curriculum & assessment plan 2016-2017 subject: english€¦ · curriculum & assessment...

Curriculum & Assessment Plan 2016-2017

Subject: English

Year 7 Year 8

Autumn 1 Baseline assessment: Roald Dahl transition project Cultural stories: Reading: Unseen Arabian nights text Writing: Willow pattern plate story or choice of two pictures

Gothic: Reading: Jane Eyre unseen text check for structure JET Writing: Newspaper article about the Signalman H/W: Gothic story

Autumn 2 Private Peaceful: Reading: Comparative essay Dulce et Decorum est and PP Writing: Letter home and speech.

Macbeth: Reading: Explore how Lady Macbeth is presented in this extract and elsewhere in the play. Writing: Newspaper article (assessed), speech and letter (not assessed)

Spring 1 Shakespeare: Reading: Literature essay on the relationship between lovers in AMND

Class Novel: Reading: Thematic or character based essay Writing: Non-fiction writing using novel

Spring 2 Time Travel: Reading: Emily Davison non-fiction article. Writing: Portfolio of writing - article, speech, interview, blog

Relationship Poetry: Reading: Unseen poetry assessment. Writing: Write your own narrative of a family event or a story about a family Christmas suggested by a picture.

Summer 1 Nature poetry: Reading: Comparative essay on two nature poems Writing: Descriptive writing based on nature Informal reading assessment: Unseen fiction extract – Tom’s Midnight Garden

Frankenstein: Reading: Response to an unseen non-fiction text Include 3 weeks thematic non-fiction texts Thematic essay (not assessed) Writing: Non-fiction article or letter based on theme.

Summer 2 Reading week Summer exams

Youth speaks. Writing a speech on a key issue Summer exams


Year 7 Assessments Term 1 Assessment 1

Year 7 – Arabian Nights Reading Assessment

Assessed on: AO1, AO2, AO4, AO5

Text can be studied in advance but the questions must be done in exam conditions.

Read the extract which begins when both of the Kings have found out their wives have been

unfaithful. Answer the following questions using PEE.

1. How does King Shayrar feel after his wife has been unfaithful?

2. Write about one technique that the writer has used to show how unhappy the King is.

3. What feelings do you think the writer wanted to create with the line “the candles in his

chamber trembled with loneliness, and the black tent of night flapped around his heart”?

How would the reader feel about this?

4. How does the Wazir feel about the task that he has been given? What response might the

reader have to this?

5. Think about what you know about the King at the start of the story. How has he changed?

How would the reader feel now?

Challenge questions. These questions do not need to be answered in PEE paragraphs.

How does the line “so the stories say – but who can tell if they are true?” fit in with what you know

about the tradition of storytelling?

What is the effect of the line “a thousand brides, a thousand executions, a thousand spaces in the

crowded streets of the bazaar, two thousand empty sandals”?

Use Year 7 Reading and Writing Assessment Feedback sheet

Term 1 Assessment 2

Year 7 Writing Assessment

Write a Willow Pattern plate story OR write a short story based on two pictures.

Assessed on: All Writing AOs.

To be done in exam conditions in one hour.


[Type here]

Writing assessment – 1 hour

Write a short story based on either of the two pictures

You will be marked on imaginative content and accuracy of spelling, punctuation and grammar.

Don’t forget to plan your work first.

Curriculum & Assessment Plan 2016-2017 Year 7 Private Peaceful

Reading Assessment:

Assessed on: AO1, AO2, AO3, AO4, AO5

Grid can be prepared in advance with quotations: To be written up in exam conditions.

Comparative essay on the gas attack and Dulce et Decorum est.

What are the similarities and differences between the way Wilfred Owen and Michael Morpurgo

write about the atrocities of war?

Writing assessment:

Write a speech to persuade people to sign up to fight in WW1 or to persuade them not to go.

15 minutes planning time and then 1 hour controlled conditions.

Assessed on: All Writing AOs

Optional task: Write letter home from the trenches and write a formal letter asking for posthumous

pardons.

Use Year 7 Reading and Writing Assessment feedback sheet for both assessments

Year 7 Shakespeare:

Reading: Write an essay on the relationship between the four lovers in AMND


Students to practise on an extract on the scene and will then get an extract from the scene (similar

to AQA Year 10 question). Part A and Part B question on other parts of the play. Exam conditions.

Use KS3 Literature feedback sheet

No writing assessment for the Year 7 Shakespeare SoW

Year 7 Time Travel:

Reading: Emily Davison article. Response to unseen non-fiction 20h century writing after practicing

with pre 1914 text. Look at the question types together before sitting the assessment, then one hour

controlled conditions with the questions.

Assessed on AO1, AO2, AO4

Use KS3 Reading and Writing Assessment Sheet


Did suffragette who died under the King's horse mean to kill herself? Historian believes return ticket

shows she just wanted to make a stand

Researcher Maureen Howes believes Emily Davison has been unfairly labelled as a 'suicidal fanatic'

Trawl through old mementoes suggests death was tragic accident Hundredth anniversary Derby coming up next weekend

She is remembered as the suffragette who died under the King’s horse.

But it has always been unclear as to whether Emily Davison really did intend to kill herself at the Epsom Derby in 1913 – or whether she simply wanted to make a public stand.

Now new evidence has emerged to suggest the latter, after local historian Maureen Howes spent ten years working with the activist’s family to discover the truth.

Both she and Davison’s surviving relatives are convinced that it was nothing more than a tragic accident, and are determined to set the record straight.

Davison died in hospital four days after being knocked down by George V’s horse, Anmer, at Tattenham Corner.

It is a common theory that rather than seeking martyrdom, she had merely attempted to tie the Suffragette’s colours to the horse.

Mrs Howes’ research suggests that it was only by coincidence that Davison had decided to do this – as earlier, safer, protest plans had been scuppered.

Her conclusions have been drawn after trawling through previously unseen mementoes, photographs and documents from family members, and listening to anecdotes.

She said: ‘At the time of Emily’s death, the family found all the publicity too much. It was very unpleasant. They were reluctant to speak out.

‘The story is so well-known but no-one has found out the truth. I’m happy with what I have written but I know it will upset a few apple carts.

‘People want to declare Emily as a suicidal fanatic but I have a very different version of the Epsom Derby.

‘She doesn’t deserve the legacy which has been given to her.’

She doesn’t deserve the legacy which has been given to her.’ According to Mrs Howes, Davison resorted to running onto the track as a ‘plan B’ after an attempt to pin the colours to a horse in the paddock failed. She said ‘plan A’, the safer option, was scuppered when Davison was recognised and barred from entering the pen. She said: ‘She didn’t commit suicide. There’s no chance of it. It was just a tragic accident. ‘She put herself in a risky position, but it was a plan B.

Curriculum & Assessment Plan 2016-2017 ‘She was meant to pin her colours to the horse in the paddock but they didn’t let her in. ‘It was then decided to go for went for plan B - she probably thought, if we can’t do it in the paddock, let’s do it at Tattenham Corner where the news reel is.’

Year 7 Non Fiction Reading Assessment

1) Tick the four statements that are true from this list:

A. A local historian family has worked with Emily Davison family for 12 years.

B. Emily Davison was knocked down by Amer, the King’s horse.

C. The family of Emily Davison think she did it on purpose- it was not an accident.

D. Emily was trying to tie the colours to the King’s horse when she died.

E. Maureen Howes believes that Emily deserves a new legacy as the one she has is not

right.

F. There was a safer protest planned earlier in the day.

G. Emily died at the Newbury Derby.

H. Margaret Howes thinks everyone will be pleased with her story.

2) Write a summary of the reasons Maureen Howes believes Emily did not mean to commit

suicide.

3) Read from “‘People want to declare Emily as a suicidal fanatic” to the end of the piece. How

does the writer use language to persuade the reader Emily did not mean to die? Use three

examples of language- WHAT do you notice and HOW does it work?

4) What is the viewpoint the writer suggests about Emily Davison as a person in this article?

Explain what the view point of Emily is using PEEE.

Explain two ways the language makes you think this using PEEE.

Informal reading assessment: Fiction. Unseen text with four questions (similar to KS4).

Tom’s Midnight Garden

Writing: Portfolio of writing - article, speech, interview, blog as per scheme of work. One piece of

writing must be done in controlled conditions.

Assessed on: all writing AOs

Curriculum & Assessment Plan 2016-2017 Use Year 7 Reading and Writing Assessment sheet

Nature poetry

Reading: Comparative essay on two nature poems from a selection that have been studied. Poems

are studied in class and students plan their essays independently. Essay to be written up in

controlled conditions.


Use Year 7 Reading and Writing Assessment sheet

Writing: Descriptive writing based on nature

Assessed on: all writing AOs

Describe a nature walk based on the following pictures:

Use Year 7 Reading and Writing Assessment sheet

Year 8 Assessments Gothic:

Reading: Jane Eyre unseen text and 4 questions (attached)

Assessed on: AO1, AO2, AO4

Use Year 8 Unseen Fiction Assessment Sheet

Writing: Newspaper article about the Signalman

Assessed on: All writing AOs

Use Year 8 Writing Assessment sheet

Curriculum & Assessment Plan 2016-2017 H/W: Gothic story

Questions: Jane Eyre

You will be assessed on AO1, AO2 and AO4.

1 Read the first paragraph again.


List four things that are in the room. (4)

2 Read paragraph four again from “My head still ached and bled down to …one of his own children.”

How does the writer use language here to create sympathy for Jane? Aim for 3 PEEs.

You could include the writer’s choice of:

words and phrases that make you feel sorry for her.

language techniques that create sympathy.

interesting sentences

Support your views with evidence from the text. (8)

3 Towards the end of the extract in the last two paragraphs, the writer creates tension and suspense.

Using PEEE, explain how the writer creates the feeling of tension and suspense. You need to focus on language and the structure. Support your views with evidence from the text. Aim for 3 PEEEs. (8)

4 You now need to think about the whole of the text.

Jane Eyre has been described as “a classic Gothic* novel”.

a) From the extract you have read what evidence is there to suggest that this is true? Support your views with evidence from the text. (4)

b) The book was published in 1847. Is there anything from the text that suggests it is not a modern book? Support your views with evidence from the text. (4)

Ingredients of a Gothic novel are: scary settings, darkness, fear, bad weather, orphans, ghosts and the supernatural, villains, horror and a scary story.

Curriculum & Assessment Plan 2016-2017 Macbeth

Literature style reading assessment: Explore how Lady Macbeth is presented in this extract and

elsewhere in the play. Read through extract and discuss briefly before students write up their

answer.


Use KS3 Literature Assessment sheet

Writing assessment for year 8 Shakespeare SoW – Write a newspaper article reporting the death of

Macbeth.

Use Year 8 Writing assessment feedback sheet

Year 8 Novels

The Tulip Touch

Reading: “Is Tulip born or made evil? Discuss”

Writing: Either a diary from the perspective of Tulip, about Christmas at the Barnes and the

aftermath at home or a newspaper article reporting on the fire at the hotel at the end of the novel.

Holes

Reading: “How does Stanley’s character develop throughout the novel Holes?”

Writing: A creative story based on Madame Zeroni. Either, write about a curse she put on someone

or the story of how she lost her leg.

Great Expectations

Reading: How does Dickens present ‘love and status’ as significant themes in the novel Great

Expectations?

Writing: Imagine you are Miss Havisham. Write a dramatic monologue of how you felt on the day

you met Pip for the first time.

Boy in the Striped Pyjamas

Reading: In the novel, Boyne presents characters as being good or evil. To what extent is the

Commandant an evil character?

Writing: Write a letter home from Mother to her friends or from Bruno to his grandmother.

Stormbreaker

Reading: How does Horowitz create tension in the book?

Curriculum & Assessment Plan 2016-2017 Writing: Imagine that Alex is kidnapped by Yassen Gregorovich. Write his escape in an exciting piece

of fiction.

Woman in Black Reading: How is the woman in black used to create tension and suspense in the play? Or How does Mallatratt use the theme of fear to engae and entertain the audience? Writing: Write a monologue as Mr Jerome, recounting the untold experiences he has had of Eel House and The Woman in Black. This could be in the form of a letter to his wife, a diary entry or quite simply his thoughts spilling out on paper.

Frankenstein

Reading: Comparison of two non-fiction texts about medicine with four exam style questions: In T

drive under Frankenstein reading assessment folder. One article from the Telegraph on a bionic

hand and a Sun article on cloning. There is a practice assessment on cloning.

Practice reading Assessment Year 8 – Frankenstein One hour paper

Source A - Cloning

1 Read paragraph one.

Why might people be concerned about human cloning?

2 Read paragraph two.

How would reproductive cloning actually be done? Explain in your own words.


3 Read paragraph three.

a) What was the first mammal to be cloned?

b) Who were the Raelians and what did they claim?

4 Read paragraphs four and five.

a) Summarise the two possible uses for cloning.

b) What was the problem with Dolly?

c) Write your own definition of the word ‘sinister’.

d) Explain in your own words the phrase ‘totalitarian regime’ and explain why they would want

to use cloning.

5 Do you think the article is for or against human cloning? Do you think there will ever be a

time when human cloning will be acceptable in our society?

Assessment: KS4 style assessment – AO2 language and structure and AO3 comparison

Use Year 8 Non-fiction comparison assessment sheet.

Writing: one hour unseen writing task

Prepare by revising PAF and a practice question.

Task: A new science laboratory is going to be opened in your area. The aim of the laboratory is for

medical science and you have heard that they will be using animals for experiments to test for

diseases and medical research including cloning.

Write a letter to your local newspaper saying whether you are FOR OR AGAINST animal testing.



Relationship poetry

Reading Assessment: Unseen poetry question

Use KS3 Literature mark scheme. Assessed on AO2 Language and Structure and AO4 Evaluation

Year 8 Poetry Reading Assessment

Explore how Seamus Heaney presents the relationship between himself and his father.

Consider:


How he feels about his father and how it has changed over time

Any language techniques you notice

Any structural techniques you notice

The effect of the poem on the reader

Follower

My father worked with a horse-plough, His shoulders globed like a full sail strung Between the shafts and the furrow. The horse strained at his clicking tongue. An expert. He would set the wing And fit the bright steel-pointed sock. The sod rolled over without breaking. At the headrig, with a single pluck Of reins, the sweating team turned round And back into the land. His eye Narrowed and angled at the ground, Mapping the furrow exactly. I stumbled in his hob-nailed wake, Fell sometimes on the polished sod; Sometimes he rode me on his back Dipping and rising to his plod. I wanted to grow up and plough, To close one eye, stiffen my arm. All I ever did was follow In his broad shadow round the farm. I was a nuisance, tripping, falling, Yapping always. But today It is my father who keeps stumbling Behind me, and will not go away.

Seamus Heaney



Writing assessment

http://www.poemhunter.com/seamus-heaney-3/poems/

Curriculum & Assessment Plan 2016-2017 Either: Write your own narrative of a family event (either real or imagined).

OR

Write a story about a family Christmas suggested by this picture.

curriculum & assessment plan 2016-2017 subject: english€¦ · curriculum & assessment...

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