Curriculum Overview

 

Key Stage 3 Key Stage 4 Sixth Form

Term 1: Once

Students will explore ‘Once’ by Morris Gleitzman through a series of reading, writing and speaking and listening activities and exploring characters and themes through the whole novel. Students will also explore focused extracts.

Students will complete a range of activities that will consolidate their learning. They will end the unit by writing an essay about a character or theme in the novel, demonstrating their understanding of the whole text.

Nazi
A member of the National Socialist German Workers' Party, which controlled Germany from 1933 to 1945 under Adolf Hitler and advocated totalitarian government, territorial expansion, anti-Semitism, and Aryan supremacy, all these leading directly to World W

Holocaust
Destruction or slaughter on a mass scale, especially caused by fire or nuclear war.

Symbolism
The use of symbols to represent ideas or qualities.

Narrative Voice
The speaker. The story teller.

Prejudice
Preconceived opinion that is not based on reason or actual experience.

Structure
The arrangement of and relations between the parts or elements of something complex.

Empathy
To be able to put yourself in someone's shoes and experience their feelings.

Explanation
To give information regarding how something works or why something happened the way it did.

Analysis
To look closely at something, to take it apart and look at how it is made up.

Language
The choice of words writers use to get their message across.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
Students will learn about the history of Europe, thinking about the effect of war on individuals like themselves. They will be encouraged to use empathy in order to put themselves into a character's shoes. They will also work on discussion and debate.

Create a supportive community:
Students will be confident in sharing their own ideas. They will develop empathy skills.

Term 2: Introduction to Science Fiction

Students will explore a range of Science Fiction extracts and craft their own pieces of science fiction writing.

Students will complete a comprehension activity developing PEE skills and demonstrating an ability to evaluate a whole text. They will also complete a piece of creative writing.

Engage
To demand and maintain the attention and interest of the reader.

Rhetorical Question
A question asked for emphasis and to encourage the reader to think.

Tension
A heightened or strained mental or emotional state.

Emotive
Arousing or able to arouse intense feeling.

Extract
A short passage taken from a text, film, or piece of music.

Craft
Skills involved in carrying out one's work.

Description
A spoken or written account of a person, object, or event.

Contrasting
Comparing in such a way as to emphasize differences.

Anecdote
A short amusing or interesting story about a real incident or person.

Festive
Relating to a festival, especially Christmas.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
Students will explore their ideas around society and morals as they engage with different extracts. They will be able to develop their imagination and creativity through their own creative writing.

Create a supportive community:
Students will explore their ideas together, developing listening and appreciation skills.

Term 3: Shakespeare Heroes and Villains

In this unit students will be introduced to some of Shakespeare's most famous (and infamous!) characters. They will be looking at some of Shakespeare's most well loved soliloquies and developing an understanding of the Elizabethan/Jacobean context.

Across term 3 and term 4 students will also be exploring elements of promotional material and advertising through a unit of work on 'Selling the Experience'.

Students will complete a range of activities based on extracts from Shakespeare's plays. One of these will be focused on exploring how Shakespeare uses language and structure to engage his audience.

Students will complete an analysis of a piece of promotional material and then write their own piece of promotional content.

Shakespeare
William Shakespeare 26 April 1564 (baptised) – 23 April 1616) was an English poet, playwright, and actor, widely regarded as the greatest writer in the English language and the world's pre-eminent dramatist. He is often called England's national poet, and

Stagecraft
The skill of combining language, effects, stage directions etc.

Soliloquy
An act of speaking one's thoughts aloud when by oneself or regardless of any hearers, especially by a character in a play.

Shakespearean tragedy
A five act play in which many of the main characters die by the end; centers on a tragic hero who begins the story as a respected, basically good person but succumbs to evil and therefore his/her doom (usually involving misery and an untimely death).

Verse
Writing arranged with a metrical rhythm, typically having a rhyme.

Villain
Someone with questionable moral judgement.

Aside
A speech or line only heard by the audience, not the other characters on the stage.

Elizabethan
During the reign of Elizabeth I.

Jacobean
During the reign of James I.

Protagonist
The central character who drives the action forward.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
Students will have an opportunity to engage with different eras from history and explore ideas about right and wrong.

Create a supportive community:
Students will gain confidence performing and reciting Shakespeare's verse. Students will work together to develop ideas about interpretations.

Term 4: Fantasy Fiction

Students will explore a range of extracts from fantasy fiction, looking at writers’ techniques and how they craft fantasy worlds and characters. They will then go on to produce their own pieces of fantasy writing.

Across term 3 and term 4 students will also be exploring elements of promotional material and advertising through a unit of work on 'Selling the Experience'.

Students will complete a range of tasks developing their ability to evaluate fiction and non-fiction texts and make inferences.

Students will complete an analysis of a piece of promotional material and then write their own piece of promotional content across term 3 and term 4.

Creature
Any large or living thing that can move independently.

Legend
A traditional story sometimes popularly regarded as historical but not authenticated.

Convention
A way in which something is usually done.

Fantasy
A genre of fiction set in an unreal universe or world. Often it includes some events or locations from the real world.

Moral
A lesson that can be derived from a story or experience.

Evaluate
Make a judgment, one that most likely results from some degree of analysis.

Setting
The place or type of surroundings where something is positioned or where an event takes place.

Characteristic
A feature or quality belonging typically to a person, place, or thing and serving to identify them.

Theme
An idea that recurs in or runs throughout a work of art or literature.

Fiction
Literature in the form of prose, especially novels, that describes imaginary events and people.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
Students will consider the relationships between humans and the world we live in. They will look at how places and worlds can be created. Many fantasy stories have moral messages, challenging students to consider their own actions and behaviour through the use of an 'other' world.

Create a supportive community:
Students will complete a variety of writing activities which will be peer-assessed and evaluated. This will help them to recognise their own strengths and areas for improvement ready for the end of year examination .

Term 5: Ballads and Biographies

Students will look at a range of ballads and other poetry which explore personal experiences. They will also read and discuss extracts from biographical and autobiographical writing.

Students will complete an exploration of a ballad, considering how the poet has portrayed the experience of the character and the impact of the ballad form and the language used.

Metaphor
When one thing is described as another e.g. the crystal water.

Simile
When two things are compared using 'like' or 'as' e.g. eyes like headlights.

Alliteration
Use of the same consonant sound several times to create effect and draw attention to particular parts of writing e.g. Around the rugged rocks, the ragged rascal ran.

Repetition
When sounds, words or phrases are spoken or written more than once.

Rhyme
Correspondence of sound between words or the endings of words, especially when these are used at the ends of lines of poetry.

Stanza
An arrangement of a certain number of lines, usually four or more, sometimes having a fixed length, meter, or rhyme scheme, forming a division of a poem.

Myth
A traditional story, especially one concerning the early history of a people or explaining a natural or social phenomenon, and typically involving supernatural beings or events.

Creature
Any large or living thing that can move independently.

Imagery
Words that create pictures in the readers mind.

Poem
A piece of writing in which the expression of feelings and ideas is given intensity by particular attention to structure, rhythm, and imagery.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
Students will consider a range of experiences presented in biography and ballad poetry. Students will be using empathy skills to understand and appreciate the context of the texts being read.

Create a supportive community:
Students will explore ideas and feelings, building on one anothers' ideas and listening to each other. Students will be asked to recognise positive contributions in order to foster a great atmosphere for debate.

Term 6: Diverse Lives

In this unit students will learn how to engage with writers from varied backgrounds through accounts of their lives and experiences. They will undertake a comparison of the way different writers present their ideas. They will explore a range of different text types.

Students will complete their end of year exam during this term, bringing together the analysis, evaluation and comparison skills developed throughout the year.

Comparison
To look at two or more things together for similarities and differences.

Autobiography
An account of a person's life written by that person.

Biography
An account of a person's life written by another person.

Timeline
A graphical representation of a period of time, on which important events are marked.

Transition
The process or a period of changing from one thing or place to another.

Personal
Of or concerning one's private life, relationships, and emotions.

Similarity
Something that is like or the same as another thing.

Memoir
Written account of a specific event in a person's life.

Authorial Voice
The distinct way in which the writer addresses the reader.

Reminisce
To reflect/look back on one's memories.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:
Students will consider the importance of their own experiences and compare their experiences to those of others.

Create a supportive community:
Students will participate in a number of group work tasks that will develop their teamwork and creative skills. Students will be encouraged to feed back to both the teacher and each other in order to develop their communication skills in the classroom.