English Y8

Overall Curriculum Goals

1.     Synthesise information from different sources / texts 

2.     Make inference and deductions based on precise textual evidence 

3.     Explain why a writer uses deliberate word choices and language features for individual and overall effect 

4.     Comment on how structure supports a writer’s theme / idea / purpose 

5.     Include precise quotations and/or references in when writing about texts.

Half Term 1

Half Term 2

Half Term 3

Half Term 4

Half Term 5

Half Term 6

Topic Title: 

Imagining the Future

Topic Title: 

Voices of the World

Topic Title: 

Topic Intent:

Students will explore and analyse a range of extracts from the dystopian and science fiction genres and understand why writers choose to write within these genres. They will look at how writers shape their writing, both in terms of language and structure in order to create effective characters and settings, but also to provoke opinion and deliver a message to their readers. They will be able to compare the work of writers within genre and understand their motivation. Students will be given the opportunity to emulate the style of writers whose work they read and will be exposed to ambitious vocabulary to ensure that they develop the use of these confidently in their writing.

Topic Intent: 

Students will be exposed to various writers from around the world; this ranges from diverse voices within our own British societies to the international voices and what our relationship is like with those we consider to be ‘different’. By beginning the topic with Henry Tajfel’s social identity theory, students are given the opportunity to learn why we have social groups and how they develop. They will be asked to apply this to their own wider world and apply the social theory to key events in today’s world and raise awareness of their own positions in society. By investigating the language of specific poems, students will unlock the driving factors behind them and the context they were written in. Students will build empathy as they use role play to position themselves into situations that people from other cultures may find themselves in. They will learn the power of speaking up and how poetry is an artistic form of this.

Topic Intent:

By the time students have reached the spring term of year 8 they have already studied a wide breadth of texts and are becoming aware of the importance of language when understanding and perceiving the world around them. Students will be encouraged to develop a mastery of the English language so that they can empower themselves with the skills needed to become effective communicators. This unit will offer an in depth look at the language of visionaries, from the Romantics, to the revolutionary rhetoric of Martin Luther King. Students will understand how language empowers people and gives them the opportunity to not only influence change but to express their own beliefs and ideas. Students will also appreciate the universal power of storytelling as a means to compel, influence and inspire change in others

Key Content / Skills:  

  • How can we use inference and deduction skills to make predictions about a dystopian world?
  • How does George Orwell use language in 1984 to show a dystopia as an undesirable and frightening place?
  • How do writers’ use structure to give information to a reader?
  • How can we compare how writers use language and structure to effectively create a dystopian world?

Key Content / Skills:  

  • How can we use others’ ideas to form our own opinion?
  • How can we debate in a formal situation?
  • How does the writer use punctuation and grammar to make inferences about character?
  • Can I develop an action plan to help me write a response to a discursive writing task?

Key Content / Skills:  

  • How does Agard use language in the poem ‘Flag’?
  • How does Osundare use language to portray powerlessness?
  • Why does Bhatt use her mother tongue to structure her poem?
  • How can we analyse language and structure to unlock meaning?
  • How do both Dharker and Nichols use language to portray ideas of celebration?

Key Content / Skills:  

  • How can I develop an interesting character description using extended noun phrases?
  • How does Afrika encourage the reader to empathise using sensory imagery?
  • How does Agard use metaphors to compare his experiences?
  • How can we use emotive language to illustrate a tragic experience?

Key Content / Skills:  

  • How can I analyse Shelley’s poem using the how, what, why method?
  • How does Blake use symbolism to convey his disturbing vision of a society in crisis?
  • How does Ward use sentence structures to create a strong and distinct narrative voice?
  • How does King deliberately select words to create powerful images that influence the audience?
  • How does King use a range of rhetorical devices to create a sense of urgency, empowerment and hope? 

Key Content / Skills:  

  • How does Jobs use structure to sequence and link his ideas?
  • How can I synthesise information from a selection of texts to inform my own writing?
  • How can I plan for a persuasive speech using topic sentences and paragraphs to organise my ideas?
  • How can I interweave both literary and rhetorical techniques that will compel and influence my audience?
  • How can I redraft my work in order to improve the impact of my writing?

Assessment: READING

Compare how writers use language and structure to effectively create a Dystopian world 40 marks, completed in October

Assessment: WRITING

Writing to argue. 40 marks, completed in December

Assessment: READING

How do both Dharker and Nichols use language to portray ideas of celebration?, 40 marks, completed in February

Assessment: WRITING

Write a diary extract 40 marks, completed in April

Assessment: READING

How does King use language to create a sense of, empowerment 40 marks, completed in May

Assessment: WRITING

‘Child marriage is a sin against humanity and needs to be eradicated’ write a persuasive speech that calls for the end of child marriage across the world.  

Home Learning:

homework weekly and reading lessons. Read one article a fortnight and complete comprehension questions

Employability, Professionalism and Enterprise  (EPE) Links

  • Students will learn reading strategies which will support them in all aspects of the work place from reading instructions, being able to decode unfamiliar words and use context to aid understanding. They will also develop your ability to think critically about texts which would be useful in journalism, broadcasting and publishing.
  • You will look at structural techniques which will support you in all aspects of the work place such as: reading directions in jobs such as construction and architect. You will also develop your ability to think critically about the structure of texts which would be useful in journalism, broadcasting and publishing.

Employability, Professionalism and Enterprise  (EPE) Links

  • Britishness and the different people in society.
  • How “Britishness” is the range of different backgrounds found in Britain.
  • WWI/WWII and the contribution from other countries and ethnic minority groups.
  • The importance of expression and empathy.

Employability, Professionalism and Enterprise  (EPE) Links

Students will look at:
  • Poverty and working class people in Britain.
  • Inequality in politics and state brutality.
  • Black lives Matter movement.
  • Shooting of Trayvon Martin and racism.
  • Civil rights movement.
  • Child marriage and children’s rights around the world.

Useful Links

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