English Y9

Overall Curriculum Goals

List the outcomes you expect students from this year group to have achieved by the end of the year:

1.     Give detailed explanations of how language is used by writers  

2.     Use appropriate subject terminology to support comments on language and structural methods 

3.     Explore how a writer’s structural choices support the writer’s theme or purpose. 

4.     Consider wider implications or significance of information, events or ideas in a text. 

5.     Appreciate how particular methods used by a writer help to serve a writer’s purpose or establish their clear viewpoint. 

Half Term 1

Half Term 2

Half Term 3

Half Term 4

Half Term 5

Half Term 6

Topic Title: 

The Supernatural

Topic Title: 

The Supernatural

Topic Title: 

Subversion and Rebellion

Gothic - Frankenstein, The Raven, Monkey's Paw, 


Romeo and Juliet

Topic Intent:

This topic is designed to appeal to their sense of wonder and imagination as their growth in maturity enables them to appreciate complex themes. Through the development of reading strategies, students will explore a wide range of literature that centres around the theme of supernatural, including Gothic Literature and the poetry of Edgar Allan Poe. Alongside their reading of supernatural texts, students will be developing their skills in writing imaginatively and will adopt many stylistic techniques they have studied in the art of story-telling. Furthermore, students will be learning about the origins and the oral tradition of story telling in preparation for a speaking and listening presentation in which they read aloud a supernatural tale of their own. We hope this will develop confidence in our students as we give them an opportunity to have their voices heard and engage others with the power of their own imaginations.

Topic Intent: 

Students will be able to understand the importance of story-telling as well as articulating their experiences in life. This topic will encourage our students to share their own experiences with others. In this topic, we want students to learn to empathise with one another and recognise that everyone endure difficulties at some stage of their life. We also want students to appreciate story-telling and learn to share their own stories with one another. Through the study of Night by Elie Wiesel, students will gain an insight into the harrowing reality of the Holocaust experiencing it through the eyes of Elie Wiesel. Students will understand how historical events have shaped our present world and learn to respect differences and accept diversity. Alongside this text, students will write for a range of purposes and they will have the opportunity to articulate their ideas preparing them for GCSE studies. We want students to be able to articulate their thoughts and ideas independently encouraging them to lead discussions.

Topic Intent:

Students in Year 9 will study Shakespeare’s tragedy, Romeo and Juliet. This is his only play that places young people at the centre of the action and it is perhaps one of the more accessible ways for our young people to engage with challenges of Shakespeare. The activities and ideas will enable students to develop a close understanding of a text, explore its social, cultural and historical contexts, consider Shakespeare’s intentions and staging options, and analyse his use of language and structure. They will also investigate Shakespeare’s dramatic form through an exploration of how characters are pushed to the very limits to make choices however rash, because of conflict borne out of: love, hatred, friendship and rivalry, reputation, honour, loyalty, revenge and prejudice. Our students will have opportunities to consider a wide range of issues both within the play and in 21st Century and the ways people behave. They will also consider the different ways Shakespeare crafts his play and the ways he fully engages his audiences through highly dramatic situations and dilemmas played out by his characters.

Key Content / Skills:  

  • picture of the ‘archetypal monster’ in the extract from Frankenstein?
  • How does Shelley use the archetypal monster as a vehicle for creating a moral in the story?
  • Which methods are used by Poe to depict the speaker’s feelings of melancholy and despair?
  • How do Gothic writers, such as WW Jacobs, create a sense of horror in their descriptions?
  • How does Daphne Du Maurier use imagery to create a supernatural atmosphere in the extract from Rebecca?
  • How do Du Maurier’s language choices depict a sense that the narrator is powerless against the supernatural?

Key Content / Skills:  

  • How do writers shape the structure of their narratives for a specific impact?
  • How do writers improve the impact of their writing and the accuracy of their SPaG?
  • How can I generate ideas and plan the narrative for my own supernatural tale?
  • How can I use powerful language choices to create a gothic mood and atmosphere?
  • How can I use colons and parentheses to add impact to my writing?

Key Content / Skills:  

  • How does Wiesel use a range of methods to describe the oppressive measures on the Jews?
  • How does Wiesel use Mrs. Schächter as a vehicle for foreshadowing the fate of the Jewish community?
  • How does Wiesel use language and structure to describe Eliezer’s behaviour and attitude towards his father?
  • How does Wiesel use language to illustrate Eliezer’s internal conflict?
  • How does Wiesel use language to describe the effects of the Holocaust on father and son relationships?

Key Content / Skills:  

  • How do students articulate their thoughts and ideas about a sensitive topic?
  • How can I use a range of methods in a powerful way to challenge ideas of oppression?
  • How do students express their point of view formally?
  • How does Angelou use a range of methods to challenge ideas of oppression?
  • How does Wiesel use language to portray Meir Katz as someone we sympathise with? (use reading closely and empathise reading strategies)

Key Content / Skills:  

  • In Act 1, scene 4, how does Shakepeare use language to present Mercutio’s character?
  • How does Shakepareare use language and structure to reinforce the underying tension within the play?
  • How do writers use language techniques to influence their readers?
  • What does Shakespeare intend to show his audience through the character of Mercutio?
  • How does Shakspeare create tension in this scene?

Key Content / Skills:  

  • How can I generate ideas and plan my writing effectively?
  • How can a writer use structural devices to communicate effectively?
  • How can a writer use language techniques and methods can I select effective vocabulary to influence my audience?
  • How can I use a range of structural features to control my writing? 
  • How can I use a range of language features to influence my readers?

Assessment: READING

How does Daphne Du Maurier depict the supernatural in the description of the narrator’s dream in Rebecca? 80 marks, completed in October

Assessment: WRITING

Create a Gothic description of a nightmare based on the images provided, 80 marks, completed in December

Assessment: READING

How does Wiesel use language to explore the idea of internal conflict 80 marks, completed in February

Assessment: WRITING

Writing to inform, 80 marks, completed in April

Assessment: READING

How does Shakspeare use language to explore… 80 marks, completed in May

Assessment: WRITING

write a leaflet for young people in which you give advice about how to cope with family conflict, 80 marks, completed in July

Home Learning:

Weekly homework tasks either on a sheet or in their workbooks

Employability, Professionalism and Enterprise  (EPE) Links

  • Poe – loss and grief and ways to adapt and overcome these emotions and act professional.
  • Vocabulary – the words you use can affect others around you. Choose your words wisely to create the tone you wished to portray.
  • Being able to communicate in different ways with others – acting out and roleplaying your emotions and feelings. Individually speaking and telling your tale of emotions.
  • Accept feedback and be able to utilise the information and accept the constructive criticism.

Employability, Professionalism and Enterprise  (EPE) Links

  • World War II - Holocaust: understand how people treat one another.
  • Brutality of regimes on specific groups of people.
  • Understand how certain groups of people are marginalised in society.

Employability, Professionalism and Enterprise  (EPE) Links

Students will look at the following ideas that can be applied within a professional work environment also:
  • Choices
  • Physical relationships
  • Being in control
  • Being able to talk about problems
  • Stereotypes

Useful Links




Kingsway Park High School

Turf Hill Road
OL16 4XA

T 01706 716 761

E info@kingswaypark.org


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