English

 

 

LIME HOUSE SCHOOL ENGLISH DEPT. TERM GUIDE: YEAR 7 (2016-17)

(As long as the syllabus is covered there is no necessity to work chronologically-this is a guide: tick-off that which is taught. Resources are teacher’s choice. Include newspapers, magazines, on line articles, web pages, text books for fiction and non-fiction and film)

Term I

Department rules for presentation of good work.

Speaking and Listening

Use of standard English and voice projection

Eg, The Summer Holidays

 

Spelling

·         Revision of: All aspects of spelling covered in primary years (use KS2 text)

 

Poetry

Poetic structure, layout, associated ideas, vocabulary to create poems for National Poetry Day (October)-theme “messages” Display work.

 

Reading for meaning FICTION

Choose Harry Potter (or other text for this level eg.”Holes”.

Harry Potter SOW covers many KS3 skills. Display work.

 

 Language structure, grammar and syntax

·         Nouns-compounds

·         verbs and adverbs

·         pluralisation

·         punctuation

·         speech marks

·         sentence types and moods

 

Writing to inform, explain, describe-show examples and modelling (use text books and contemporary writing)

·         adjectives

·         adverbs

·         imagery-simile

·         paragraphing and cohesion

·         forms of address

 

Summative testing of extended writing piece for report

Christmas vocabulary and associated cultural references. Readers prepared for church-Dalston.

 
Term 2

 

Drama

Pupils will see a live performance of a play by Shakespeare4 Kidz  at the Sands Centre, Carlisle

A summary of the plot, introduction of the main characters and the animated version of the play will be shown.

Shakespeare’s language and his theatre.

Word level-new vocabulary-eg. “star-crossed”

 

Review writing

 

Sentence work and skills to review

live performance.

 

Prepare candidates for Carlisle drama festival

 

Spelling-

·          focus on whole class weaknesses and increase complexity of words for testing.

See spelling text book

 

 

Reading for meaning NON-FICTION

 

Anne Frank’s diary or Bill Naughton’s “The Goalkeepers revenge”. See SOWs

Explore

·          setting

·          tense

·          person

·          language change

·          culture- social/political/economic

·          audience

 

Grammar

 

·          Synonyms and Antonyms

·          Prefixes and suffixes

 

Summative testing of spelling, punctuation and grammar for Interim report

 

Awareness of Literary competitions eg. “Young Writers”. We cannot enter all that are sent to us, but one a year encourages involvement and creativity.

 

 
Term 3

 

Poetry

 

Writing for a class competition- an outside judge. Eg. Nursery Rhymes-

·          purpose and audience

·          purposeful vocabulary

·          sound (repetition, rhyme, rhythm,

onomatopoeia, alliteration)

·          structure

·          presentation and delivery

 

 

Media-writing to persuade, argue and advise.

 

Study presentation and layout of leaflets and flyers.

Study the language used eg. imperative verbs and sentences.

See resource box for examples.

 

Pupils will design and create their own theme park (use of IT room if available)

 

 

Drama

 

A series of Problem plays

 

Short scripts with summary questions which enforce positive attitudes and values to social problems.

 

Address anything topical or remarkable that would engage pupils in the news.

Use the media as a resource including the front pages of a range of newspapers.

 

 

End of year exams use key stage 3 levels 3-5 SATs papers and mark schemes. These inform levels for reports

 

 

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Extension tasks

 

Reading books in English room

Comprehension sheets

Spelling and grammar sheets

Short story titles

Play scripts

Display work

 

 
 

 

LIME HOUSE SCHOOL ENGLISH DEPT.TERM GUIDE: YEAR 8 (2016-2017)

 (As long as the syllabus is covered there is no necessity to work chronologically-this is a guide: tick-off that which is taught. Resources are teacher’s choice. Include newspapers, magazines, on line articles, web pages etc as above)

 

Term 1

 

Department rules for presentation of good work.

Speaking and Listening:

Eg The summer holidays

Spelling work revisited

Work to include:

§   pluralisation

§   prefixes and suffixes

§   doubling the consonant

Punctuation work revisited:  Speech marks, commas, semi colons, colons, apostrophes, etc.

Poetry

Poetic structure, layout, associated ideas, vocabulary to create poems for National Poetry Day (October)-theme “messages” Display work.

Sentence Work. Pupils should be taught to:

§   review their knowledge of simple sentence structure

§   combine clauses into complex sentences, using the comma effectively

§   recognise how sentences of different length can be used for effect: e.g. to create suspense

Paragraphing and cohesion

Pupils should be taught to:

§   organise ideas into a planned sequence of paragraphs

§   employ different methods of organising information in paragraphs

Study of literary texts( include 19th century) to be used for comprehensions and exemplars for recognising and using comparisons – imagery:

§   metaphors and simile

§   personification

§   sound (alliteration/assonance)

Resource-

 The Goalkeepers’ Revenge by Bill Naughton see SOW and work sheets or “Carrie’s War”

Extracts from 19th century text seg, opening scene of Great Expectations

 

Summative assessment for reports

Christmas vocabulary and associated cultural context.
Term 2

 

Language Study:

Work to include

§  Formal and informal writing

§  Difference between written and spoken English

§  Accent, Dialect and Standard English

§  Differences between modern English and English from another historical period

Resource

Eg Great Expectations-Dickens

Opening of “Bleak House”

Eg Holes-Louis Sacher see SOW

Research and Oral:

·         Investigative work leading to giving a talk using power point

·         Preparation and practice for Carlisle and District music and drama festival.

Vocabulary

Review ability to recognise links between words related by word families and roots-work sheets and OHP

Practical Writing

Pupils should be taught to:

§   Organise and present information selecting appropriate material and making effective use of language, layout and illustration. e.g. a recipe, tacking up a horse.

Grammar

Pupils should be taught to:

§  Recognise different verb tenses and how they are used in different texts; e.g. cookery books, novels, travel guides and travel writing.

§  Concord, ambiguity and redundancy eg.double negatives.

Letter Writing

Writing a moderately toned letter of complaint. Persuasive devices/layout/address/formality

Eg. El Diablo hotel

 

Easter vocabulary and associated cultural context

 

Summative assessment for Interim Reports
Term 3

 

Media-

Advertising – still images TV/Radio/Magazines

§  Captions/jingles

§  Colour/tone

§  Layout/font styles/logo

§  Language/audience/purpose

Focus on

Bias and stereotyping

Recognising fact and opinion

Writing and speaking to persuade, argue or advise.

Pupils should be taught to:

§  Develop and defend a personal view, using appropriate rhetorical devices

§  Present a counter argument, addressing weaknesses and offering alternatives

§  Present a balanced argument which explores ‘both sides’ of an issue: e.g. uniform, Calais Refugee camp etc.

 

Genre

Pupils should be taught to:

§  Recognise how literature can be sub divided into genre

§  Explore the conventions of a particular genre

§  Highlight similarities and differences which occur in a genre over time.

Eg. The gothic

Resources/extracts from “Frankenstein’s Monster”/Vampire diaries.

Spelling

·         Revise and remember high frequency spelling

·         Pupils own spelling corrections revisited.

 

Summative assessment for reports

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Extension tasks:

Reading books in English room Comprehension sheets

Spelling and grammar sheets

Play Scripts


LIME HOUSE SCHOOL ENGLISH DEPT. TERM GUIDE: YEAR 9 (2016-17)

(As long as the syllabus is covered there is no necessity to work chronologically-this is a guide: tick-off that which is taught. Resources are teacher’s choice Include newspapers, magazines, on line articles, web pages etc as above)

Term I

 

Department rules for presentation of good work.

Speaking and Listening

Use of standard English and voice projection

Eg, The Summer Holidays

 

Poetry

Poetic structure, layout, associated ideas, vocabulary to create poems for National Poetry Day (October)-theme “messages” Display work.

 

Grammar

§   Revisit simple, compound and complex sentences.

§   Use of coordinating and subordinating conjunctions

§   Discourse markers

 

Reading Fiction and Non-fiction

“Private Peaceful”

·         Read for meaning

·         Discuss social, cultural and historical attitudes and values

·         Identify themes- write about LOVE in the novel.

·         Structure and the author’s craft

·         War and trench life. WW1 Poetry

·         Centenary of Battle of the Somme

Reading Fiction : Fantasy eg. Skellig

·         read for meaning and deduction

·         understanding the author’s craft

·         identifying themes

·         structure of opening and ending

·         debate school v home education

 

 

Writing to argue: home versus school education.

Use as summative assessment.

 

Writing to review

 

·         study skills for review writing

·         write review for Skellig novel/film

 

Christmas vocabulary and associated cultural references. Readers prepared for church-Dalston.

Summative assessment of reading for meaning and SPaG test for reports.

 

Holiday prep:

Prepare presentation for next term.
Term 2

 

Speaking and Listening

·         pupils talk on own subject

·         pupils listen and ask relevant questions

·         peer assessment sheets for talks

·         teacher assessment for clarity, structure, gesture, tone and pace.

Carlisle Drama Festival prep.

 

Drama

Shakespeare –His life and times.

Resources-Twelfth Night, Macbeth and other informative texts in classroom. Pupils own research. Use in association with a live production- “Shakespeare for Kidz”, The Sands Centre, Carlisle. Risk ass. Complete.

Review the performance

·         read for meaning and understanding

·         use of character

·         use of imagery

·         use of language

·         stage craft

·         use DVD for exemplification of performance and delivery

·         write a missing scene or ten years on.

·         letters between the characters

Language structure grammar and syntax

·         nouns and lexical fields

·         verbs =transitive and intransitive

·         adjectives and compounds for effect

·         adverbs and adverbial clauses

·         preposition and prepositional clauses

·         conjunctions-co ordinating and subordinating

·         synonym/antonym, vocab.extension

Resources- class work sheets/text books/ web sites eg. Teachit /pupils own sentences, interactive DVD, Grammaticus

Writing to describe

·         model descriptive language

·         structure: beginning, middle and end.

·         use of adjectives and adverbials

·         types of sentence to engage

Resources eg-text book/The guardian-“country diary”

Explore topical news Non-Fiction reading

·         research using ICT room

·         writing a newspaper article

·         drafting and redrafting

·         using subheadings ;columns

·         logo; graphics

·         language of tabloid newspaper journalism

Eg. Death of famous person-obituary

Interim reports
Term3

 

Reading fiction eg. Animal Farm

·         genre of allegory

·         read for meaning

·         inference

·         deduction

·         prediction

·         structure of opening and ending

 

Writing to Argue and Persuade

 

·         use model eg. Cameron’s Brexit speech

·         rhetorical devices

·         write Snowball’s speech

(group work, one delivers, peer group assessment)

 

19th Century Poetry:

§   revisit Blake (introduced in Skellig)

§   Lakeland poets

§   Visit for all Key Stage 3 to Dove Cottage-to study William and Dorothy Wordsworth

 

The Lakeland visit will help to contextualise rural England in the early Victorian period in preparation for GCSE Literature  work.

 

Preps all year groups:

 

Two preps per week. One spelling-eg. Schonell, family groups or most frequently misspelled. Pupils own collective misspellings. Vocabulary extension work.

Preps submitted next lesson or spelling tests peer marked, but collect in for checking and assessment.

 

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Extension tasks

Reading books in English room

Comprehension sheets

Spelling and grammar sheets

Short story titles

Play scripts
Discuss expectations for GCSE.

 

End of year exams.

Use SATS papers and mark schemes.

 Summative assessments for reports.


GCSE Course Planner (2 year) and SOW 2016-17   Group: Year 10/11

Year 1 
Year 2
Autumn 1

Discuss spec. and how we will teach it and pupils will learn

Revision poetic devices to create poem for National Poetry day-the theme ^ Messages”. Use the AQA poetry anthology, unseen poems and create an A-Z word bank.

Sat. Exam writing to explain.”What makes a good parent?”Skills taught.

“Inspector Calls”(for Lit paper 2) pre -reading activity and key spellings and vocabulary- see SOW. Source a local Live performance. Review writing. Compare 1954 film to stage production on internet.  Skills non-fiction writing-newspaper articles.

 

 
Autumn 1

Revision poetic devices to create poem for National Poetry day-the theme “ Messages” as Year 10.

Study Shakespeare, his theatre, stagecraft, writing and study “Macbeth”. See SOW.  Includes sequencing and “Hot –seating” .See Polanski film. Compare.

Sat. Exam Shakespeare Lit.exam question. See exemplar papers. and secure web pages.

 

Writing to present a point of view (Language paperA05,A06)

“Was Macbeth a hero or villain?”
Autumn 2

“A Christmas Carol” see SOW (for Lit paper1). Includes plot; character; themes; imagery; social, cultural and historical aspects (A03); standard English; narrative voice; prediction. Compare George C Scott version of film.

Sat. exam “An Insp. Calls” Past paper question,

Prepare readers for carol concert in Dalston church.

Reports
Autumn 2

Revisit “A Christmas Carol” revise knowledge of plot, setting, characters, structure, form and language including the context in which it was written and its intended audience and purpose.

Mock exam: Choose a question from exemplar bank.

Revisit aspects of punctuation and grammar in which pupils are weakest.

Preparation over the holiday of S and L presentation .

Reports
Spring 1

Study “Conflict” Cluster of poems in the GCSE Anthology( for Lit paper 2)

See poetry box for resources, notes etc. Use You Tube for poet’s readings and ways to study.

Visit “Poetry Live” Manchester.

Teach skills of comparison (A02)

Sat. Exam. Compare two unseen poems for the Lit exam.
Spring 1

Video presentations. Put on disc. Fill in paper work.

Use text books/newspapers/ magazines/ junk mail etc. to engage pupils in non-fiction writing .

Test and secure knowledge of reading for meaning, deduction. inference, author’s purpose etc. and language features(person et al )

Practise writing for different purposes and audiences and genre.

Letter salutation and valediction.
Spring 2

Spelling, punctuation and grammar revision/focus on pupils’ weaknesses.

Use multiple choice answer sheets. Peer mark and check.

Sat. Exam. “What really annoys me.” Revise writing to inform and language devices for audience and purpose.

Carlisle Drama festival prep. Skiing trip? Can coincide

Extracts of 19th Century texts:

·         Read for meaning; inference (A01/2)

·         Social and cultural context (A03)

 

Interim Reports
Spring 2

Revisit poetry cluster and practise deconstructing unseen poems and comparing them.

Revise “An Inspector Calls”

Revisit skills for answering Language paper.

 

See SOWS for worksheets, past papers, websites for students, revision guides to buy or depts. to lend.

 

 

 

Interim Reports
Summer 1

Model descriptive writing. Use text book resources or others eg. “Country Diary” regular article in The Guardian.

Discuss language, form and structure.

Give a choice of two titles.(A05,A06). Mark for assessment as well as

peer review. Strengths/weaknesses what score would pupils give?

Non –fiction reading and writing. Formal/informal language, form and structure. Sat.morn exam. Present a point of view.(A05/A06)

Eg. Should charity start at home?( Refugees in Calais)

 
Summer 1

Revision exemplar papers on line and hub meetings. Secure knowledge of assessment objectives for four exams.

Know how to navigate exam paper/structure/timings.

Secure SPAG; presentation; discourse structures; audience and purpose; language-vocabulary, discourse markers, sentence types and moods, jargon, PEED, inference, deduction, info. retrieval.
Summer 2

Practise PEED- point, evidence, explain, develop. See Collins resource.

Autobiographical writing “A museum of my Life” See Year 10 folder.

Use Mr Men-Mr Lazy to engage all class and address language paper Aos. See Folder for copies of text and work sheet, plus extension tasks for more able.

Revisit sentence types, moods and word classes.

Reports
Summer 2

GCSE

Exams

Extra revision sessions. 

Reports

 

A Level English  Language Specification 7701

 

Assessments (AS)

Paper 1: Language and the individual

What's assessed

• Textual variations and representations

 • Methods of language analysis are integrated into the activities Assessed

• written exam: 1 hour 30 minutes • 70 marks • 50% of AS Questions

 Textual variations and representations

 Two texts, linked by topic or theme.

• A question requiring analysis of one text (25 marks)

• A question requiring analysis of a second text (25 marks)

 • A question requiring comparison of the two texts (20 marks)

 

Paper 2: Language varieties

 What's assessed

• Language diversity • Writing skills • Methods of language analysis are integrated into the activities assessed

• Written exam: 1 hour 30 minutes • 70 marks • 50% of AS Questions

Section A –  Language diversity: a discursive essay on language diversity, with a choice of two questions (30 marks)

Section B – Language discourses: a directed writing task on attitudes to language (40 marks) 

 

A Level English  Language Specification 7701/7702

Assessment (A Level)

 Paper 1: Language, the individual and society

 What's assessed

• Textual variations and representations

 • Children's language development (0–11 years)

• Methods of language analysis are integrated into the activities Assessed

• Written exam: 2 hours 30 minutes • 100 marks • 40% of A-level Questions

Section A – Textual variations and representations

Two texts (one contemporary and one older text) linked by topic or theme.

• A question requiring analysis of one text (25 marks)

• A question requiring analysis of a second text (25 marks)

• A question requiring comparison of the two texts (20 marks)

Section B – Children's language development: a discursive essay on children’s language development, with a choice of two questions where the data provided will focus on spoken, written or multimodal language (30 marks)

 

Paper 2: Language diversity and change

 What's assessed

 • Language diversity and change

 • Language discourses

 • Writing skills

 • Methods of language analysis are integrated into the activities Assessed

 • Written exam: 2 hours 30 minutes • 100 marks • 40% of A-level Questions

Section A – Diversity and change. One question from a choice of two: either: an evaluative essay on language diversity (30 marks) or an evaluative essay on language change (30 marks)

Section B – Language discourses. Two texts about a topic linked to the study of diversity and change.

 • A question requiring analysis of how the texts use language to present ideas, attitudes and opinions (40 marks)

• A directed writing task linked to the same topic and the ideas in the texts (30 marks)

 

Non-exam assessment:

 Language in action

 What's assessed:

• Language investigation

• Original writing

• Methods of language analysis are integrated into the activities assessed

• Word count: 3,500

• 100 marks • 20% of A-level • assessed by teachers

 • Moderated by AQA Tasks Students produce:

• A language investigation (2,000 words excluding data)

 • A piece of original writing and commentary (1,500 words total) 

 

AS Level English  Literature Specification A 7711


Assessments
Paper 1: LOVE THROUGH THE AGES Shakespeare and Poetry

Students will study of two texts: one Shakespeare play and one AQA anthology of love poetry through the ages (pre-1900 or post-1900)
Assessed

·         written exam: 1 hour 30 minutes

·         closed book

·         50 marks

·         50% of AS level
 

Questions

Section A: Shakespeare. One passage-based question with linked essay (25 marks)

Section B: Poetry. One question on printed poem (25 marks)

 

Paper 2: LOVE THROUGH THE AGES Prose

Study of two prose texts. Examination will include an unseen prose extract
Assessed

·         written exam: 1 hour 30 minutes

·         open book

·         50 marks

·         50% of AS level
Questions

Section A: Unseen prose. One compulsory question on unseen prose extract (25 marks)

Section B: Comparing prose texts. One comparative question on two prose texts (25 marks)

A Level English Literature Specification A 7711/7712

Assessments
Paper 1: LOVE THROUGH THE AGES
Students will study of three texts: one poetry and one prose text, of which one must be written pre-1900, and one Shakespeare play. Examination will include two unseen poems
Assessed

·         written exam: 3 hours

·         open book in Section C only

·         75 marks

·         40% of A-level
Questions

Section A: Shakespeare: one passage-based question with linked essay (25 marks)

Section B: Unseen poetry: compulsory essay question on two unseen poems (25 marks)

Section C: Comparing texts: one essay question linking two texts (25 marks)

 

Paper 2: TEXTS IN SHARED CONTEXTS

Choice of two options:

Option 2A: WW1 and its aftermath

Option 2B: Modern times: literature from 1945 to the present day

Study of three texts: one prose, one poetry, and one drama, of which one must be written post-2000

Examination will include an unseen extract
Assessed

·         written exam: 2 hours 30 minutes

·         open book

·         75 marks

·         40% of A-level
Questions

Section A: Set texts. One essay question on set text (25 marks)

Section B: Contextual linking

·         one compulsory question on an unseen extract (25 marks)

·         one essay question linking two texts (25 marks)

 

NON EXAM ASSESSMENT: INDEPENDENT CRITICAL STUDY: TEXTS ACROSS TIME

Comparative critical study of two texts, at least one of which must have been written pre-1900

One extended essay (2500 words) and a bibliography
Assessed

·         50 marks

·         20% of A-level

·         assessed by teachers

·         moderated by AQA
 

 

IGCSE English Language Specification

(Until November 2016)

 Speaking and Listening

 
Presentation/Discussion text
10% of the English Language assessment
40 marks
  

Paper 1

 
Written paper
50% of English Language assessment
2 hours
50 marks
  

Paper 2

 
Written paper
40% of English Language assessment
2 hours
54 marks