The Levett School English Scheme of Work

KS3 National Curriculum

Year 7

Term: Autumn 1

Theme: LIFE AND DEATH - Poetry old and new

Content

ARE objectives.

Activities

Useful Resources

OTRACK writing – year 5/6

Use further prefixes and suffixes and understand the guidance for adding them.

Spell some words with silent letters [for example, knight, psalm, solemn].

Continue to distinguish between homophones and other words which are often confused.

Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1.

Use dictionaries to check the spelling and meaning of words.

Use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary.

Use a thesaurus.

Write legibly, fluently and with increasing speed by: choosing which shape of a letter to use when given choices and deciding whether to join specific letters and by choosing the writing implement that is best suited for a task.

Plan their writing by:

· Identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.

· Noting and developing initial ideas, drawing on reading and research where necessary.

· In writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed.

Draft and write by:

· Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.

· Using a wide range of devices to build cohesion within and across paragraphs.

· Using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining].

Evaluate and edit by:

· Assessing the effectiveness of their own and others' writing.

· Proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.

· Ensuring the consistent and correct use of tense throughout a piece of writing.

· Ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register.

Proof-read for spelling and punctuation errors.

Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.

Summarising texts knowing how language, including figurative language, vocabulary choice, grammar, text structure and organisational features, presents meaning (2 - 3 weeks)

Take a selection of poems and go through their narratives, the characters, the poet’s use of language, presentation and structure. I would take a poem per week.

Classic

The Highwayman – Alfred Noyes

The Jabberwocky – Lewis Caroll

The Raven – Edgar Allan Poe.

Modern

Do not go gentle – Dylan Thomas

Encourage the children to start selecting and organising ideas, facts and key points, and citing evidence, details and quotation effectively and pertinently for support and emphasis – this can be completed through comprehension questions, through class discussions or through a simple prompt question

Planning and resources are available for this topic

OTRACK reading Year 5/6

Apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet.

Maintain positive attitudes to reading and understanding of what they read by:

· Continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.

· Increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions.

· Identifying and discussing themes and conventions in and across a wide range of writing.

· Learning a wider range of poetry by heart.

· Preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience.

Understand what they read by:

· Checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context.

· Asking questions to improve their understanding.

· Drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence.

· Predicting what might happen from details stated and implied.

· Summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas.

· Identifying how language, structure and presentation contribute to meaning.

Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader.

Participate in discussions about books that are read to them and those they can read for themselves, building on their own and others' ideas and challenging views courteously.

Provide reasoned justifications for their views.

OTRACK Speaking and listening Year 5/6

Listen and respond appropriately to adults and their peers.

Use relevant strategies to build their vocabulary.

Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.

Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.

Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.

Speak audibly and fluently with an increasing command of Standard English.

Participate in discussions, presentations, performances, role-play, improvisations and debates.

Gain, maintain and monitor the interest of the listener(s).

Select and use appropriate registers for effective communication.

Children to either re-write a poem in the style of OR to write their own poem with the same title (but with a different interpretation) (2 weeks)

Children to choose one of the poems (if they are capable of doing this or they have a poem selected for them if needed) and then they can:

a) Re-write the same poem but changing relevant details, language and narrative but keeping the same structure

b) Use the title and rewrite the poem entirely but in the style of.

c) Use the title but allow the children to have a new take on it – change from modern to old or vice versa.

WRITING KS3

Year 7

Laps 1-3

Maps 4- 6

HAPS – 5-9

Use the relevant GCSE grid and use the objectives that are suitable for this unit of work

READING – KS3

Year 7

Laps 1-3

Maps 4- 6

HAPS – 5-9

Use the relevant GCSE grid and use the objectives that are suitable for this unit of work

Children to study the editing process by amending the vocabulary, grammar and structure of their writing to improve its coherence and overall effectiveness (1 week)

Children to have the editing process modelled to them – each day take a different theme and show the children how to acknowledge an error, amend it or improve it. This can include lots of conferencing for the children who are struggling. This needs to be slow and steady so that the children get ownership of the process

SPEAKNG AND LISTENING –KS3

Year 7

Laps 1-3

Maps 4- 6

HAPS – 5-9

Use the relevant GCSE grid and use the objectives that are suitable for this unit of work

Term: Autumn 2

Theme: HEALTH – Pig Heart Boy

Content

ARE objectives.

Activities

Useful Resources

OTRACK writing – year 5/6

Use further prefixes and suffixes and understand the guidance for adding them.

Spell some words with silent letters [for example, knight, psalm, solemn].

Continue to distinguish between homophones and other words which are often confused.

Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1.

Use dictionaries to check the spelling and meaning of words.

Use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary.

Use a thesaurus.

Write legibly, fluently and with increasing speed by: choosing which shape of a letter to use when given choices and deciding whether to join specific letters and by choosing the writing implement that is best suited for a task.

Plan their writing by:

· Identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.

· Noting and developing initial ideas, drawing on reading and research where necessary.

Draft and write by:

· Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.

· Using a wide range of devices to build cohesion within and across paragraphs.

· Using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining].

Evaluate and edit by:

· Assessing the effectiveness of their own and others' writing.

· Proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.

· Ensuring the consistent and correct use of tense throughout a piece of writing.

· Ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register.

Indicate grammatical and other features by: using a colon to introduce a list.

Indicate grammatical and other features by: punctuating bullet points consistently.

Proof-read for spelling and punctuation errors.

Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.

Making notes – children to find out about the heart and how it works etc and organising materials – children to organise their notes ready to then create an Explanation text (2 weeks)

Children to be given the topic of the heart – children then need to be shown how to collect information from a range of sources and how to turn this into their own words – this is important as the children will be very used to just copying and pasting.

Once the children have the relevant information they then need to be able to group the ideas and turn into suitable paragraphs so that the information can be used. This information may need to be amended or added to in order to make the paragraphs flow,

Planning and resources are available for this topic

OTRACK reading Year 5/6

Apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet.

Maintain positive attitudes to reading and understanding of what they read by:

· Continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.

· Increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions.

· Identifying and discussing themes and conventions in and across a wide range of writing.

Understand what they read by:

· Checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context.

· Asking questions to improve their understanding.

· Drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence.

· Predicting what might happen from details stated and implied.

· Summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas.

· Identifying how language, structure and presentation contribute to meaning.

Distinguish between statements of fact and opinion.

Retrieve, record and present information from non-fiction.

Explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary.

Provide reasoned justifications for their views.

OTRACK Speaking and listening Year 5/6

Listen and respond appropriately to adults and their peers.

Use relevant strategies to build their vocabulary.

Give well-structured descriptions and explanationsfor different purposes, including for expressing feelings.

Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.

Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.

Speak audibly and fluently with an increasing command of Standard English.

Participate in discussions, presentations, performances, role-play, improvisations and debates.

Gain, maintain and monitor the interest of the listener(s).

Select and use appropriate registers for effective communication.

Explanation text – how the heart works OR Recount - get the children to perform a heart dissection. (2 weeks)

With the information that the children have found the children can then create an explanation text– ensure features such as annotated diagrams and captions are included too. – this could be a poster or a leaflet or a two-page spread depending on the ability of the children.

OR

We can complete a heart dissection and the children can the create a recount of what we did.

Throughout this the process of planning, draft writing, editing and then publishing needs to be adhered to

WRITING KS3

Year 7

Laps 1-3

Maps 4- 6

HAPS – 5-9

Use the relevant GCSE grid and use the objectives that are suitable for this unit of work

READING – KS3

Year 7

Laps 1-3

Maps 4- 6

HAPS – 5-9

Use the relevant GCSE grid and use the objectives that are suitable for this unit of work

Arguments – should we transplant animal organs into humans? – this can link with a presentational script (2 weeks)

In these sessions the children can either write a persuasive argument where they only look at one side of the argument and justify their views – this would lead to a class debate

OR

Children to create a balanced argument where they have to see both sides – this would lead to a presentation

Throughout this the process of planning, draft writing, editing and then publishing needs to be adhered to

SPEAKNG AND LISTENING –KS3

Year 7

Laps 1-3

Maps 4- 6

HAPS – 5-9

Use the relevant GCSE grid and use the objectives that are suitable for this unit of work

Term: Spring 1

Theme: POWER - Macbeth

Content

ARE objectives.

Activities

Useful Resources

OTRACK writing – year 5/6

Use further prefixes and suffixes and understand the guidance for adding them.

Spell some words with silent letters [for example, knight, psalm, solemn].

Continue to distinguish between homophones and other words which are often confused.

Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1.

Use dictionaries to check the spelling and meaning of words.

Use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary.

Use a thesaurus.

Write legibly, fluently and with increasing speed by: choosing which shape of a letter to use when given choices and deciding whether to join specific letters and by choosing the writing implement that is best suited for a task.

Plan their writing by:

· Identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.

· Noting and developing initial ideas, drawing on reading and research where necessary.

· In writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed.

Draft and write by:

· Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.

· Using a wide range of devices to build cohesion within and across paragraphs.

· Using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining].

Evaluate and edit by:

· Assessing the effectiveness of their own and others' writing.

· Proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.

· Ensuring the consistent and correct use of tense throughout a piece of writing.

· Ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register.

Indicate grammatical and other features by: using a colon to introduce a list.

Indicate grammatical and other features by: punctuating bullet points consistently.

Proof-read for spelling and punctuation errors.

Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.

Summarising texts studying the effectiveness and impact of the grammatical features of the texts they read (2/3 weeks)

As we read the play with the children go through the different aspects of the work with the children. Ensure that the children understand the time in which Shakespeare was writing and how this affected his work. Look predominantly at characterisations and how the characters change through the play, the way that the author has used language to add imagery, the presentation of the play script and how the plot line develops.

This is an opportunity for discussion and reading targets to be achieved – the children will be reasoning to the text and justifying their opinions and thoughts – the more in-depth we do this the easier they will find the next units of writing.

Planning and resources are available for this topic

OTRACK reading Year 5/6

Apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet.

Maintain positive attitudes to reading and understanding of what they read by:

Continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction

and reference books or textbooks.

· Increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions.

· Identifying and discussing themes and conventions in and across a wide range of writing.

Understand what they read by:

· Checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context.

· Asking questions to improve their understanding.

· Drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence.

· Predicting what might happen from details stated and implied.

· Summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas.

· Identifying how language, structure and presentation contribute to meaning.

Learning a wider range of poetry by heart.

Preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience.

Distinguish between statements of fact and opinion.

Retrieve, record and present information from non-fiction.

Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader.

Participate in discussions about books that are read to them and those they can read for themselves, building on their own and others' ideas and challenging views courteously.

Provide reasoned justifications for their views.

OTRACK Speaking and listening Year 5/6

Listen and respond appropriately to adults and their peers.

Use relevant strategies to build their vocabulary.

Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.

Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.

Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.

Speak audibly and fluently with an increasing command of Standard English.

Participate in discussions, presentations, performances, role-play, improvisations and debates.

Gain, maintain and monitor the interest of the listener(s).

Select and use appropriate registers for effective communication.

Balanced arguments – was Macbeth a good person? (2 weeks)

Look at balanced arguments: what their purpose is and what their audiences are. Go through the features and then discuss that we need two sides that balance each other out – for every pro there needs to be a corresponding con. Look at use of conjunctions specific to this genre.

Children to have the opportunity to gather the evidence for both sides and then start to compile their arguments.

Children to then organise their information using the drafting, editing and then presenting process.

This to lead to presentations of their arguments to either peers or classroom staff.

WRITING KS3

Year 7

Laps 1-3

Maps 4- 6

HAPS – 5-9

Use the relevant GCSE grid and use the objectives that are suitable for this unit of work

READING – KS3

Year 7

Laps 1-3

Maps 4- 6

HAPS – 5-9

Use the relevant GCSE grid and use the objectives that are suitable for this unit of work

Play-scripts – turning Macbeth into a more modern play looking at language development.(2 weeks)

Look at the conventions of play scripts (how they are presented and the language features) and then in groups the children should be given a pertinent scene that they can adapt and amend. Ensure the children have the opportunity to practice and adapt their scripts

This should lead to a performance of their revised play.

SPEAKNG AND LISTENING –KS3

Year 7

Laps 1-3

Maps 4- 6

HAPS – 5-9

Use the relevant GCSE grid and use the objectives that are suitable for this unit of work

Term: Spring 2

Theme: NATURE – Short Stories – Round The Twist

Content

ARE objectives.

Activities

Useful Resources

OTRACK writing – year 5/6

Use further prefixes and suffixes and understand the guidance for adding them.

Spell some words with silent letters [for example, knight, psalm, solemn].

Continue to distinguish between homophones and other words which are often confused.

Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1.

Use dictionaries to check the spelling and meaning of words.

Use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary.

Use a thesaurus.

Write legibly, fluently and with increasing speed by: choosing which shape of a letter to use when given choices and deciding whether to join specific letters and by choosing the writing implement that is best suited for a task.

Plan their writing by:

· Identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.

· Noting and developing initial ideas, drawing on reading and research where necessary.

· In writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed.

Draft and write by:

· Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.

· Using a wide range of devices to build cohesion within and across paragraphs.

· Using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining].

Evaluate and edit by:

· Assessing the effectiveness of their own and others' writing.

· Proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.

· Ensuring the consistent and correct use of tense throughout a piece of writing.

· Ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register.

Proof-read for spelling and punctuation errors.

Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.

Summarising texts by drawing on knowledge of literary and rhetorical devices from their reading and listening to enhance the impact of their writing ( 2 weeks)

Read a selection of stories to the children - use short stories as this will give the children the chance to expand their personal library – with each of the stories look at how the author has developed the plot, introduced and developed the characters and how they have used things like sentence structure to draw the readers in.

Children should be reading and then using their verbalising skills to share their opinions and to justify their thoughts, this can be completed through mini essay questions, comprehensions or verbally through class discussions.

Planning and resources are available for this topic

OTRACK reading Year 5/6

Apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet.

Maintain positive attitudes to reading and understanding of what they read by:

Continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction

· and reference books or textbooks.

· Increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions.

· Identifying and discussing themes and conventions in and across a wide range of writing.

Understand what they read by:

· Checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context.

· Asking questions to improve their understanding.

· Drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence.

· Predicting what might happen from details stated and implied.

· Summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas.

· Identifying how language, structure and presentation contribute to meaning.

Learning a wider range of poetry by heart.

Preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience.

Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader.

Participate in discussions about books that are read to them and those they can read for themselves, building on their own and others' ideas and challenging views courteously.

Provide reasoned justifications for their views.

OTRACK Speaking and listening Year 5/6

Listen and respond appropriately to adults and their peers.

Use relevant strategies to build their vocabulary.

Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.

Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.

Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.

Speak audibly and fluently with an increasing command of Standard English.

Participate in discussions, presentations, performances, role-play, improvisations and debates.

Gain, maintain and monitor the interest of the listener(s).

Select and use appropriate registers for effective communication.

Writing short stories – give the children a theme that they have to incorporate using the plan, draft and edit through the story writing process ( 3 weeks)

Children to be given a theme for a story that they will write

Week 1 – planning – children to think about the audience, the purpose, the plot, the characters and the settings.

Week 2 – drafting and editing – children to blurt write and then the editing process needs to be modelled and explained so that they are sure about what they need to look for, why they are looking for it and how to identify when things are wrong.

Week 3 – finishing editing and then presenting their stories – these could then be peer assessed using a book review format by their peers or other children.

WRITING KS3

Year 7

Laps 1-3

Maps 4- 6

HAPS – 5-9

Use the relevant GCSE grid and use the objectives that are suitable for this unit of work

READING – KS3

Year 7

Laps 1-3

Maps 4- 6

HAPS – 5-9

Use the relevant GCSE grid and use the objectives that are suitable for this unit of work

SPEAKNG AND LISTENING –KS3

Year 7

Laps 1-3

Maps 4- 6

HAPS – 5-9

Use the relevant GCSE grid and use the objectives that are suitable for this unit of work

Term: Summer 1

Theme: YORKSHIRE – Kestrel for a Knave

Content

ARE objectives.

Activities

Useful Resources

OTRACK writing – year 5/6

Use further prefixes and suffixes and understand the guidance for adding them.

Spell some words with silent letters [for example, knight, psalm, solemn].

Continue to distinguish between homophones and other words which are often confused.

Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1.

Use dictionaries to check the spelling and meaning of words.

Use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary.

Use a thesaurus.

Write legibly, fluently and with increasing speed by: choosing which shape of a letter to use when given choices and deciding whether to join specific letters and by choosing the writing implement that is best suited for a task.

Plan their writing by:

· Identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.

· Noting and developing initial ideas, drawing on reading and research where necessary.

· In writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed.

Draft and write by:

· Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.

· Using a wide range of devices to build cohesion within and across paragraphs.

· Using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining].

Evaluate and edit by:

· Assessing the effectiveness of their own and others' writing.

· Proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.

· Ensuring the consistent and correct use of tense throughout a piece of writing.

· Ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register.

Indicate grammatical and other features by: using a colon to introduce a list.

Indicate grammatical and other features by: punctuating bullet points consistently.

Proof-read for spelling and punctuation errors.

Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.

Summarising texts knowing how language, including figurative language, vocabulary choice, grammar, text structure and organisational features, presents meaning – (2 weeks)

Look at the context in which the book is written and where it is set and look at how the authors use of language tells us about the characters in the book

Whilst reading the story to the children really get the children to focus on the character of Billy and how the author changes him when he is with different people and or in different settings this can then lead to a character profiles – comparing Billy and Judd OR Comparing how Billy is with his family/school and how he is with Kez

Planning and resources are available for this topic

OTRACK reading Year 5/6

Apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet.

Maintain positive attitudes to reading and understanding of what they read by:

· Continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.

· Increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions.

· Identifying and discussing themes and conventions in and across a wide range of writing.

· Learning a wider range of poetry by heart.

· Preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience.

Understand what they read by:

· Checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context.

· Asking questions to improve their understanding.

· Drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence.

· Predicting what might happen from details stated and implied.

· Summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas.

· Identifying how language, structure and presentation contribute to meaning.

Distinguish between statements of fact and opinion.

Retrieve, record and present information from non-fiction.

Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader.

Participate in discussions about books that are read to them and those they can read for themselves, building on their own and others' ideas and challenging views courteously.

Provide reasoned justifications for their views.

OTRACK Speaking and listening Year 5/6

Listen and respond appropriately to adults and their peers.

Use relevant strategies to build their vocabulary.

Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.

Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.

Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.

Speak audibly and fluently with an increasing command of Standard English.

Participate in discussions, presentations, performances, role-play, improvisations and debates.

Gain, maintain and monitor the interest of the listener(s).

Select and use appropriate registers for effective communication.

Making notes and organising materials – children to find out about Kestrels ( 1 week)

Children to be given the topic of the Kestrels – children then need to be shown how to collect information from a range of sources and how to turn this into their own words – this is really important.

Once the children have the relevant information they then need to be able to group the ideas and turn into suitable paragraphs using relevant sub-headings so that the information can be used. This information may need to be amended or added to in order to make the paragraphs flow,

WRITING KS3

Year 7

Laps 1-3

Maps 4- 6

HAPS – 5-9

Use the relevant GCSE grid and use the objectives that are suitable for this unit of work

READING – KS3

Year 7

Laps 1-3

Maps 4- 6

HAPS – 5-9

Use the relevant GCSE grid and use the objectives that are suitable for this unit of work

Information booklet – how to look after a Kestrel – or write a presentation – (2/3 weeks)

Week 1 – planning – children to think about the audience, the purpose, the presentational layout and the information that they may need to add too.

Week 2 – drafting and editing – children to blurt write and then the editing process needs to be modelled and explained so that they are sure about what they need to look for, why they are looking for it and how to identify when things are wrong.

Week 3 – finishing editing and then presenting their stories – these could then be self or peer assessed

SPEAKNG AND LISTENING –KS3

Year 7

Laps 1-3

Maps 4- 6

HAPS – 5-9

Use the relevant GCSE grid and use the objectives that are suitable for this unit of work

Term: Summer 2

Theme: WAR - Warhorse

Content

ARE objectives.

Activities

Useful Resources

OTRACK writing – year 5/6

Use further prefixes and suffixes and understand the guidance for adding them.

Spell some words with silent letters [for example, knight, psalm, solemn].

Continue to distinguish between homophones and other words which are often confused.

Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1.

Use dictionaries to check the spelling and meaning of words.

Use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary.

Use a thesaurus.

Write legibly, fluently and with increasing speed by: choosing which shape of a letter to use when given choices and deciding whether to join specific letters and by choosing the writing implement that is best suited for a task.

Plan their writing by:

· Identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.

· Noting and developing initial ideas, drawing on reading and research where necessary.

Draft and write by:

· Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.

· Using a wide range of devices to build cohesion within and across paragraphs.

· Using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining].

Evaluate and edit by:

· Assessing the effectiveness of their own and others' writing.

· Proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.

· Ensuring the consistent and correct use of tense throughout a piece of writing.

· Ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register.

Indicate grammatical and other features by: using a colon to introduce a list.

Indicate grammatical and other features by: punctuating bullet points consistently.

Proof-read for spelling and punctuation errors.

Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.

Imaginative writing – describing a WW1 trench. ( 2 weeks)

Children to:

Create word banks using personification, metaphors, similes, onomatopoeia etc. to describe the trenches – use images and real life videos to allow the children to get a thorough understanding of the noises, smells etc. – this to build up into a descriptive piece of writing

Throughout this the process of planning, draft writing, editing and then publishing needs to be adhered to

OTRACK reading Year 5/6

Apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet.

Maintain positive attitudes to reading and understanding of what they read by:

· Continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.

· Increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions.

· Identifying and discussing themes and conventions in and across a wide range of writing.

Understand what they read by:

· Checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context.

· Asking questions to improve their understanding.

· Drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence.

· Predicting what might happen from details stated and implied.

· Summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas.

· Identifying how language, structure and presentation contribute to meaning.

Distinguish between statements of fact and opinion.

Retrieve, record and present information from non-fiction.

Explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary.

Provide reasoned justifications for their views.

OTRACK Speaking and listening Year 5/6

Listen and respond appropriately to adults and their peers.

Use relevant strategies to build their vocabulary.

Give well-structured descriptions and explanations for different purposes, including for expressing feelings.

Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.

Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.

Speak audibly and fluently with an increasing command of Standard English.

Participate in discussions, presentations, performances, role-play, improvisations and debates.

Gain, maintain and monitor the interest of the listener(s).

Select and use appropriate registers for effective communication.

Diary – life in the trenches what is it like etc. – (2 weeks)

Go through the features of a diary – look at levels of formality, intended audience, details, emotive language etc. ensure that the children understand the presentational features as well as the literary devices that they need to employ.

Using the information and their descriptive writing research, the children are to write a diary entry either from the night before a raid or the evening after the raid – if the children are able this can become a comparison piece.

Throughout this the process of planning, draft writing, editing and then publishing needs to be adhered to

WRITING KS3

Year 8

Laps 1-3

Maps 4- 6

HAPS – 5-9

Use the relevant GCSE grid and use the objectives that are suitable for this unit of work

READING – KS3

Year 8

Laps 1-3

Maps 4- 6

HAPS – 5-9

Use the relevant GCSE grid and use the objectives that are suitable for this unit of work

Personal letter – writing home to the family – thinking about how we phrase what is happening without causing worry – audience and purpose – ( 2 weeks)

Now discuss a personal letter home from the trenches – how is this different to a dairy entry? Why is it different? Think audience and the content that they will include.

Children to then choose someone to write home to and to create a letter home. Throughout this the process of planning, draft writing, editing and then publishing needs to be adhered to

SPEAKNG AND LISTENING –KS3

Year 8

Laps 1-3

Maps 4- 6

HAPS – 5-9

Use the relevant GCSE grid and use the objectives that are suitable for this unit of work

KS3 National Curriculum

Year 8

Term: Autumn 1

Theme: WAR –The Diary of Anne Frank

Content

ARE objectives.

Activities

Useful Resources

OTRACK writing – year 5/6

Use further prefixes and suffixes and understand the guidance for adding them.

Spell some words with silent letters [for example, knight, psalm, solemn].

Continue to distinguish between homophones and other words which are often confused.

Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1.

Use dictionaries to check the spelling and meaning of words.

Use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary.

Use a thesaurus.

Write legibly, fluently and with increasing speed by: choosing which shape of a letter to use when given choices and deciding whether to join specific letters and by choosing the writing implement that is best suited for a task.

Plan their writing by:

· Identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.

· Noting and developing initial ideas, drawing on reading and research where necessary.

· In writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed.

Draft and write by:

· Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.

· Using a wide range of devices to build cohesion within and across paragraphs.

· Using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining].

Evaluate and edit by:

· Assessing the effectiveness of their own and others' writing.

· Proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.

· Ensuring the consistent and correct use of tense throughout a piece of writing.

· Ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register.

Indicate grammatical and other features by: using a colon to introduce a list.

Indicate grammatical and other features by: punctuating bullet points consistently.

Proof-read for spelling and punctuation errors.

Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.

Making notes – children to find out about the life of Anne Frank and organising materials – children to organise their notes to create paragraphs linked to the subheadings. ( 2 weeks)

Children to be given the topic of the Anne Frank – children then need to be shown how to collect information from a range of sources and how to turn this into their own words – this is really important.

Once the children have the relevant information they then need to be able to group the ideas and turn into suitable paragraphs so that the information can be used. This information may need to be amended or added to in order to make the paragraphs flow,

OTRACK reading Year 5/6

Apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet.

Maintain positive attitudes to reading and understanding of what they read by:

· Continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.

· Increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions.

· Identifying and discussing themes and conventions in and across a wide range of writing.

· Learning a wider range of poetry by heart.

· Preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience.

Understand what they read by:

· Checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context.

· Asking questions to improve their understanding.

· Drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence.

· Predicting what might happen from details stated and implied.

· Summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas.

· Identifying how language, structure and presentation contribute to meaning.

Distinguish between statements of fact and opinion.

Retrieve, record and present information from non-fiction.

Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader.

Participate in discussions about books that are read to them and those they can read for themselves, building on their own and others' ideas and challenging views courteously.

Provide reasoned justifications for their views.

OTRACK Speaking and listening Year 5/6

Listen and respond appropriately to adults and their peers.

Use relevant strategies to build their vocabulary.

Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.

Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.

Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.

Speak audibly and fluently with an increasing command of Standard English.

Participate in discussions, presentations, performances, role-play, improvisations and debates.

Gain, maintain and monitor the interest of the listener(s).

Select and use appropriate registers for effective communication.

Biography of Anne Frank – children to write about Anne and her life using the research and notes that they have made previously ( 2/3 weeks)

Children to use the information that they have collected about Anne Frank and to compile a biography of her life – this could be for different intended audiences and could lead to the children reading it to the intended pupils – look at how this will affect the content and the vocabulary choices that they would include

Throughout this the process of planning, draft writing, editing and then publishing needs to be adhered to

WRITING KS3

Year 8

Laps 1-3

Maps 4- 6

HAPS – 5-9

Use the relevant GCSE grid and use the objectives that are suitable for this unit of work

READING – KS3

Year 8

Laps 1-3

Maps 4- 6

HAPS – 5-9

Use the relevant GCSE grid and use the objectives that are suitable for this unit of work

War poems- children to analyse the language and emotion of the poems and then use this to create poems of their own linked to the war ( 2 weeks)

Children to read and analyse poems for a week – what types of figurative language have they used, what is the presentation of the poem like? Does it rhyme? What imagery does it put in the readers head? What is the overall feeling of the poem? Then children to create their own war poem using the features and devices that we have discussed and learnt

Throughout this the process of planning, draft writing, editing and then publishing needs to be adhered to

SPEAKNG AND LISTENING –KS3

Year 8

Laps 1-3

Maps 4- 6

HAPS – 5-9

Use the relevant GCSE grid and use the objectives that are suitable for this unit of work

Good opportunity to compare texts – making critical comparison – This versus Warhorse. – this could be done as a unit or done when whole class reading is being completed through speaking and listening

Term: Autumn 2

Theme: PLANTS – The Day of the Triffids

Content

ARE objectives.

Activities

Useful Resources

OTRACK writing – year 5/6

Use further prefixes and suffixes and understand the guidance for adding them.

Spell some words with silent letters [for example, knight, psalm, solemn].

Continue to distinguish between homophones and other words which are often confused.

Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1.

Use dictionaries to check the spelling and meaning of words.

Use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary.

Use a thesaurus.

Write legibly, fluently and with increasing speed by: choosing which shape of a letter to use when given choices and deciding whether to join specific letters and by choosing the writing implement that is best suited for a task.

Plan their writing by:

· Identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.

· Noting and developing initial ideas, drawing on reading and research where necessary.

Draft and write by:

· Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.

· Using a wide range of devices to build cohesion within and across paragraphs.

· Using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining].

Evaluate and edit by:

· Assessing the effectiveness of their own and others' writing.

· Proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.

· Ensuring the consistent and correct use of tense throughout a piece of writing.

· Ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register.

Indicate grammatical and other features by: using a colon to introduce a list.

Indicate grammatical and other features by: punctuating bullet points consistently.

Proof-read for spelling and punctuation errors.

Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.

Summarising texts studying the effectiveness and impact of the grammatical features of the texts they read (2 weeks)

As we read the book with the children go through the different aspects of the work with the children. Look at characterisations, the way that the author has used language to add imagery, the presentation of the book and how the plot line develops. Discuss how the use of flashbacks allows us to understand the story and what is happening, also how the settings have changed and why.

This is an opportunity for discussion and reading targets to be achieved – the children will be reasoning to the text and justifying their opinions and thoughts – the more in-depth we do this the easier they will find the next units of writing. This can be achieved through comprehension questions, min essay questions, verbally through class discussions

Planning and resources are available for this topic

OTRACK reading Year 5/6

Apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet.

Maintain positive attitudes to reading and understanding of what they read by:

· Continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.

· Increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions.

· Identifying and discussing themes and conventions in and across a wide range of writing.

Understand what they read by:

· Checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context.

· Asking questions to improve their understanding.

· Drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence.

· Predicting what might happen from details stated and implied.

· Summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas.

· Identifying how language, structure and presentation contribute to meaning.

Distinguish between statements of fact and opinion.

Retrieve, record and present information from non-fiction.

Explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary.

Provide reasoned justifications for their views.

OTRACK Speaking and listening Year 5/6

Listen and respond appropriately to adults and their peers.

Use relevant strategies to build their vocabulary.

Give well-structured descriptions and explanations for different purposes, including for expressing feelings.

Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.

Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.

Speak audibly and fluently with an increasing command of Standard English.

Participate in discussions, presentations, performances, role-play, improvisations and debates.

Gain, maintain and monitor the interest of the listener(s).

Select and use appropriate registers for effective communication.

Imaginative writing – describing the dystopian world created by the triffids. (2 weeks)

Children to:

Describe the settings or the plants (we will have covered this during the previous two weeks as we have been going through the book) – this to build up – could be comparison pieces the plants before they mature and then after – the setting before the attack and the setting after. Use sections of the book for inspiration or screen shot – I don’t want the children to watch any of the film/ series as I want them to be independent of this at the moment

Children could also create and describe their own dystopian world or plant depending on how they react with the book.

Throughout this the process of planning, draft writing, editing and then publishing needs to be adhered to

WRITING KS3

Year 8

Laps 1-3

Maps 4- 6

HAPS – 5-9

Use the relevant GCSE grid and use the objectives that are suitable for this unit of work

READING – KS3

Year 8

Laps 1-3

Maps 4- 6

HAPS – 5-9

Use the relevant GCSE grid and use the objectives that are suitable for this unit of work

Survival guides – how to survive the Triffids (2 weeks)

Using the text and also elements of fact and imagination – children to create a survival guide for the general public- this could be coming from different organisation which would affect the content and the level of formality that the children have to apply – ensure features such as annotated diagrams and captions are included too.

Throughout this the process of planning, draft writing, editing and then publishing needs to be adhered to

SPEAKNG AND LISTENING –KS3

Year 8

Laps 1-3

Maps 4- 6

HAPS – 5-9

Use the relevant GCSE grid and use the objectives that are suitable for this unit of work

Term: Spring 1

Theme: AFRICA – The Flame Trees of Thika.

Content

ARE objectives.

Activities

Useful Resources

OTRACK writing – year 5/6

Use further prefixes and suffixes and understand the guidance for adding them.

Spell some words with silent letters [for example, knight, psalm, solemn].

Continue to distinguish between homophones and other words, which are often confused.

Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1.

Use dictionaries to check the spelling and meaning of words.

Use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary.

Use a thesaurus.

Write legibly, fluently and with increasing speed by: choosing which shape of a letter to use when given choices and deciding whether to join specific letters and by choosing the writing implement that is best suited for a task.

Plan their writing by:

· Identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.

· Noting and developing initial ideas, drawing on reading and research where necessary.

Draft and write by:

· Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.

· Using a wide range of devices to build cohesion within and across paragraphs.

· Using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining].

Evaluate and edit by:

· Assessing the effectiveness of their own and others' writing.

· Proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.

· Ensuring the consistent and correct use of tense throughout a piece of writing.

· Ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register.

Indicate grammatical and other features by: using a colon to introduce a list.

Indicate grammatical and other features by: punctuating bullet points consistently.

Proof-read for spelling and punctuation errors.

Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.

Imaginative writing – describing life in Africa at the turn of the century – could link this to how the children think it would look right now or in the future (2 weeks)

Using lots of visual stimulus and direct descriptions from the text – children to create word banks, and develop into sentences and then paragraphs.

Revisit figurative language and ensure that the children’s vocabulary is expanding throughout this piece of work – children to create an imaginative piece of writing that illustrates the landscape of Africa – incorporating visuals if the children are able.

Throughout this the process of planning, draft writing, editing and then publishing needs to be adhered to

OTRACK reading Year 5/6

Apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet.

Maintain positive attitudes to reading and understanding of what they read by:

· Continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.

· Increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions.

· Identifying and discussing themes and conventions in and across a wide range of writing.

Understand what they read by:

· Checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context.

· Asking questions to improve their understanding.

· Drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence.

· Predicting what might happen from details stated and implied.

· Summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas.

· Identifying how language, structure and presentation contribute to meaning.

Distinguish between statements of fact and opinion.

Retrieve, record and present information from non-fiction.

Explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary.

Provide reasoned justifications for their views.

OTRACK Speaking and listening Year 5/6

Listen and respond appropriately to adults and their peers.

Use relevant strategies to build their vocabulary.

Give well-structured descriptions and explanations for different purposes, including for expressing feelings.

Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.

Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.

Speak audibly and fluently with an increasing command of Standard English.

Participate in discussions, presentations, performances, role-play, improvisations and debates.

Gain, maintain and monitor the interest of the listener(s).

Select and use appropriate registers for effective communication.

Explanation text – the journey of a slave – this will have direct links to what is being taught in the history SOW ( 2weeks)

Go through the conventions of an explanation text – ensure that we look at both the literary devices as well as the presentational ones – good way at recapping punctuation such a bullet points, parenthesis etc

Children to then use the information gathered from their history lessons and also have sessions where they can add to this through use of books and the Internet.

Children to then collate this information and create an explanation text with facts, annotated diagrams, illustrations and captions.

Throughout this the process of planning, draft writing, editing and then publishing needs to be adhered to

WRITING KS3

Year 8

Laps 1-3

Maps 4- 6

HAPS – 5-9

Use the relevant GCSE grid and use the objectives that are suitable for this unit of work

READING – KS3

Year 8

Laps 1-3

Maps 4- 6

HAPS – 5-9

Use the relevant GCSE grid and use the objectives that are suitable for this unit of work

Balanced arguments – should slavery have been legal? (2 weeks)

Recap with the children the conventions of a balanced argument – ensure that we look at both the literary devices as well as the presentational ones.

Children to then collate both sides of their arguments finding quotes that back up the opinions for the pros and the cons. Children to then create their balanced argument ensuring that they have a pertinent introduction and conclusion

Throughout this, the process of planning, draft writing, editing and then publishing needs to be adhered to.

This can then lead to the children presenting them to the rest of the class.

SPEAKNG AND LISTENING –KS3

Year 8

Laps 1-3

Maps 4- 6

HAPS – 5-9

Use the relevant GCSE grid and use the objectives that are suitable for this unit of work

Term: Spring 2

Theme: HORROR – Jekyll and Hyde

Content

ARE objectives.

Activities

Useful Resources

OTRACK writing – year 5/6

Use further prefixes and suffixes and understand the guidance for adding them.

Spell some words with silent letters [for example, knight, psalm, solemn].

Continue to distinguish between homophones and other words which are often confused.

Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1.

Use dictionaries to check the spelling and meaning of words.

Use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary.

Use a thesaurus.

Write legibly, fluently and with increasing speed by: choosing which shape of a letter to use when given choices and deciding whether to join specific letters and by choosing the writing implement that is best suited for a task.

Plan their writing by:

· Identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.

· Noting and developing initial ideas, drawing on reading and research where necessary.

· In writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed.

Draft and write by:

· Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.

· Using a wide range of devices to build cohesion within and across paragraphs.

· Using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining].

Evaluate and edit by:

· Assessing the effectiveness of their own and others' writing.

· Proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.

· Ensuring the consistent and correct use of tense throughout a piece of writing.

· Ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register.

Proof-read for spelling and punctuation errors.

Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.

Summarising texts by drawing on knowledge of literary and rhetorical devices from their reading and listening to enhance the impact of their writing – (2 weeks)

As we read the book with the children, go through the different aspects of the work with the children – ensure the children know when the book was written, as this will obviously affect the language used and the themes of the book. Look at characterisations, the way that the author has used language to add imagery, the presentation of the book and how the plot line develops.

This is an opportunity for discussion and reading targets to be achieved – the children will be reasoning to the text and justifying their opinions and thoughts – the more in-depth we do this the easier they will find the next units of writing.

OTRACK reading Year 5/6

Apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet.

Maintain positive attitudes to reading and understanding of what they read by:

Continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction

· and reference books or textbooks.

· Increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions.

· Identifying and discussing themes and conventions in and across a wide range of writing.

Understand what they read by:

· Checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context.

· Asking questions to improve their understanding.

· Drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence.

· Predicting what might happen from details stated and implied.

· Summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas.

· Identifying how language, structure and presentation contribute to meaning.

Learning a wider range of poetry by heart.

Preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience.

Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader.

Participate in discussions about books that are read to them and those they can read for themselves, building on their own and others' ideas and challenging views courteously.

Provide reasoned justifications for their views.

OTRACK Speaking and listening Year 5/6

Listen and respond appropriately to adults and their peers.

Use relevant strategies to build their vocabulary.

Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.

Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.

Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.

Speak audibly and fluently with an increasing command of Standard English.

Participate in discussions, presentations, performances, role-play, improvisations and debates.

Gain, maintain and monitor the interest of the listener(s).

Select and use appropriate registers for effective communication.

Writing stories – give the children a theme of horror that they have to incorporate and develop the editing process by amending the vocabulary, grammar and structure of their writing to improve its coherence and overall effectiveness (3/ 4 weeks)

Children to be given a theme for a story that they will write

Week 1 – planning – children to think about the audience, the purpose, the plot, the characters and the settings.

Week 2 – drafting and editing – children to blurt write and then the editing process needs to be modelled and explained so that they are sure about what they need to look for, why they are looking for it and how to identify when things are wrong.

Week 3 – finishing editing and then presenting their stories –

Week 4 – assess and review - these could then be peer assessed using a book review format by their peers or other children.

WRITING KS3

Year 8

Laps 1-3

Maps 4- 6

HAPS – 5-9

Use the relevant GCSE grid and use the objectives that are suitable for this unit of work

READING – KS3

Year 8

Laps 1-3

Maps 4- 6

HAPS – 5-9

Use the relevant GCSE grid and use the objectives that are suitable for this unit of work

SPEAKNG AND LISTENING –KS3

Year 8

Laps 1-3

Maps 4- 6

HAPS – 5-9

Use the relevant GCSE grid and use the objectives that are suitable for this unit of work

Term: Summer 1

Theme: INVENTIONS – Oliver Twist

Content

ARE objectives.

Activities

Useful Resources

OTRACK writing – year 5/6

Use further prefixes and suffixes and understand the guidance for adding them.

Spell some words with silent letters [for example, knight, psalm, solemn].

Continue to distinguish between homophones and other words, which are often confused.

Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1.

Use dictionaries to check the spelling and meaning of words.

Use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary.

Use a thesaurus.

Write legibly, fluently and with increasing speed by: choosing which shape of a letter to use when given choices and deciding whether to join specific letters and by choosing the writing implement that is best suited for a task.

Plan their writing by:

· Identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.

· Noting and developing initial ideas, drawing on reading and research where necessary.

Draft and write by:

· Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.

· Using a wide range of devices to build cohesion within and across paragraphs.

· Using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining].

Evaluate and edit by:

· Assessing the effectiveness of their own and others' writing.

· Proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.

· Ensuring the consistent and correct use of tense throughout a piece of writing.

· Ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register.

Indicate grammatical and other features by: using a colon to introduce a list.

Indicate grammatical and other features by: punctuating bullet points consistently.

Proof-read for spelling and punctuation errors.

Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.

Summarising texts by drawing on knowledge of literary and rhetorical devices from their reading and listening to enhance the impact of their writing – (2 weeks)

As we read the play with the children go through the different aspects of the work with the children. Ensure that the children understand the time in which Dickens was writing and how this affected his work.

Look predominantly at characterisations and how the characters change through the play, the way that the author has used language to add imagery, the presentation of the play script and how the plot line develops.

This is an opportunity for discussion and reading targets to be achieved – the children will be reasoning to the text and justifying their opinions and thoughts – the more in-depth we do this the easier they will find the next units of writing.

OTRACK reading Year 5/6

Apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet.

Maintain positive attitudes to reading and understanding of what they read by:

· Continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.

· Increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions.

· Identifying and discussing themes and conventions in and across a wide range of writing.

Understand what they read by:

· Checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context.

· Asking questions to improve their understanding.

· Drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence.

· Predicting what might happen from details stated and implied.

· Summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas.

· Identifying how language, structure and presentation contribute to meaning.

Distinguish between statements of fact and opinion.

Retrieve, record and present information from non-fiction.

Explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary.

Provide reasoned justifications for their views.

OTRACK Speaking and listening Year 5/6

Listen and respond appropriately to adults and their peers.

Use relevant strategies to build their vocabulary.

Give well-structured descriptions and explanations for different purposes, including for expressing feelings.

Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.

Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.

Speak audibly and fluently with an increasing command of Standard English.

Participate in discussions, presentations, performances, role-play, improvisations and debates.

Gain, maintain and monitor the interest of the listener(s).

Select and use appropriate registers for effective communication.

Making notes – children to find out about what life was like for children working in the factories and organising materials – children to organise their notes to create appropriate paragraphs (1 week)

Children to be given the topic of the lives of children within the Victorian factories, orphanages and workhouses – children then to be recapped about how to collect information from a range of sources and how to turn this into their own words – this is really important.

Once the children have the relevant information they then need to be able to group the ideas and turn into suitable paragraphs so that the information can be used. This information may need to be amended or added to in order to make the paragraphs flow.

WRITING KS3

Year 8

Laps 1-3

Maps 4- 6

HAPS – 5-9

Use the relevant GCSE grid and use the objectives that are suitable for this unit of work

READING – KS3

Year 8

Laps 1-3

Maps 4- 6

HAPS – 5-9

Use the relevant GCSE grid and use the objectives that are suitable for this unit of work

Diary – life in the factories for the children? (1 week)

Children to use the information that they have found about working conditions and also the information that they have gathered from the book to create a dairy entry as of they were a child in one of these situations. Really focus on the emotive language

SPEAKNG AND LISTENING –KS3

Year 8

Laps 1-3

Maps 4- 6

HAPS – 5-9

Use the relevant GCSE grid and use the objectives that are suitable for this unit of work

Persuasive argument – should children be working in factories? – (2 weeks)

Go through the conventions of a persuasive argument – looking at language choices, use of quotes to back up statements and also the presentational features. The children are to then write a persuasive argument where they only look at one side of the argument and justify their views – this would lead to a class debate

Throughout this the process of planning, draft writing, editing and then publishing needs to be adhered to

Good opportunity to compare texts – making critical comparisons –Get the Play script and compare to the original book

Term: Summer 2

Theme: KEEPING SAFE - Chicken

Content

ARE objectives.

Activities

Useful Resources

OTRACK writing – year 5/6

Use further prefixes and suffixes and understand the guidance for adding them.

Spell some words with silent letters [for example, knight, psalm, solemn].

Continue to distinguish between homophones and other words which are often confused.

Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1.

Use dictionaries to check the spelling and meaning of words.

Use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary.

Use a thesaurus.

Write legibly, fluently and with increasing speed by: choosing which shape of a letter to use when given choices and deciding whether to join specific letters and by choosing the writing implement that is best suited for a task.

Plan their writing by:

· Identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.

· Noting and developing initial ideas, drawing on reading and research where necessary.

· In writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed.

Draft and write by:

· Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.

· Using a wide range of devices to build cohesion within and across paragraphs.

· Using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining].

Evaluate and edit by:

· Assessing the effectiveness