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HEAD OF DEPARTMENT: Mrs Sue Jones-Edwards

TEACHER:  Mrs Ruth Edwards-Thomas

Key Stage 3 

Year 7

Autumn Term

Set AC Roald Dahl “Boy”, extracts from Gerald Durrell “My Family and other Animals” and selection of autobiographical writings- follow autobiography scheme. Writing own autobiographies; drafting and redrafting using ICT; making a book.

Set SJ Monsters, Myths and Legends scheme – Welsh and Greek legends;  “Wonder” novel about differences. Grammar and language work – rules for sentences, paragraphing, using similes. Implementation of AFL success criteria tool bars to do range of extended writing tasks. Self and peer assessment. Weekly spelling programme in individual work books.  Fortnightly independent reading lessons.  Individual paired reading programme – Buddies scheme with Yr 12 pupils.

Taking part in Readathon.

Internal tests.

Christmas poems and stories – both sets, (last three weeks)     

Spring Term

Set 1  Monsters, Myths and Legends scheme. “Wonder” novel

Set 2  “Boy” etc.

As above for first half term.

Creative writing for Eisteddfod.

Grammar and language work – parts of speech; nouns, adjectives and conjunctions; types of sentence – simple and compound – work incorporated into text-based study and using material from Grammar and Literacy files. Weekly spelling  and fortnightly reading contd. 

Work continued into this half term, using the success criteria toolbars to carry out extended writing tasks.

Both sets - “The Gold of Lies” play – introduction to drama.  Individual oral presentations to class about a country of choice – to include history, geography, culture, literature and film aspects – research done in class, library and at home.

Summer Term

Set 1  “The Boy in the Striped Pyjamas” - follow scheme.

Set 2  “Tom’s Midnight Garden” – follow scheme.

Grammar and language work – targeting punctuation; improving sentence structure with adverbial clauses.

Internal exams.

Writing poetry – haiku.

Weekly spelling and fortnightly independent reading continued.

Year 8

Autumn Term

Set 1 “Holes” – follow scheme.

Set 2 differentiated texts for study of Dickens. Abridged “Great Expectations” and passages from “Dickens’ Characters” (Heinemann). “Skellig” novel.

Grammar and Language work – verbs and adverbs; types of sentence – simple, compound, complex, analysis of structure – incorporated in extended writing tasks using success criteria toolbars. Self and peer assessment, AFL.

Weekly spelling and fortnightly independent reading continued.Set 1 continue with “Oliver Twist” scheme.

Set 2 creative writing tasks – springboard from Dickens.

Internal tests.

Take part in Readathon.

Spring Term

Set 1 “Underground to Canada”, to tie in with theme of slavery studied in history.

Set 2 “Holes” – theme of friendship.

Developing oracy – discussions and group presentations; poetry assignment – reflections and people or weather themes (understanding of metaphor); short stories from Wales – descriptive writing.

Creative writing for Eisteddfod; individual and group recitation for Eisteddfod.

Grammar and language work – verb tenses.As above but Set 1 “Holes” and Set 2 “Underground to Canada”

Summer Term

Both sets – Newspaper theme; studying different media texts and creating a group newspaper.

Study of non-fiction texts – brochures, adverts etc. Using success criteria toolbars for analysis and self and peer marking.

Weekly spelling and fortnightly independent reading continued.

Creating a book for a young child; to include short stories, poems, puzzles and facts – awareness of readership.

Internal exams.

Year 9

Autumn Term

Choice of Shakespeare play for part of levelling portfolio work.

Set 1  (Sep 2013) “The Tempest”

Set 2 “Macbeth”.

Language work – puns, classical allusion, iambic pentameter. Study of themes and characters. Extended writing tasks using success criteria toolbars.

Begin work for ESW Level 1. Reading task C1.2.1 – reading two entirely different, unrelated documents (at least one containing an image, one 250 words long minimum), annotating and highlighting, showing understanding through comprehensions. Hoping to include theatre workshop visit to Aberystwyth University as in previous years.

Developing oracy – debating skills.

Taking part in Readathon.

Independent reading fortnightly.

Internal tests.

Complete work for ESW Level 1 Writing tasks C1.3.1 – writing two short documents of different types to communicate information to a familiar audience. One must be at least 250 words long. SPaG. Evidence to include planning notes and at least one draft, with evidence of checking. Suitable tasks include: a letter to the head teacher suggesting improvements to the school; a diary record of the past week; instructions for doing something.

Spring Term

Ballads and narrative verse theme. Study of “The Rime of the Ancient Mariner” and “The

Lady of Shalott”. Further study of rhythm and form. Transposing story from ballad to cartoon form or diary.

Extended writing tasks – non-fiction.

Creative writing for Eisteddfod.

Speaking and Listening tasks for ESW Level 1 C1.1.1/C1.1.2/C1.1.3. One individual presentation about hobbies; two discussions (one on literature text, one on topical issue). Evidence in the form of preparatory notes and research, and self-assessment sheet.War poetry unit. Study of “The Charge of the Light Brigade” by Tennyson and “Dulce et Decorum Est” by Owen.

Oracy - group discussion; paired drama focused presentation for leveling portfolio.

Summer Term

Language and brochure work; emphasis on persuasive writing techniques. Using success criteria toolbars to create own brochures.

Look at advertising techniques and analyse a variety of adverts.

Fortnightly independent reading.

Internal tests.

C2.3.1) -  two texts on a particular subject in order to compare how the writers present information; eg Lewis Hamilton texts from GCSE paper Jan 2013

Writing task 2  C2.3.1 – formal letter to local authority outlining problems for young people and offering solutions.Move to Year 10 timetable and groups.

Introduction to GCSE course and texts.

Begin work for Level 2 Communication: Reading task  C2.2.1 (doubles as Writing task 1)

Key Stage 4

Year 10

Autumn Term

Shakespeare play for Poetry and Dramacontrolled assessment.( September 2012) Set 1 studying “Romeo and Juliet”, Set 2 studying “A Midsummer Night’s Dream” and Set 3 “The Tempest”. Creative writing controlled assessment (Unit 3 Language) using selection from titles issued by WJEC (narrative). Preparation for Speaking and Listening task 1; individual presentation (functional, communicating and adapting) – recommendation of someone for a special achievement award.

Continue work for Level 2 Communication Speaking and Listening. Two speaking and listening tasks, one solo presentation to the class – “The soundtrack to my life”; one group discussion on a topical issue.Complete drama aspect of Literature controlled assessment (Unit 3 Literature).

Begin studying poetry on matching theme from WJEC anthology and carry out 2nd part of controlled assessment. Carry out prepared Speaking and Listening task 1.

Third speaking and listening task for Level two accreditation – second group discussion on Shakespeare play being studied; eg “Who is to blame for the deaths of Romeo and Juliet?”

Spring Term

Creative writing controlled assessment, (Unit 3 Language) using titles from WJEC (descriptive).

Study of “Of Mice and Men” including Language controlled assessment (Unit 3 Multicultural prose) focusing on Crooks (chapter 4).

Speaking and Listening task 2 (interacting and responding); discussion of racism today linked to study of “Of Mice and Men”

Practise discrete non-fiction writing tasks using the success criteria toolbars; self and peer assessment.

3rd part of Literature controlled assessment based on links between Shakespeare play and poetry. 

Summer Term

Speaking and Listening task 3 – role play of mock job interview (functional, creating and sustaining a role).

Preparation for Language controlled assessment (Unit 4 Studying spoken language) – appropriate language for an interview.Begin study of Silas Marner.

Creative writing controlled assessment (Unit 3 Language), (narrative).

Creative writing controlled assessment (Unit 3 Language), (descriptive).

Year 11

Autumn Term

Study of “Silas Marner” continued. Frequent text analysis using the success criteria toolbars – self and peer assessment. Literature essay writing skills. 

Preparation for Language exam – analysis of non-fiction texts

Speaking and Listening task – presentation based on research on an aspect of Silas Marner (functional, individual; communicating and adapting language).

Final 4 weeks revision of “Of Mice and Men” and poetry comparison skills for external assessment English Literature Unit 1.

Internal tests.

Spring Term

Speaking and Listening task – discussion of local/national/international issue in character (functional, creating and sustaining a role).

Preparation for Language examination – non-fiction forms.Study of “A View from the Bridge”. Character, plot and theme analysis skills. Speaking and Listening task – discussion of characters and themes (non-functional, interacting and responding).

Spoken language study – watch, discuss, annotate transcripts from “The Apprentice” and write controlled assessment Unit 4.

Summer Term

External assessment English Literature Unit 2b “Silas Marner” and “A View from the Bridge”.

External assessment English Language  Units 1 and 2 Writing and Reading non-fiction.