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English

Key Stage 3

English is a vital subject for all pupils and, therefore, at Forest Moor there is a great deal of focus placed on all aspects of English. English lessons are taught through an individualised learning approach, where possible, focusing on areas of student interest.  

 

We also teach our students about the joys and entertainment of literature. We know our learners very well and, as such, we are able to select literature which suits our students’ interests, these can range from texts such as ‘A Sound of Thunder’ by Ray Bradbury to ‘The Tell Tale Heart’ by Edgar Allan Poe.

Specific attention in school is given to spelling, reading, punctuation and grammar, with all of KS3 having access to targeted interventions to address any gaps in learning or areas where a student may have fallen behind their peers.

Pupils are assessed at the end of every half term with a piece of composition and a piece of comprehension work based around the topic they have been studying. The assessed piece of writing varies in styles; such as newspaper reports; story writing; instructions, etc. We also look at a variety of question types within the reading task focusing on concepts such as text extraction, multiple choice, inference, etc. These assessments are then marked and moderated by a variety of the teaching staff to ensure accurate levels for all pupils.

 

We strive to have all of our students undertaking a relevant and achievable qualification in English once they move up to their Key Stage 4 education. All of the skills and strategies taught at KS3 level are in place in order to give our students the foundations to go on to great success in their English education.

Skills to be achieved:

Spoken English:

Pupils will be able to

  • use Standard English confidently in a range of formal and informal contexts, including classroom discussion giving short speeches and presentations, expressing their own ideas and keeping to the point
  • participate in formal debates and structured discussions, summarising and/or building on what has been said

 

Reading:

Pupils should be able to:

  • develop an appreciation and love of reading, and read increasingly challenging material independently through: reading a wide range of fiction and non-fiction, including in particular whole books, short stories, poems and plays with a wide coverage of genres, historical periods, forms and authors, including high-quality works from English/American literature
  • choose and read books independently for challenge, interest and enjoyment
  • reread books encountered earlier to increase familiarity with them and provide a basis for making comparisons
  • understand increasingly challenging texts through: learning new vocabulary, relating it explicitly to known vocabulary and understanding it with the help of context and dictionaries
  • make inferences and refer to evidence in the text
  • knowing the purpose, audience for and context of the writing and drawing on this knowledge to support comprehension
  • checking their understanding to make sure that what they have read makes sense
  • read critically through:
    • knowing how language, including figurative language, vocabulary choice, grammar, text structure and organisational features, presents meaning
    • recognising a range of poetic conventions and understanding how these have been used
    • studying setting, plot, and characterisation, and the effects of these
    • understanding how the work of dramatists is communicated effectively through performance and how alternative staging allows for different interpretations of a play
    • making critical comparisons across texts
    • studying a range of authors, including at least 2 authors in depth each year

Writing:

Pupils should be taught to:

  • write accurately, fluently, effectively and at length for pleasure and information through: writing for a wide range of purposes and audiences, including: well-structured formal expository and narrative essays; stories, scripts, poetry and other imaginative writing; notes and polished scripts for talks and presentations and a range of other narrative and non-narrative texts, including arguments, and personal and formal letters
  • summarise and organise material, and supporting ideas and arguments with any necessary factual detail
  • apply their growing knowledge of vocabulary, grammar and text structure to their writing and selecting the appropriate form
  • draw on knowledge of literary and rhetorical devices from their reading and listening to enhance the impact of their writing
  • plan, draft, edit and proofread through:
  • consider how their writing reflects the audiences and purposes for which it was intended
  • amend the vocabulary, grammar and structure of their writing to improve its coherence and overall effectiveness
  • pay attention to accurate grammar, punctuation and spelling; applying the spelling patterns and rules set out in the key stage 1 and 2 programmes of study for English

Grammar and Vocabulary:

Pupils should be taught to:

  • consolidate and build on their knowledge of grammar and vocabulary through: extending and applying the grammatical knowledge set out in the key stage 1 and 2 programmes of study to analyse more challenging texts.
  • study the effectiveness and impact of the grammatical features of the texts they read
  • draw on new vocabulary and grammatical constructions from their reading and listening, and using these consciously in their writing and speech to achieve particular effects
  • know and understand the differences between spoken and written language, including differences associated with formal and informal registers, and between standard English and other varieties of English
  • use standard English confidently in their own writing and speech
  • discuss reading, writing and spoken language with precise and confident use of linguistic and literary terminology

Examples of topics and skills covered:

Year 7/8:

Changing

  • Reading Comprehension Questions – inference and extraction from texts
  • Writing Skills – brainstorming, descriptive writing, characterization and storyboards.
  • Viewing/reading to understand – magazines, booklets, and documentaries.
  • Speaking and Listening skills – responding to questions, discussions and debates.
  • ‘The Tell Tale Heart’ and ‘A Sound of Thunder’ – focusing on changing circumstances, character, plot and setting.

(all work is subject specific and tailored to each student).

 

Identity – looking at our histories

  • What’s in a name – research and discovery task.
  • Writing skills – narrative writing: characterization, setting and plot.
  • Speaking and Listening skills – responding to questions, discussions and debates.
  • Reading to understand – textbooks, biographies and encyclopaedias.

 

Year 8:

New Pastures

  • Reading Comprehension Questions – inference and extraction from texts
  • Writing Skills – brainstorming, descriptive writing, characterization and storyboards.
  • Viewing/reading to understand – magazines, booklets, and documentaries.
  • Speaking and Listening skills – responding to questions, discussions and debates.

(all work is subject specific and tailored to each student).

 

Literature

  • Short stories – two week texts: focus on character, setting and plot through analysis.
  • Writing skills – reviews and analysis.
  • Speaking and Listening skills – responding to questions, discussions and debates.
  • Reading to understand – using a variety of texts focusing on stories selected. 

 

Year 9:

Heroes

  • Airsoft / cars – debate, research and poster design.
  • Response to texts – adverts, articles, news extracts.
  • Documentaries and responses to media.
  • Speaking and Listening skills – responding to questions, discussions and debates.
  • Donald Trump – a case study – research project and analysis of ideas.
  • Writing skills – creating an editorial newspaper article and/or speech writing.

(all work is subject specific and tailored to each student).

 

Criminality

  • Crime – what is it? Why is it done? – legal jargon
  • Punishment – does this work? – case studies
  • How does education affect crime? – research
  • Case study
  • Crime – focus on texts.
  • Constructing a narrative with descriptive elements. (2 weeks)

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