Year 9 — English

Term 1: EDEXCEL – Paper 1, Section B: Imaginative Writing

Reading: English Language

Paper 1 – Writing

EDEXCEL – Paper 1

Section B: Imaginative Writing.

-Explore language and structure of texts

Question on unseen text focusing on the above.

Writing: Imaginative Writing – writing task.

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

-Sentencing/clauses

-Advanced punctuation

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. 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 2: English Literature - Paper 1 Sec A: Shakespeare – Romeo and Juliet

Reading: English Literature:

Paper 1 Sec A:

Shakespeare – Romeo and Juliet.

Literature question: Extract and whole play focus based on:

Context and whole play

-Understand plot, characterisation, themes

-Evaluate choice of language and structure

Writing: Transactional writing: letter, report, article, speech, interview.

SPAG: Structuring a whole text: connectives, introductions, and 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 3: English Literature - Paper 1 Sec A: Shakespeare – Romeo and Juliet

To build on their English Literature skills, pupils will read the novel chosen by their teacher in its entirety. The key focus this time 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/A (Point/ Evidence/ Explanation/ Analysis) paragraphs.

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. Practice for EDEXCEL Literature Anthology

Reading: English Literature Practice

Poetry – Conflict

Pupils will study a range of GCSE poems taken from the specified Edexcel Anthology in the cluster of Conflict. Pupils will develop key annotation skills that will support their further study of further anthology poetry at GCSE. Students will then learn how to make links between poems and compare the ways that writer's have presented key ideas and emotions in analytical paragraphs. Key contextual information will also be explicitly taught and expected in written responses. To compliment this, students will further develop their comparison skills by practising question 7a and 7b Language GCSE skills where students explore similarities between texts and then compare and contrast key ideas.

1. Poetry – Conflict. Practice for EDEXCEL Literature Anthology. 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: English Language Non-Fiction Texts

Reading: English Language:

Paper 2 – Non-fiction Sec A:

Edexcel GCSE English Lang Paper 2 – Reading.

Edexcel GCSE English Language Paper 2, Section A: Non-fiction.

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

Students will work with their teachers on annotating a range of fiction and non-fiction extracts to develop evaluation skills. Pupils will focus mainly on how successfully the writer has developed 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: