Year 8 — English

Term 1 and Term 2: Language - Gothic Fiction. Literature - 'The Boy in the Striped in the Pyjamas' and 'My Sister on the Mantlepiece'

To build on their English Literature skills continued from Year 7, pupils will read extracts with a Gothic genre. (For example: 'The Signalman', 'The Monkey’s Paw' and 'The Red Room'). They will practise reading and comprehension of Pre-19th century Literature. The key focus here will be on understanding plot, character and themes from the novel. The idea of form, context and Gothic conventions will also be examined in the scheme of work. Pupils will also be building on key skills of identifying, inferring, deducing, explaining and writing in clear PEE (Point/ Evidence/ Explanation) paragraphs.

Gothic

A genre or mode of literature and film that combines fiction and horror, death and at times romance.

Supernatural

Elements attributed to some force beyond understanding or the laws of nature.

Ghostly

of or like a ghost in appearance or sound; eerie and unnatural

Sublime

A concept from a branch of philosophy which deals with the nature of beauty and taste.

Interpretation

Looking for implicit meanings based on textual evidence

Prose

Written language in its ordinary form

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Spiritual, social and cultural skills developed. Develop the individual: Students will consider a range of non-fiction literary forms. They will learn how to approach an unseen text, focusing on language, form and structure, which will in turn feed into their GCSE study. Students will be asked to use empathy skills in order to appreciate the context of the texts they read.

Create a supportive community:

Term 1 and 2: Extended Reading: 'The Boy in the Striped Pyjamas' and 'My Sister Lives on the Mantlepiece'

Firstly, students will work with their teachers on reading the novel. They will annotate a range of literary devices that the writer uses to craft the novel. Pupils will also identify the effects of Language and Structure within the text. To develop and nurture their English Literature skills, students will be working with their English teachers on texts and tasks linked to the Literature text. They will consolidate their PEE (Point/ Evidence/ Explanation) skills, building confidence and competence in preparation for the Literature assessment scheduled for the end of term.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Spiritual, social and cultural skills developed. Develop the individual: Students will consider a range of non-fiction literary forms. They will learn how to approach an unseen text, focusing on language, form and structure, which will in turn feed into their GCSE study. Students will be asked to use empathy skills in order to appreciate the context of the texts they read. Students will explore their ideas together, developing listening and appreciation skills. They will learn to share ideas and different interpretations about the texts in a safe and respectful way.

Create a supportive community:

Students will explore their ideas together, developing listening and appreciation skills. They will learn to share ideas and different interpretations about the texts in a safe and respectful way.

Term 3: Shakespeare - Much Ado About Nothing

Reading: Shakespeare:

'Much Ado About Nothing'

To build on their basic English Literature Skills from Year 7, pupils will read sections of William Shakespeare’s 'Much Ado about Nothing'. They will practice reading and comprehension of a Shakespeare text, analysing the writer’s use of Language and Structure. The key focus here will be on understanding plot, character and themes from the play. However, pupils will also explore the contextual factors underlying the play, such as patriarchy in Elizabethan England; Shakespeare's Globe theatre and its theatrical conventions; visting the theatre in Elizabethan times and the beliefs, traditions and values of the period, which would have shaped the ways in which Shakespeare's audiences receieved this play. Pupils will be taught to write in clear PEE (Point/ Evidence/ Explanation) paragraphs, selecting suitable quotations from the play as supporting evidence to demonstrate their understanding of textual content.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Spiritual, moral, social and cultural skills developed. Develop the individual: Students will consider a range of non-fiction literary forms. They will learn how to approach an unseen text, focusing on language, form and structure, which will in turn feed into their GCSE study. Students will be asked to use empathy skills in order to appreciate the context of the texts they read.

Create a supportive community:

Students will explore their ideas together, developing listening and appreciation skills. They will learn to share ideas and different interpretations about the texts in a safe and respectful way.

Term 4: Speeches

Students will read speeches by a variety of inspirational writers this includes Malala's speech to the UN and Barack Obama's inauguration speech. Students will analyse and evaluate the use of rhetorical and persuasive devices and apply it to their own speeches.

Alliteration

Words that have the same consonant sound

Metaphor

A subject of a poem is described as being the same as another otherwise unrelated object

Personification

To give human qualities to an object

Stanzas

Group of lines, otherwise known as verses

Rhythm

Rhythmic patten in poetry is used to make it easier on the ear. Sonnets use a pattern called iambic pentameter.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Spiritual, moral, social and cultural skills developed. Develop the individual: Students will consider a range of non-fiction literary forms. They will learn how to approach an unseen text, focusing on language, form and structure, which will in turn feed into their GCSE study. Students will be asked to use empathy skills in order to appreciate the context of the texts they read. Students will explore their ideas together, developing listening and appreciation skills. They will learn to share ideas and different interpretations about the texts in a safe and respectful way.

Create a supportive community:

Students will explore their ideas together, developing listening and appreciation skills. They will learn to share ideas and different interpretations about the texts in a safe and respectful way.

Term 5: Poetry from Diverse Cultures

Students will study a range of poems originating from people of different backgrounds and cultures. They will explore and analyse themes and consider the way the writer uses language and structures to express their own beliefs, ideas and identity.

Anecdotes

Short stories that you use to make the listener feel sympathy or to illustrate a point.

Contrasts

This is where you show the differences in viewpoints or ideas

Emotive words

Words deliberately designed to make the listener have strong feelings.

Hyperbole

Over the top words/phrases to emphasise a point.

Personal pronouns

Using words such as 'I', 'we' or 'you' to talk directly to the listener.

Rhetorical questions

Questions that are used in a speech to engage the listeners

Quotes

Quotes are used when you bring in some information from another person or a famous book or film to illustrate your point.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Spiritual, moral, social and cultural skills developed. Develop the individual: Students will consider a range of non-fiction literary forms. They will learn how to approach an unseen text, focusing on language, form and structure, which will in turn feed into their GCSE study. Students will be asked to use empathy skills in order to appreciate the context of the texts they read. Spiritual, moral, social and cultural skills developed. Develop the individual: Students will consider a range of non-fiction literary forms. They will learn how to approach an unseen text, focusing on language, form and structure, which will in turn feed into their GCSE study. Students will be asked to use empathy skills in order to appreciate the context of the texts they read. Students will explore their ideas together, developing listening and appreciation skills. They will learn to share ideas and different interpretations about the texts in a safe and respectful way.

Create a supportive community:

Students will explore their ideas together, developing listening and appreciation skills. They will learn to share ideas and different interpretations about the texts in a safe and respectful way.

Term 6: Language - Survivors

Non-fiction texts based around stories of adventurers and survivors such as Bear Grylls, Neil Armstrong and Tim Peake. In this unit, students will develop skills in comparative writing focusing on how to craft an argument identifying similarities and differences between the writer's conventions and ideas.

Target audience

The sort of people the play is aimed at

Monologue

A longer speech shared by one person on stage to share their internal thoughts and feelings

Exposition

Tells the story up the point when the play starts.

Resolution

How the situation ends.

Dialogue

An exchange of conversation between characters on stage

Stage directions

Indicate the movements/actions of characters but should not be said out loud

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Create a supportive community:

Students will explore their ideas together, developing listening and appreciation skills. They will learn to share ideas and different interpretations about the texts in a safe and respectful way.