Creative Arts Page 020 8368 2777

Key Stage 3

English Language

Skills

  • Analysis of unseen poetry.
  • Analysis and comparison of studied poems.
  • In-depth language analysis (plays, novels, poetry etc).
  • Structural analysis (plays, books, poetry etc).
  • Incorporation of context.
  • Relevant use of subject terminology.
  • Structuring a coherent essay.
  • Technical accuracy.

By the end of year 9, students should be able to:

  1. Analyse language and structure in a range of fiction texts, making some evaluative judgements.
  2. Analyse language and structure in a range of non-fiction texts and analyse how this is used to present the writer’s viewpoint.
  3. Compare and evaluate writers’ use of language, techniques, patterns etc in non-fiction texts.
  4. Generate a range of ideas to address stimuli and create a plan for writing. Consciously craft a response for effect, including a full range of figurative and sensory language.
  5. Express a point of view clearly and convincingly, using a full range of DAFOREST techniques to support their viewpoint. Begin to structure arguments effectively using discourse markers and possibly including counter-arguments.
  6. Write in an appropriate style, tone and register for genre, audience and purpose, selecting a range of language and stylistic features as appropriate.
  7. Use a range of subject terminology with accuracy.
  8. Employ a variety of sentence structures and punctuation to vary the effects of writing. Spell common and many irregular words securely. Demonstrate grammatical accuracy.

By the end of year 8, students should be able to:

  1. Analyse language and structure in a range of fiction texts.
  2. Analyse language and structure in a range of non-fiction texts and explore how this is used to present the writer’s viewpoint.
  3. Compare ideas, inferences and some language features in non-fiction texts.
  4. Generate a range of ideas to address stimuli. Use a range of techniques, including sensory and figurative language.
  5. Express a point of view clearly, using a range of DAFOREST techniques to support their viewpoint.
  6. Write in an appropriate style and register for audience and purpose. Select some select language and stylistic features to suit audience and purpose. Use some features of different genres.
  7. Use a range of subject terminology with increasing accuracy.
  8. Use simple, complex and compound sentences and some variety of punctuation, mostly accurately. Spell common and some irregular words securely. Demonstrate increasing accuracy in grammar.

By the end of year 7, students should be able to:

  1. Analyse language and comment on structure in a range of fiction texts.
  2. Analyse language and comment on structure in a range of non-fiction texts and comment on how this is used to present the writer’s viewpoint.
  3. Compare key ideas and information in non-fiction texts.
  4. Generate a range of ideas to address stimuli. Use some techniques, including sensory language.
  5. Express a point of view, using some DAFOREST techniques to support their viewpoint.
  6. Understand when it’s appropriate to use formal and informal writing and begin to select language and stylistic features to suit audience and purpose. Start to identify and use features of different genres.
  7. Use some subject terminology with a degree of accuracy.
  8. Use simple and compound sentences and begin to use complex sentences. Use a range of punctuation with some accuracy and demonstrate accurate use of full stops. Spell common words securely. Demonstrate some accuracy in grammar.

 

English Literature

Skills:

  1. Analysis of unseen poetry.
  2. Analysis and comparison of studied poems.
  3. In-depth language analysis (plays, novels, poetry etc).
  4. Structural analysis (plays, books, poetry etc).
  5. Incorporation of context.
  6. Relevant use of subject terminology.
  7. Structuring a coherent essay.
  8. Technical accuracy.

By the end of year 9, students should be able to:

  1. Analyse a variety of language techniques and structural features in a poem they have not studied and explain the effects of these.
  2. Compare a range of language and structural features and their effects in two previously studied poems.
  3. Analyse a range of ways in which writers use language and begin to analyse the effects of language choices in prose, poetry and plays.
  4. Identify some structural features in a range of text types and explain the effects of these.
  5. Make links between a text and its setting and/or the time at which it was written and explain how contextual factors have influenced a text.
  6. Use a range of subject terminology with accuracy.
  7. Plan an essay using ‘focus – change – develop’ to explore how a theme or character develops across a text.
  8. Employ a variety of sentence structures and punctuation to vary the effects of writing. Spell common and many irregular words securely. Demonstrate grammatical accuracy.

By the end of year 8, students should be able to:

  1. Identify some language choices and obvious structural features in a poem they have not previously studied and comment on the effects of these.
  2. Analyse some language and structure in a poem they have studied and explain the effects of these.
  3. Identify some ways in which writers use language and explain the effects of language choices in prose, poetry and plays.
  4. Identify some structural features in texts and comment on the effects of these.
  5. Explain some ways in which a writer and/or text has been influenced by contextual factors.
  6. Use a range of subject terminology with increasing accuracy.
  7. Make a series of relevant and related points in response to a question.
  8. Use simple, complex and compound sentences and some variety of punctuation, mostly accurately. Spell common and some irregular words securely. Demonstrate increasing accuracy in grammar.

By the end of year 7, students should be able to:

  1. Identify and comment on some language choices in a poem they have not previously studied and comment on the effects of these.
  2. Identify some language features in a poem they have studied and comment on the effect of these.
  3. Identify some ways in which writers use language and comment on the reasons for these choices in prose, poetry and plays.
  4. Understand that writers make choices in the ways in which they structure a text and begin to discuss these choices.
  5. Understand that texts are a result of the context in which they are produced.
  6. Use some subject terminology with a degree of accuracy.
  7. Make some relevant points in response to a question.
  8. Use simple and compound sentences and begin to use complex sentences. Use a range of punctuation with some accuracy and demonstrate accurate use of full stops. Spell common words securely. Demonstrate some accuracy in grammar.

 

Year 7 overview
pdf
Year 8 overview
pdf
Year 9 overview
pdf