structure and how these are used to harness the power of language. Students will also be expected to develop reading skills by making cross references between both the themes and ideas, but also the use of linguistic and structural choices in texts. The main assessment for the reading assessment objectives will by 21st Century and 19th Century articles with a focus on the theme animal rescue and rehabilitation.

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Year 9 Term 2 Short Term Plan and Resources

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Year 9 Term 2 Short Term Plan and Resources

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Term 2: Magic and Mystery
This term students will draw on the conventions of both fantasy and horror fiction as studied within the literary extracts studied for the unit. For this unit students will be expected to demonstrate security in their ability to:
-- write in clearly demarcated sentences with some punctuation choices designed to create a narrative voice
-express ideas inspired by their reading and use increasingly
apt vocabulary choices
- follow a clear and coherent plan to structure creative
writing
-begin to experiment with different ways of starting sentences

Key assessed pieces of writing include a modern adaptation of a class fairy tale and a descriptive piece of writing inspired by the local Cumbrian landscape.

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Y7 Term 2 Short Term Lesson Planning and Resources

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Y7 Term 2 Short Term Lesson Planning and Resources

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Term 1: Through the Eyes of a Child
This term students will focus on experimenting with narrative perspective. They will use the range of extracts from contemporary and classic authors as springboard for these writing tasks and consider how they can draw on techniques used by writers to create a strong narrative voice.

For this unit students will be expected to demonstrate security in their ability to:
- experiment with different narrative perspectives

- write in appropriately demarcated sentences with punctuation choices designed to create a narrative voice

- use vocabulary choices to add to the tone of writing

- devise a clear and coherent plan to structure creative writing

- vary sentence and paragraph openers

Key assessed pieces of writing include a the transition assessment and a dramatic monologue that uses an extract from Jane Eyre as a springboard in creating a clear narrative view.

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Y8 Term 1 Short Term Lesson Planning and Resources

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Y8 Term 1 Short Term Lesson Planning and Resources

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Year 8 Term 3 Short Term Lesson Planning and Resources

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Year 8 Term 3 Short Term Lesson Planning and Resources

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Term 1: Power and Conflict
This term students will focus on whole text cohesion. They will be tasked with using more abstract/open writing springboards to devise plotlines and descriptive pieces with increasing independence and imagination.

For this unit students will be expected to demonstrate security in their ability to:
- demonstrate whole text cohesion by sequencing ideas around a logical time sequence.
- use commas to demarcate complex sentence structures
-clearly use sentence form and vocabulary choices for effect and to sustain the tone of writing
-use imaginative vocabulary choices designed to sustain the tone of the writing
- Consciously craft language by using a greater range of figurative devices

Key assessed pieces of writing include a transition narrative piece of writing and a narrative piece themed around the title 'Powerless.'

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Year 9 Term 1 Short Term Planning and Resources

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Year 9 Term 1 Short Term Planning and Resources

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Term 3: Relationships
This term students will focus on how to effectively use dialogue to bring to life relationships between characters. They will draw on structural techniques employed by writers to convey meaning and experiment with using these within their own work.

For this unit students will be expected to demonstrate security in their ability to:
- Write clearly linked paragraphs.
- Craft individual voices through the use of sentence form and vocabulary choices and use these to aid characterisation
- Consciously craft language by using figurative language choices to devise a central motif that aids whole text cohesion and creates a strong sense of tone
-Proofread with increasing independence recognising where clarity is lost or where appropriate editing could convey a stronger sense of tone.
-Writing is imaginative and engages the reader

Key assessed pieces of writing include a transition narrative piece of writing and a narrative piece themed around the title 'Powerless.'

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Year 9 Term 3 Short Term Planning and Resources

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Year 9 Term 3 Short Term Planning and Resources

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Term 1: Crime and Punishment
This term students will focus on writing to inform and persuade. Students will be expected to recognise the difference between formal and informal text types and the conventions of newspaper articles and formal reports.
For this unit students will be expected to demonstrate security in their ability to:
- write in a consistent tense
- write in clearly demarcated sentences
-express ideas inspired by their reading and use some formal
vocabulary choices
- follow a clear and coherent plan to structure articles/formal
reports
-begin to experiment with different ways of starting sentences

Key assessed pieces of writing include police report and an article themed around school discipline.

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Year 7 Term 1 Short Term Planning and Resources

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Year 7 Term 1 Short Term Planning and Resources

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Term 2: Heroes and Villains
This term students will focus on writing to inform, persuade and describe. Students will be expected to judge the level of formality for each transactional task. Students will be expected to understand the conventions of formal letters and leaflets.

For this unit students will be expected to demonstrate security in their ability to:
-  adopt and maintain a persuasive viewpoint
- use a range of sentence structures using some punctuation
choices for persuasive effect
-express and develop an increasing range of ideas and maintain
an appropriately judged tone
- follow a clear and coherent plan to structure a formal
letter/leaflet
- use topic sentences to link ideas between paragraphs

Key assessed pieces of writing include a formal letter themed around a 'local hero' and an informative leaflet based around the Industrial Revolution.

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Year 8 Term 3 Short Term Plans and Resources

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Year 8 Term 3 Short Term Plans and Resources

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Term 2: Extreme Emotion
This term students will focus on writing to persuade and advise. Students will be expected to judge subtleties in the level of formality needed for different purposes and audiences. Students will be expected to understand the conventions of formal and informal letters, leaflets and speeches.

For this unit students will be expected to demonstrate security in their ability to:
- sequence and signpost ideas in order to make meaning clear
-develop ideas within paragraphs with a greater repertoire of ideas
- make use of different sentence forms, lengths and punctuation for effect
-use patterns of language and vocabulary choices for effect
- demonstrate an ability to independently refine and edit writing before submission of a final draft.

Key assessed pieces of writing include a formal and informal letter using springboards from articles and literature read as part of the wider unit. The construction of a leaflet themed around "extreme sport" and a persuasive speech aimed at an audience of peers.

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Year 9 Term 2 Short Term Plan and Resources

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Year 9 Term 2 Short Term Plan and Resources

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Spoken Language Overview

Term One
Two spoken language tasks are completed in the first term of Year 7. Students are asked to write and deliver a formal police report themed around the depiction of crime within 19th Century non-fiction sources. Through this task students are expected to express straight forward ideas in a clear and formal way. They will be asked to reflect on different patterns of spoken language, noting the difference between conversational language and professional spoken language. Students are also asked to perform the monologues that have an assessment crossover with a writing task. Here students are expected to demonstrate more conversational and emotive language choices. They will be asked to demonstrate an understanding of stage direction to aid their dramatic performance.

Term Two
In term two students are asked to present their critical analysis of a Shakespearean extract as a formal presentation. Through this task students will be expected to extend their speech to cover a greater range of details and draw on evidence to support their viewpoints. They will be tasked with signposting this speech to make it clear when and where they are referencing the text being studied. An extra-curricular competition is also launched in term two. Students are asked to memorise and perform a poem as part of an external and internal competition. Students will be taught how patterns of language and structure in poetry can guide spoken word expression and be used to create meaning. They will achieve the purpose of these performances by delivering poems in such a way to enhance meaning.

Term Three
In term three students are asked to work as a group member to deliver two persuasive pitches based on the unit theme of travel and exploration. By working as a group member students will be expected to demonstrate an ability to express themselves clearly as part of a larger group whilst clearly signposting the direction of the pitch. By this stage in the year, students will be expected to deploy vocabulary that is clearly designed to persuade and to structure talk in way designed to meet the needs of a listening audience.

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Spoken Language Overview

Term One
Students are asked to present a dramatic monologue in character as one of the literary heroes or villains studied as part of the wider unit. Students will be expected to use skills in inference to transfer the ways in which the original creator of these characters created meaning within the text to a dramatic performance. They should incorporate gesture, body language and facial expression to support this.

Term Two
In term two students are asked to deliver a formal presentation. They will imagine they are raising an issue or complaint with a local council meeting around a local issue. The challenge for students here will be to balance a passionate and persuasive tone whilst maintaining some professional distance. Students will be expected to achieve the purpose of this speech by judging the correct levels of formality needed to argue and persuade.

Term Three
In term three students are asked to put together a persuasive 'Dragon's Den' style pitch based on a piece of descriptive writing inspired by their comprehension study of The Demon Headmaster. Students will be expected to express their increasingly imaginative and sophisticated designs in a persuasive manner. These pitches will challenge students to develop their ideas in order to fully persuade the "dragons" of the success of their inventions.

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Spoken Language Overview

Term One
Students are asked to independently work on an extended spoken language homework project based around an issue of conflict within the local area. Students will be guided in developing research skills in order to provide sophisticated and challenging ideas to support their views on their chosen topic. Students will demonstrate the ability to structure and organise their unique argument in a thoughtful manner and to sustain an appropriately formal tone whilst delivering material in a way designed to engage a listening audience. By this stage, students will be expected to draw upon a range of figurative and persuasive devices to help convey meaning within their speeches.

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Y7 Term 2 Short Term Lesson Planning and Resources

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Y7 Term 2 Short Term Lesson Planning and Resources