English

The English language curriculum at Bradford Academy is designed to give students a broad exposure to a varitey of communication, analytical and creative opportunities. Students at key stage three begin each  year developing their creative writing skills by exploring a range of texts from the Grammar for writing schemes of work; these schemes are designed to teach grammar in a contextualised way – focusing on effects achieved, so students have a wider range of techniques with which to craft creative, effective texts provide engaging and interactive lessons. The lessons are designed to help build grammatical knowledge and improve writing motivating students to write independently  and they encourage students to reflect on their writing and understand how to improve with our range of activities.

Term 1
Key Learning Objectives Writing Objectives:

AF1- SPaG, sentence structure, punctuation, technical accuracy and spelling

AF2-Organisation and paragraphing, text structure and organisation

AF5- Appropriate and effective vocabulary

 

Reading Objectives:

AF2-Language Commenting on a writer’s use of language at word, sentence and text level

AF4- Purpose and Viewpoint Identify and comment on the writer’s purpose and viewpoint

Key Activities / Homework Speaking & Listening: Skills in using discourse markers and speaking to inform

Writing: Key SPaG skills including varying sentence structure and appropriate informative/ argumentative, conventions of commentary homework: Annotating news articles for key features, research on current affairs, Facebook/Twitter posts for key characters

Assessments Half Term One:

WRITING Grammar for writing: Inform, argue, persuade Speaking & Listening: Present TV news broadcast S & L AF 2 Writing: Write a newspaper article on a topic of your choice and write an argumentative essay on a topic of your choice WAFs 1,2 & 5

Half Term Two:

PROSE Reading: The Boy in the Striped Pyjamas Speaking & Listening: Scripting and presentation of key scenes in the novel. S & L AF 1 & 3 Writing: How does Father feel after the death of Bruno? Diary entry. WAFs 3,4 & 5 Reading: Commentary on language choices and viewpoint in diary entry RAFs 2 & 4

Suggest reading & support materials Range of non-fiction texts, The Boy in the Striped Pyjamas

 

Term 2
Key Learning Objectives Writing Objectives:

AF1- SPaG, sentence structure, punctuation, technical accuracy and spelling

 

Reading Objectives:

AF2-Language Commenting on a writer’s use of language at word, sentence and text level

AF3- Structure Identify and comment on the structure and organisation of texts

AF4- Purpose and Viewpoint Identify and comment on the writer’s purpose and viewpoint

AF5- Context Relate texts to their social, cultural and historical contexts and literary traditions

Key Activities / Homework Speaking and listening:

Collaborative planning skills, ICT – creating presentations

Reading:

Tension graph plotting, analysing how tension is created, PEA analysis and comparison

Writing:

Conventions of a monologue, scriptwriting skills

Homework: S&L rehearsals, essay planning

Assessments Half Term Three:

PROSE Literary Heritage: The League of Extraordinary Gentleman Speaking & Listening: Group Presentation of a historical issue from the Victorian era S & L AF 1 Reading: P.E.A. analysis: How is tension and suspense created in ‘King Solomon’s Mines? RAFs 2, 3 and 4 Half Term Four:

POETRY Literary heritage: Love Poetry (6 weeks) Speaking & Listening: Individual dramatic monologue inspired by chosen poem S & L AF 1 Reading: Comparative essay on Porphyria’s lover and Barrett Browning’s Sonnet 116. RAFs 2, 4 and 5

Suggest reading & support materials The League of Extraordinary Gentleman, Love poetry anthology, variety of dramatic monologues

 

Term 3
Key Learning Objectives Writing Objectives:

AF1- SPaG, sentence structure, punctuation, technical accuracy and spelling

AF2 – Organisation and paragraphing, text structure and organisation

AF3- Imaginative and Interesting texts

AF5- Appropriate and effective vocabulary

Reading Objectives:

AF1-   Inference Ability to deduce, infer or interpret information, events or ideas from texts

AF2-Language Commenting on a writer’s use of language at word, sentence and text level

AF3- Structure Identify and comment on the structure and organisation of texts

AF4- Purpose and Viewpoint Identify and comment on the writer’s purpose and viewpoint

AF5- Context Relate texts to their social, cultural and historical contexts and literary traditions

Key Activities / Homework Writing:

Features of scripts and interviews, consolidating monologue skills and writing from specific character viewpoints

Reading:

Developing evaluative writing skills, empathic tasks focusing on key characters Homework:

Evaluation paragraphs, character viewpoint mind maps

Assessments Half Term Five:

NON-FICTION Considering writer’s viewpoints Writing: Write and present interviews from the viewpoint of the writer of one of the dalmatian articles WAFs 1,2 & 3 Reading: Exam style assessment focusing on P.E.A. and writers’ language choices Half Term Six:

DRAMA Shakespeare: The Tempest Writing: Create a monologue from the viewpoint of one of the key characters (Prospero, Caliban, Miranda or Ariel) WAFs 1,3 and 5 Reading: To what extent is Prospero the hero in this play? RAFs 2, 4 & 5

Suggest reading & support materials AQA non-fiction KS3 materials, The Tempest, examples of interviews from magazines and other current affairs sources