Year 7 Curriculum Map

Transcription

1 Year 7 Curriculum Map Autumn Theme: Survivors! Titanic-report writing Survivor drama-script writing and performance Text analysischaracterisation (Walkabout) Text analysis-sentence construction (Life of Pi) Text analysis-narrative perspective (Locked Up) Survivor-imaginative writing Text analysis-comparing author s craft and purpose in closely related texts Dessert Island-Oracy task Shakespeare-The Tempest Pre-1914 poetry-sassoon Drama/play reading- Brother in the land. Students develop an appreciation and love of reading through increasingly challenging material independently through; both pre-1914 and contemporary prose, short stories, poetry and drama Shakespeare learning new vocabulary and checking their understanding of texts knowing purpose, audience and context of the writing to understand making inferences and referring to evidence from the text understanding how language, figurative language, organisational features, grammatical structure and poetic convention can create effect understand the way great dramatists make their work effective on stage studying setting, plot and characterisation in a text for effect, and making critical comparisons between texts. summarising and organising material, and supporting arguments with necessary factual detail applying their growing knowledge of vocabulary, grammar and text structure to their writing and selecting appropriate form the writing of expository and narrative essays, report writing-non-narrative text, poetry, imaginative writing-stories and scripts, and planning, drafting, editing and proof reading. participating in formal/informal debates, structured discussion and summarising and/or building on what has been said, and rehearsing and performing play scripts and poetry in order to discuss language use and meaning, using intonation, tone, volume and action to add impact. Summative question based on comparing a fiction and non-fiction text that focuses on the themes of surviving a flood. The essay question is; compare the ways the in which each text depicts a disaster and discuss the intertextuality. (RAFs 2,3,5 &6) report writing, script writing or imaginative writing from the first half of the term to submit for their final writing piece. formally during the Dessert Island task and the Brother in the Land task, both of which will focus on group discussion and strategic planning skills. There are also frequent opportunities to assess drama skills in both the The Tempest and Brother in the Land study.

2 Spring Theme: Staying in Touch! Written communication study-autobiography, diaries, history of communications, social networking, Skype etc. and own biography writing task. Drama study-roald Dahl Boy. Reading character analysis-roald Dahl Boy. Novel Study-Sally Nichols Ways to Live Forever. Students develop an appreciation and love of reading through increasingly challenging material independently through; both pre-1914 and contemporary prose, short stories, poetry and drama Shakespeare learning new vocabulary and checking their understanding of texts knowing purpose, audience and context of the writing to understand making inferences and referring to evidence from the text understanding how language, figurative language, organisational features, grammatical structure and poetic convention can create effect understand the way great dramatists make their work effective on stage studying setting, plot and characterisation in a text for effect, making critical comparisons between texts, and studying at least two authors in depth each year. summarising and organising material, and supporting arguments with necessary factual detail applying their growing knowledge of vocabulary, grammar and text structure to their writing and selecting appropriate form the writing of expository and narrative essays, report writing-non-narrative text, poetry, imaginative writing-stories and scripts, and planning, drafting, editing and proof reading. participating in formal/informal debates, structured discussion and summarising and/or building on what has been said, and rehearsing and performing play scripts and poetry in order to discuss language use and meaning, using intonation, tone, volume and action to add impact. question based on a character analysis of one of Dahl s character depictions. (RAFs 2,3,5 &6) letter writing, a social network profile page or a personal autobiography which will be studied in the first half of the term. (WAFs 2, 3, 4, 5 & 8) formally during the Boy drama task and through group discussion of the novel study

3 Summer Theme: A Picture Can Paint a Thousand Words. Study of the modern media, including; texts for different purposes, advertising, newspapers, TV news and online media. Exam skills prep., including PALL, approaches to exam questions and writing concisely. Looking at culturally significant art and related poetry. Poetry analysis/ poetry writing. Yr7 into 8; turning a poem into a play, drama focused activity. Students develop an appreciation and love of reading through increasingly challenging material independently through; both pre-1914 and contemporary prose, short stories, poetry and drama learning new vocabulary and checking their understanding of texts knowing purpose, audience and context of the writing to understand making inferences and referring to evidence from the text understanding how language, figurative language, organisational features, grammatical structure and poetic convention can create effect understand the way great dramatists make their work effective on stage studying setting, plot and characterisation in a text for effect, and making critical comparisons between texts. summarising and organising material, and supporting arguments with necessary factual detail applying their growing knowledge of vocabulary, grammar and text structure to their writing and selecting appropriate form the writing of expository and narrative essays, report writing-non-narrative text, poetry, imaginative writing-stories and scripts, and planning, drafting, editing and proof reading. participating in formal/informal debates, structured discussion and summarising and/or building on what has been said, and rehearsing and performing play scripts and poetry in order to discuss language use and meaning, using intonation, tone, volume and action to add impact. question based on non-fiction texts from the media. (RAFs 2,3,5 &6) poetry or script writing. formally during the poem into script activity at the end of the term.

4 Autumn Theme: Britain s Got Talent! An introduction to Beowulf. Exploration of Shakespeare- Macbeth study. Exploration of Robert Burns-love poetry study. Detailed study of a popular British contemporary author-research project. Studying non-fiction and media-sporting celebrities as contemporary cultural heroes. Studying non-fiction and media-looking at reality TV as an industry, using Oracy skills to define its moral, cultural and social impact. Year 8 Curriculum Map Students develop an appreciation and love of reading through increasingly challenging material independently through; reading a wide range of non-fiction both pre-1914 and contemporary prose, short stories, poetry and drama Shakespeare learning new vocabulary and checking their understanding of texts knowing purpose, audience and context of the writing to understand making inferences and referring to evidence from the text understanding how language, figurative language, organisational features, grammatical structure and poetic convention can create effect understand the way great dramatists make their work effective on stage studying setting, plot and characterisation in a text for effect, and making critical comparisons between texts. summarising and organising material, and supporting arguments with necessary factual detail applying their growing knowledge of vocabulary, grammar and text structure to their writing and selecting appropriate form the writing of expository and narrative essays, report writingnon-narrative text, poetry, imaginative writing-stories and scripts, and planning, drafting, editing and proof reading. participating in formal/informal debates, structured discussion and summarising and/or building on what has been said, and rehearsing and performing a formal presentation. Summative Students will complete a Shakespeare study which will focus on the representation of the Macbeths in Act 1, scene 3, of the original play and a contemporary performed version-as typified in the OCR controlled assessment specifications. (RAFs 2,3,4, 5 &6) Students can choose from a selection of writing activities which will focus on writing to argue, persuade or advise covered in the first half of the term to submit for their final writing piece. formally during the Contemporary Author Research Project for their presentational skills and also whilst studying Reality TV for their debating and discussion skills.

5 Spring Theme: War! Studying written extracts and experiences of warimaginative writing in the role of a soldier. Analysing seminal pre-battle speeches from fiction and non-fiction-with a language analysis reading assessment included. Pre-1914 and contemporary war poetry. Writing from the battle scene-inform, explain or describe writing tasks and drama activities. Novel study- Michael Morpurgo Private Peaceful or John Boyne The Boy in the Striped Pyjamas Students develop an appreciation and love of reading through increasingly challenging material independently through; both pre-1914 and contemporary prose, short stories, poetry and drama Shakespeare learning new vocabulary and checking their understanding of texts knowing purpose, audience and context of the writing to understand making inferences and referring to evidence from the text understanding how language, figurative language, organisational features, grammatical structure and poetic convention can create effect understand the way great dramatists make their work effective on stage studying setting, plot and characterisation in a text for effect, and making critical comparisons between texts. summarising and organising material, and supporting arguments with necessary factual detail applying their growing knowledge of vocabulary, grammar and text structure to their writing and selecting appropriate form the writing of expository and narrative essays, report writingnon-narrative text, poetry, imaginative writing-stories and scripts, and planning, drafting, editing and proof reading. participating in formal/informal debates, structured discussion and summarising and/or building on what has been said, and rehearsing and performing play scripts and poetry in order to discuss language use and meaning, using intonation, tone, volume and action to add impact. question based on the use of persuasive language in a pre-battle text. (RAFs 2,3,5 &6) informative, descriptive, explanatory or imaginative writing from the first half of the term to submit for their final writing piece. formally during the Writing from the Battle Scene task for their drama/presentational skills.

6 Summer Theme: Into the Gothic Examining the Gothic tradition in pre-1914 and contemporary texts of prose, drama and poetry. Gothic animation-an interpretation of a gothic poem paired project. Play study- Anne Fine The Devil Walks or Mary Shelley s Frankenstein. Year 8 into 9 change over task-film project. Students develop an appreciation and love of reading through increasingly challenging material independently through; both pre-1914 and contemporary prose, short stories, poetry and drama Shakespeare learning new vocabulary and checking their understanding of texts knowing purpose, audience and context of the writing to understand making inferences and referring to evidence from the text understanding how language, figurative language, organisational features, grammatical structure and poetic convention can create effect understand the way great dramatists make their work effective on stage studying setting, plot and characterisation in a text for effect, and making critical comparisons between texts. summarising and organising material, and supporting arguments with necessary factual detail applying their growing knowledge of vocabulary, grammar and text structure to their writing and selecting appropriate form the writing of expository and narrative essays, report writingnon-narrative text, poetry, imaginative writing-stories and scripts, and planning, drafting, editing and proof reading. participating in formal/informal debates, structured discussion and summarising and/or building on what has been said, and rehearsing and performing play scripts and poetry in order to discuss language use and meaning, using intonation, tone, volume and action to add impact. question based on examining the author s craft from a well known gothic text. (RAFs 2,3,5 &6) poetry, script writing or imaginative writing from the first half of the term to submit for their final writing piece. formally during the Gothic Animation task for their discussion and presentational skills and for their drama skills during the play study.

7 Autumn Theme: Writing From Other Cultures Text analysis-poetry from other cultures Travel writing-writing to inform/entertain/ describe/persuade Brochure analysis- GCSE information and ideas analysis skills Analysing media texts- GSCE exam style reading assessment Oracy- holiday show style persuasive speech Text analysis-seminal texts from other cultures Drama/play reading- The Garbage King. Year 9 Curriculum Map Students develop an appreciation and love of reading through increasingly challenging material independently through the study of; contemporary prose, short stories, poetry and drama seminal world texts, learning new vocabulary and checking their understanding of texts knowing purpose, audience and context of the writing to understand making inferences and referring to evidence from the text understanding how language, figurative language, organisational features, grammatical structure and poetic convention can create effect understand the way great dramatists make their work effective on stage studying setting, plot and characterisation in a text for effect, and making critical comparisons between texts. summarising and organising material, and supporting arguments with necessary factual detail applying their growing knowledge of vocabulary, grammar and text structure to their writing and selecting appropriate form the writing of expository and narrative essays, writing-non-narrative texts, imaginative writing-stories and scripts, and planning, drafting, editing and proof reading. effectively through the study of; participating in formal/informal debates, structured discussion and summarising and/or building on what has been said, giving short speeches and presentations, expressing their own ideas and keeping to the point, and rehearsing and performing play scripts and poetry in order to discuss language use and meaning, using intonation, tone, volume and action to add impact. Summative Students will complete a GCSE style essay question based on analysing a non-fiction texts; looking at PALL, presentational and persuasive language features in accordance with the OCR information and ideas paper. (RAFs 2,3,4,5 &6) Students can choose from a variety of styles of travel writing, from the first half of the term, to submit for their final writing piece. (WAFs 1,2,3, 4, 5, 6,7) formally during the holiday show task in which they will be asked to deliver a speech persuading people to visit a tourist attraction or country. Students will be also assessed for dram skills during the reading of The Garbage King.

8 Spring Theme: Teenage Kicks Novel Study-either Anthony McGowan The Knife that Killed Me or Benjamin Zephaniah Face. Performance poetry- a study of contemporary poets culminating in group poetry performances. GCSE style imaginative writing task-using film to inspire writing. GCSE information and ideas exam prep, in accordance with the OCR paper. Students develop an appreciation and love of reading through increasingly challenging material independently through; both pre-1914 and contemporary prose, short stories, poetry and drama Shakespeare learning new vocabulary and checking their understanding of texts knowing purpose, audience and context of the writing to understand making inferences and referring to evidence from the text understanding how language, figurative language, organisational features, grammatical structure and poetic convention can create effect understand the way great dramatists make their work effective on stage studying setting, plot and characterisation in a text for effect, and making critical comparisons between texts. summarising and organising material, and supporting arguments with necessary factual detail applying their growing knowledge of vocabulary, grammar and text structure to their writing and selecting appropriate form the writing of expository and narrative essays, report writing-nonnarrative text, poetry, imaginative writing-stories and scripts, and planning, drafting, editing and proof reading. participating in formal/informal debates, structured discussion and summarising and/or building on what has been said, and rehearsing and performing play scripts and poetry in order to discuss language use and meaning, using intonation, tone, volume and action to add impact. question based on examining the author s craft from the novel study. (RAFs 2,3, 4, 5 &6) informative, descriptive, explanatory or imaginative writing from the first half of the term to submit for their final writing piece. formally during the Performance Poetry task for presentational and dramatic technique.

9 Summer Theme: Step Up! (GCSE Prep.) GCSE style exam prep and yr9 GCSE style mocks. An introduction to GCSE poetry analysis. An introduction to GCSE Literature: Text Study-Dickens, Great Expectations. Shakespeare study, Romeo and Juliet Year 9 into 10 change over task-what was the historical and cultural context in which Shakespeare wrote his seminal plays? Also, an introduction to Romeo and Juliet. Students develop an appreciation and love of reading through increasingly challenging material independently through; both pre-1914 and contemporary prose, short stories, poetry and drama Shakespeare learning new vocabulary and checking their understanding of texts knowing purpose, audience and context of the writing to understand making inferences and referring to evidence from the text understanding how language, figurative language, organisational features, grammatical structure and poetic convention can create effect understand the way great dramatists make their work effective on stage studying setting, plot and characterisation in a text for effect, and making critical comparisons between texts. summarising and organising material, and supporting arguments with necessary factual detail applying their growing knowledge of vocabulary, grammar and text structure to their writing and selecting appropriate form the writing of expository and narrative essays, report writing-nonnarrative text, poetry, imaginative writing-stories and scripts, and planning, drafting, editing and proof reading. participating in formal/informal debates, structured discussion and summarising and/or building on what has been said, and rehearsing and performing play scripts and poetry in order to discuss language use and meaning, using intonation, tone, volume and action to add impact. Students will complete a year 9 GCSE reading paper as a mock. Also, a written analysis of GCSE poetry and literature in preparation for exam technique. (RAFs 2,3, 4, 5 &6) informative, descriptive, explanatory or imaginative writing (in accordance with the GCSE style mock paper) from the first half of the term to submit for their final writing piece. formally for discussion skills throughout the poetry study and also for their presentational skills when studying around the shakespeare plays.