Oasis Media City Subject Curriculum Plan
Subject: English Head of Subject: Mrs Stacey Ryan Date updated: Summer 2020
This document is an overview of the learning that students will experience within their subject area. This is a working document that provides teachers, students and parents with a map of key content that will be delivered during lessons in each year group.
Year Term: 1 (3 Weeks) 1 (12 weeks) 2 (12 weeks) 3 (12 weeks) 7 Topic(s): Transition – Abrahamic Stories Greek Myths Tales from Shakespeare Smith Booklet: (Stephen Fry, Rick Riordan, Hesiod, Classic Macbeth, Othello, A Midsummer Night’s Leon Garfield Mythology) Dream Subject Knowledge: Biblical, moral, tradition, Greek Mythology, Mythology, Idiom, Metaphor, Performance/Play, Protagonist, Antagonist, Novel, Character, Villains, Notorious Felons, 18th Century Abrahamic, allegory, Appositives, conjunctions, Subordinating Tragedy, Comedy, Supernatural, Racism, London, Highwaymen, Links to Oliver Twist – Pastiche, consequence, sin, blame, Conjunctions, Deities, Tradition, Retribution and Sexism, Gender Roles, Patriarchy, Marriage London Squalor, Justice System, Poverty, Social Hierarchy, wisdom, faith, compassion, Reward. and Relationships, Corruption, Machiavelli, Literacy and Illiteracy, Inequality, Redemption. Samaritan, courage, resilience, Regicide, High Treason, Social Class justice, injustice, wrathful, forgiving, salvation, damnation.
Grammar: (Transition Needs) +Because, But, So +Subordinating Conjunctions, +Because, But, So +Apostrophes +Topic Sentences +Appositives +Commas Vocabulary: See Student Vocabulary Booklet Link to Context Biblical allegory, Sin and Reward, Greek Mythology, Theology, Nihilism, Society and Macbeth: Jacobean audience, Demonology, Victorian London, Cycles of Poverty, Inequality, 18th afterlife, Adam and Eve, Paradise, Civilisation, War and Reconciliation, Gender Roles, Monarchy, Gender Roles Century Justice system, 18th Century Prisons – Newgate Religious Consequence, Morality, Ideas of Justice, Seism and Equality. Othello: Racism, Gender Roles, Machiavelli Gaol, 18th Century Laws (crime and punishment, alcohol Abrahamic Faiths. A Midsummer Night’s Dream: Elizabethan laws, …) audience, Sexism, Roles of Women, Father- Daughter relationships, Social Class
Assessment Type: Assessment Booklet Assessment Booklet Assessment Booklet Assessment Booklet EOY EXAM Vocabulary Quiz Vocabulary Quiz Vocabulary Quiz Vocabulary Quiz
Topic Creative Writing: Writing Fiction EPIIIC – Establishing an Audience Mood: Sky (setting) Teaching weather types and personification. Making a difference – litter (MP- RLB), Grammar Assessment Oasis English Writing (Tenses) education (HT) , youth clubs (YouthW), Assessment.
Explicit Teaching every other week (+recall in between) crime (COP), leisure (CEO)
Past Tense verbs, Present Tense verbs, Pitfalls and Misconceptions (KEM way S&L – another student has to sit in the
Focus
Writing of teaching tenses) way they need to sit. Role-Play / Hot- Seating. SC needed.
(Plurals)
Oasis Media City Subject Curriculum Plan
Year 1 (15 weeks) 2 (12 weeks) 3 (12 weeks) Term: 8 Topic(s): Romeo and Juliet Oliver Twist Gothic Fiction William Shakespeare Charles Dickens Subject Soliloquy; chorus; prologue; monologue; Authorial intent, contextually, character arc, Gothic, Supernatural, heroine, macabre, Knowledge: hamartia; tragicomedy; fate; recurring (image sympathy, Bildungsroman, metaphor, philanthropy, subversive, melodramatic, villain, profane, or theme), metaphor, binary opposites, misanthropy, inherent, learned, humane, pious, voracious, sated, natural, unnatural, simile, free will, turmoil, tranquillity, inhumane, inferior, superior, pure, corrupt. decadent, restraint, degradation, elevation reverence, scorn, excess, moderation, objectify, value. Grammar: +Appositives +Because, But, So +Subordinating Conjunctions +Appositives (+for context) +Subordinating (for use in Conjunctions plenaries also) Vocabulary: See Student Vocabulary Booklet Link to Elizabethan England; conflict; love and Victorian England; Poverty; Inequality; Conflict; 18thC England, Religion, Hysteria, class and context/Character: relationships, patriarchal, A.C Bradley, Family, Paupers, Charity and Welfare, Social prejudice, Gothic genre, Gothic location, Aristotle, Tragic Hero, Social Hierarchy Hierarchy, Crime and Punishment, Class-based Patriarchy, conflict, resolution. Prejudice, Racism. Assessment Type: Assessment Booklet Assessment Booklet Assessment Booklet Vocabulary Quiz Vocabulary Quiz Vocabulary Quiz EOY EXAM Topic: EPIIIC Picture This vs Imagine only The City Creative Writing based on images EPIIIC Persuasive Paragraph (opposites: dystopia vs utopia, war vs peace, Tiny Features (HT3) vs Action (HT4) (zoom in and +Co-ordinating Conjunctions order vs chaos, past vs future, wet vs dry) zoom out) (Information – expert, number, quote) (Plurals) (Narrative Perspective) Explicit Teaching every other week (+recall in between) Explicit Teaching every other week (+recall in
ASSESS: Presentation (2): Campaign to Make Tiny Features – spot the tiny features (getting between) the World Better (War vs Peace). (SC) students to identify the features to zoom in on),
Focus Writing (Tenses) move towards doing this without the picture. Explicit Teaching every other week (+recall in Teach them to think of nouns. between) Nouns (face, clothing, ground) Action – Looking at Past Tense verbs, Present Tense verbs, Pitfalls and verbs as well (what is happening). Misconceptions (KEM way of teaching tenses)
Oasis Media City Subject Curriculum Plan
9 Topic(s): Soliloquies and Hamlet Poems from Different Cultures Of Mice and Men Satire: Bloody Chamber -Angela Carter William Shakespeare John Steinbeck and Animal Farm - George Orwell Subject Soliloquy, chorus, prologue, monologue, Identity; conflict; violence; faith; Toxic Masculinity, The Great Viewpoint, narrator, allegory, extended Knowledge: hamartia, tragicomedy, fate, recurring (image loss; belonging; cultural Depression, Wall Street Crash, metaphor, tone, irony, dark humour, or theme) experiences; responsibility; power; American Geography, Racism, emotive, rhetorical, cyclical, autocracy, political correctness Segregation, Sexism, Prejudice, democracy, utopia, dystopia, subservient, Play/Performance, Artistic Licence, Prologue, Discrimination, novella, Setting, tyrannical, purge, pollute, infinite, finite. Monologue, Accent Grammar +Appositives +Because, But, So +Appositives (+for context) +Subordinating Conjunctions, +Subordinating Conjunctions +Topic +Appositives Sentences + Vocabulary: See Student Vocabulary Booklet Link to Family relationships; Insanity, Elizabethan Cultural diversity; language; Relationships, Comradeship, Communism; Dictatorship; Society, War, context/Character: Society, Tragedy, Aristotle, Tragic Hero, tolerance Honour, Gender Roles, Political Citizenship, Tyrants, Democracy, The Gender Roles, Nobility and Monarchy, Divine Climate human condition, USSR and the Bolshevik Right of Kings. Revolution, Literacy and Illiteracy, Propaganda. Assessment Type: Soliloquies Assessment Assessment Booklet Assessment Booklet Assessment Booklet EOY EXAM Writing for Booklet Vocabulary Quiz Vocabulary Quiz Vocabulary Quiz Performance / Spoken Vocabulary Quiz Word Creative Writing linked to text Non-Fiction EPIIIC Non-Fiction EPIIIC Reactions (Action and Reaction) Anecdotes (Speaking out for Grammar Assessment Oasis English (Tenses) (verbs for action, past, present and others) (Victim / Witness) putting Counter-argument Writing Assessment. future) ourselves in the shoes of someone Views of the time (Contemporary):
who has felt … outcast, loss of racism, sexism, ageism. Counter Explicit Teaching every other week (+recall in identity, ignored, victim of bigotry, persuading an imagined person to between) sexism, racism… hire Crooks, Candy, Curley’s Wife… Past Tense verbs, Present Tense verbs, Pitfalls and Misconceptions (KEM way of teaching (Teach visual and auditory TINY Non-Fiction from the period Writing Focus Writing tenses) FEATURES) (identify narrative perspective if able) (Plurals) (Narrative Perspective)
Oasis Media City Subject Curriculum Plan
10 Topic(s): GCSE: Macbeth GCSE English Language GCSE: Poems of Power GCSE English Language An Inspector Calls GCSE English Language (Term 1: 4 Lessons) EPIIIC (Term 1: 1 Lesson) & Conflict (Term 2: 1 Lesson) J.B. Priestley Needs for EOY Paper 2 Writing (Term 2: 4 Lessons) Paper 2 Reading and Writing (Term 3: 4 Lessons) (Term 3: 1 Lesson) Interleaved Subject Knowledge: Feudal, Renaissance, EPIIIC – 12 lessons, Discipline, Honour, START – 6 lessons (HT3), Post-War, Drama, (HT5) Supernatural; Anagnorisis, including assessment Dignity, Duty, Sacrifice, including assessment Dramatic Device, Stage- English Language P2 – Machiavellian, Morality, opportunities. Writing to Disillusionment, Elegy, opportunities. Grammar Direction, Socialist, Reading – ‘The Way We Juxtaposition, Nemesis, Great be saved for future SP. Sonnet, Resolution, to be embedded. Capitalist, Morality Tale, Do It’ Chain Of Being, Hierarchy, Grammar to be Romantic, Epic, Poetic (HT4) Cliché, Stock-Character, VOCAB: Dogmatic vs Order Vs Chaos (Turmoil), embedded into lessons Voice. Ekphrastic, English Language P1 Allegory, Andro-Centric, Malleable. Moral vs Dramatic Foil Dramatic Monologue Reading – ‘The Way We Microcosm, Dramatic Immoral. Rational vs Do It’ Mirror Emotional. Innocent vs VOCAB: Normal vs Corrupt. abnormal. Predator vs Inferior to vs Superior Prey. Order vs Chaos. to. Reinforce vs Banal vs Idiosyncratic. Transgress. Comforting vs Unsettling. Grammar +their, they’re and there +apostrophes +Exclamatory +Subordinating Conjunctions +Topic Sentences +Passive Voice +Compound +Complex Sentences Phrases +Semi-Colon +Dialogue +Capital Letters Vocabulary: See Vocabulary Booklet Link to context/Character: Jacobean England; power; conflict; family; revenge; War; conflict; relationships; culture; identity, Post-War; World Wars, The Great Depression, relationships, Witchcraft, Treason, Gender Roles, Enlightenment vs Romanticism, French Revolution, Unionisation, Gender Roles, Patriarchy, Misogyny, Crimean War, Colonialism, Emigration, Georgian Relationships, Marxism, Literature Assessment 1. Macbeth - Analytical Paragraph – Growth Task – 1. Poems of Conflict - Comparison with two 1. An Inspector Calls – Analytical Essay (with (fortnightly) Double Mark (x2) poems seen (easier). quotes or extract) 2. Macbeth - Analytical Essay (End of October) 2. Poems of Power - Analytical Comparison 2. An Inspector Calls – Analytical Essay 3. Mini Vocabulary and KO assessments exam style (harder). (exam style) throughout. (timetabled) (/10) 3. Mini Vocabulary and KO assessments 3. Mini Vocabulary and KO assessments throughout. (timetabled) (/10) throughout. (timetabled) (/10)
Language Assessment 1. Classroom Marking – Individual paragraphs – 3. Classroom Marking – Individual EOY EXAM WWW/EBI paragraphs – WWW/EBI 2. No More Marking of whole texts - December 4. No More Marking of whole texts – end of half term
Oasis Media City Subject Curriculum Plan
11 Topics 4:1 Split HT1 LITERATURE HT1 ENGLISH HT2 – HT2 ENGLISH 3:2 Split HT3 HT3 3:2 Split HT4 3:2 Split HT5 – 3:2 Split HT6 GCSE – 3 Weeks - Power and LANGUAGE LITERATURE An LANGUAGE LITERATURE - A LANGUAGE LITERATURE – Macbeth HT5 Exams Conflict Poetry, 5 Weeks Inspector Calls Christmas Carol Unseen Poetry Revision LANGUAGE -An Inspector Calls J.B. Priestley (6 weeks) J.B. Priestley
Subject Poems to Teach English Language Paper Concepts English Victorian English Catch up and Stable vs English Knowledg COTLB (2), Exposure (2), 1 Reading – ‘The Way Post-War, language Paper Society, Language Revision for unstable, honour Language e/ Catch- Bayonet Charge (1), Remains We Do It’ Drama, 1 Writing – Christianity, Paper 2 English vs tyranny, order Paper 1 and Up (1), Kamikaze (2), War Dramatic START and Christmas, Poor EPIIIC Literature vs chaos, Paper 2 - Photographer (1), Poppies (2) VOCAB: moral vs Device, Stage- English Laws, Charity Sentimental vs Reading Discipline, Honour, Immoral, Banal vs Direction, Language Paper and Welfare, Methods: Unsentimental, Dignity, Duty, Sacrifice, Idiosyncratic, Inferior to Socialist, 2 Reading – Dogmatic vs Regular/Irregular Morality vs Disillusionment, vs Superior to. Capitalist, ‘The Way We Malleable, Structure, Immorality Resolution, Poetic Voice., Reinforce vs Morality Tale, Do It’ Philanthropic vs Enjambment, Dramatic Monologue. Transgress, Dogmatic Cliché, Stock- Misanthropic, Caesura,
vs Malleable, Paucity Character, Redemption, Semantic Field, Concepts and Excess. Allegory, Dramatic Foil Imagery, Post-War, Drama, Andro-Centric, Figurative Dramatic Device, Stage- Microcosm, Language Direction, Socialist, Dramatic Capitalist, Morality Tale, Mirror Cliché, Stock-Character,
Allegory, Andro-Centric, Microcosm, Dramatic Mirror
Grammar +Triple Appositive +because, but, so… +Triple Appositive +because, but, so… SPaG – AO6 - Accuracy Vocabula See Student Vocabulary Booklet ry Link to War; conflict; Post-War; Politics; society; Jacobean context/C relationships; culture; World Wars, responsibility; England; power; haracter identity, Enlightenment The Great equality; gender; conflict; family; vs Romanticism, French Depression, class, Holy revenge; Revolution, Crimean War, Unionisation, Trinity, Allegory, relationships, Colonialism, Emigration, Gender Roles, Biblical allusion, Witchcraft, Patriarchy, Religious Treason, Gender Misogyny, Consequence Roles, Oasis Media City Subject Curriculum Plan
Georgian Relationships, Marxism, Language No More Marking - P&C Language Paper 1 AIC - Exam style English A Christmas English Unseen Poetry Macbeth Exam- English and Assessment – Exam Style Reading Qu 1-4 assessment Language Paper Carol – Exam Language Exam-style Style Language Paper Literature Assessments 1 Writing – Style Paper 2 – Assessment - /24 Assessment - in 2 Writing /40 Assessme Mini Vocabulary and KO Mini Vocabulary and Mini START Assessment Reading (Jan.) marks – No class (wk 4 of (EPIIIC), English nt assessments throughout. KO assessments Vocabulary English More Marking HT5) Language Paper (timetabled) (/10) throughout. and KO Mini Mini Vocabulary Language 1 Reading /40 (timetabled) (/10) assessments Vocabulary and and KO Paper 2 – throughout. KO assessments Writing EPIIIC (timetabled) assessments throughout. (Feb.) (/10) throughout. (timetabled) (timetabled) (/10) Mini (/10) Vocabulary and KO assessments throughout. (timetabled) (/10)
Key Questions: 1. What is the overarching intent for your curriculum? Our curriculum focuses on robust vocabulary instruction, challenging texts and powerful questions. We believe that great English lessons need rigour, precision and soul. We have incorporated vocabulary instruction across both key stage 3 and 4, ensuring that every student has opportunities to widen their own vocabulary and understanding. For instance, in year 7, students will learn a wide range of complex vocabulary and concepts to ensure a thorough understanding of key themes and ideas in a range of Shakespeare texts. This continues throughout the Key stage 4 curriculum, Oasis Media City Subject Curriculum Plan where students will begin to embed complex vocabulary and concepts within their essay writing. As soon as students begin their study of English at Oasis Media City, they will access a range of challenging texts which stretch from the literary canon, through to 21st century fiction and non-fiction. Teachers ensure that students are learning and remembering key knowledge regularly as well as allowing students to explore big social and political ideas.
2. How does this curriculum build on student’s knowledge of the world around them both locally and nationally? By studying a wide range of texts, students will explore a wide range of contexts including: Dickens’ London; Post-war Socialist Britain; Jacobean England and cultural diversity through the study of poetry. As well as this, students will be challenged to understand how scholars have interpreted the texts they study. For instance, in year 8, students will read and understand Aristotelian theory and Literary theory form 20th century writers.
3. How is this curriculum designed to engage students and develop a passion for the subject? Our curriculum is built on rich literary texts. Students will read a wide range of classic texts – chosen to engage, challenge and excite them. For example, students will be able to confidently summarise and discuss some of Shakespeare’s great tragedies. They will be able to converse confidently in matters of socialism, capitalism and totalitarian regimes – making links to the real world and its history. Our Literacy Strategy encourage and engages students in learning and understanding the origins of words so that they can not only apply this knowledge to unfamiliar words, but also start making linguistic links across texts.
4. How does this curriculum cater for the needs of our students? Our planning has been informed by the latest research and has proven results. Every student will experience the curriculum and it will be delivered to suit the needs of every learner. As well as this, through interleaving and extended writing, students will be able to develop and widen their understanding of the subject and apply the skills accurately and effectively.
Oasis Media City Subject Curriculum Plan
5. How is assessment used to improve learning? We have structured a complete interleaved curriculum which includes weekly vocabulary tests; knowledge organiser quizzes; fortnightly summative assessments at Key stage 4 and daily extended writing in KS3; half-termly assessments and pre-public examinations to prepare our year 11s for their GCSE exams. The English department is dedicated to ensure that feedback is accurate and that students are given the time to improve their work.
6. What skills will students develop that can be used in other subject areas and beyond their school life? We want students to see the academic potential of English at University and pursue careers in Journalism, Politics, Law and the Creative Arts. We will assist in students achieving this through a study of economic and political theory; historical contexts and examining specific historical legislation and its impact on society. In addition, we want our students to become analytical readers and credulous, imaginative individuals.
7. How is learning planned to progressively develop student’s knowledge and understanding over time? Our curriculum is a 5 year long term plan, which sets the foundations for year 10 and 11 GCSE study. We have developed the curriculum to ensure every student can make good, if not outstanding progress. We do this by interleaving key skills and concepts across every scheme of learning, as well as providing weekly Literacy lessons for all Key Stage 3 students.
Oasis Media City Subject Curriculum Plan