Year 9 — English

Term 1 and Term 2: Literature- Modern Drama 'Noughts and Crosses'. Language - Imaginative Writing

In this unit, students will explore Modern Drama and in their study of 'Noughts and Crosses' they will build their understanding around contemporary themes such as democracy, mutual respect, tolerance and issues around identity. They will look at context more broadly and establish the writer's intent.

Through different media forms, we then introduce students to 'Romeo and Juliet' and linked key themes. This includes different film and theatre adaptations which they must analyse and evaluate and print media for key scenes such as Mercutio 'Queen Mab Speech' in the form of a Graphic Novel.

Imaginative Writing - students will learn how to create an interesting and sophisticated narrative voice through both language and structure.

1. Reading - Question on unseen text focusing on language and structure of texts

2. Imaginative Writing – writing task

  • 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. . 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. Developing the 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.

Create a supportive community:

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. Developing the 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 1 and Term 2: 'Noughts and Crosses' and Imaginative Writing

In this unit, students will explore Modern Drama and in their study of 'Noughts and Crosses' they will build their understanding around contemporary themes such as democracy, mutual respect, tolerance and issues around identity. They will look at context more broadly and establish the writer's intent.

Through different media forms, we then introduce students to 'Romeo and Juliet' and linked key themes. This includes different film and theatre adaptations which they must analyse and evaluate and print media for key scenes such as Mercutio 'Queen Mab Speech' in the form of a Graphic Novel.

Imaginative Writing - students will learn how to create an interesting and sophisticated narrative voice through both language and structure.

1. Literature question: Extract and whole play focus based on: Context and whole play, Understand plot, characterisation, themes. Students also to evaluate choice of language and structure

2. Transactional writing: letter

  • 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. Developing the 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.

Create a supportive community:

Term 3: Literature - Extended Reading

Reading: English Literature:

Of Mice & Men (John Steinbeck).

There will be a main focus will be on understanding plot, character and themes from the novel. Pupils will understand how to analyse and comment on the overall structure of the text, the context and writer’s message within the text. Pupils will also be building on the key skills of identifying, inferring, deducing, explaining and writing in clear PEE (Point/ Evidence/ Explanation) paragraphs.

Writing: Imaginative writing practice.

SPAG: Structuring a whole text: connectives, introductions, conclusion

-Sentencing/clauses

-Advanced punctuation

1. Literature question: Extract and whole play focus based on: Context and whole play, Understand plot, characterisation, themes. Students also to evaluate choice of language and structure

2. Transactional writing: letter

  • 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. Developing the 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.

Create a supportive community:

Term 4: Poetry – Conflict

Pupils will study a range of poem around the theme of conflict. Students will develop their annotation skills, focusing on how language and structure is used to present the poets’ viewpoints on war. Students will learn how to make links between poems, and compare the ways in which poets have presented key ideas and emotions. Key contextual information will also be explicitly taught linked to the poetry.

1. Poetry – Compare how ideas about conflict are presented in two poems. Focus on ideas and themes, language, form and structure, and context.

2. Imaginative writing task.

  • 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. Developing the 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.

Create a supportive community:

Term 5: Non-Fiction Texts - Understanding Viewpoints

Students will read and annotate a range of non-fiction extracts focusing mainly on how successfully the writer has developed their viewpoint, ideas and arguments across the text. Some work on comparison of non-fiction texts will be explored here; and a developing understanding of how to write non-fiction text types such as letters, speeches, articles, reviews, travel writing will be explored.

1. Questions on two thematically linked, unseen, non-fiction extracts. Comparison of 2 unseen texts from 20th C and 21st C.

2. End of year exam based on paper 1 of the Edexcel English GCSE paper; section A reading comprehension - fiction texts comprehension; section B – imaginative writing

  • 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. Developing the 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.

Create a supportive community:

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. Developing the 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: Literature: Of Mice & Men

Reading: English Literature:

Of Mice & Men (John Steinbeck).

Literature Prose practice for paper 1.

There will be a main focus on understanding plot and structure, the presentation of characters, themes and the context in which it was written.

Also practise responding to unseen passages for creative exploration of writers’ style.

Writing: Imaginative writing practice.

SPAG: Structuring a whole text: connectives, introductions, conclusion

-Sentencing/clauses

-Advanced punctuation

1. End of year exam based on Paper 2 of the GCSE English exam; section A – reading comprehension - non-fiction texts; section B – transactional writing

2. Literature Prose practice for paper 1. There will be a main focus on understanding plot and structure, the presentation of characters, themes and the context in which the text was written.

  • 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. Developing the 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.

Create a supportive community: