Topic:

Half Term:

Assessment:

Harry Potter and the Philosopher’s Stone (20th Century Literature)

Autumn Term 1

Literature extract question on the presentation of Professor Snape’s character.

Narrative Reading: Roald Dahl Short Stories

Autumn Term 2

Language question analysing the structure of a Roald Dahl short story.

Gothic Reading: The Woman in Black

Spring Term 1

Language analysis of extract and writing a Gothic short story.

Non-Fiction Reading and Writing

Spring Term 2

Writing a persuasive letter.

Private Peaceful (and War Poetry)

Summer Term 1

Literature question on the presentation of Charlie Peaceful’s character.

Introduction to Shakespeare

Summer Term 2

Comparing the openings of two Shakespeare plays.

Topic:

Half Term:

Assessment:

A Modern Novel: The Hunger Games

Autumn Term 1

Literature question responding to a statement.  

Non-Fiction: Persuasive Speeches – Reading and Writing

Autumn Term 2

Writing and delivering a speech.

A Shakespeare Play – The Tempest

Spring Term 1

Literature extract and whole text question on the presentation of Caliban.

Poetry from Other Cultures & Poetry Writing

Spring Term 2

Analysing the speaker’s feelings in a poem.

An American Novella: Of Mice and Men

Summer Term 1

Literature question on the theme of discrimination and marginalisation.

19th Century Creative Reading and Writing

Summer Term 2

Writing a creative piece inspired by a 19th Century image.  

AO1

Identify and interpret information

AO2

Analysis of Language and Structure

AO3

Making Comparisons

AO4

Evaluate Texts Critically

Excelling

I can demonstrate understanding by evaluating and extending key information. I can use this to create new information.

You use interesting and unusual quotes consistently to support some perceptive ideas about the text.

You make detailed and perceptive analysis of the effects of language and structural choices throughout.  You can use a range of subject terminology.

You make some interesting and varied comparisons between texts linked to writer’s methods.

You express detailed opinions about a text that are fully supported by a range of evidence.

Advancing

I can demonstrate understanding by analysing, prioritising, criticising and connecting key information.

You use relevant quotations throughout to support some clearly analytical ideas about the text.

You analyse the writer’s use of language and/or structure.  You use subject terminology to label a range of features.

You can compare texts with a range of references to the texts.

You express a range of clear opinions about a text and use evidence to support your ideas.

Securing

I can demonstrate understanding by explaining and categorising key information. I can practice recognising trends and patterns in data.

You use relevant quotations to support some ideas about the text.

You comment clearly on the writer’s use of language and/or structure.  You can use some appropriate subject terminology to label features.

You can compare texts with some clear ideas and references to the texts.

You express clear opinions about a text using some evidence to support your ideas.

Developing

I can demonstrate understanding by describing, deconstructing and deriving key information

You use some relevant references to the text and make some accurate inferences.

You make some simple comments of the writer’s use of language and/or structure and begin to use simple subject terminology.

You make some simple comparisons with some reference to one or more texts.

You can express one or two opinions about a text with simple references to support ideas.

Beginning

I can demonstrate understanding by identifying, reducing and transforming key information

You make one or two simple references to the text and try to make inference although not always accurate.

You make some attempts to comment on the writer’s use of language and/or structure (not always appropriately).

You make some attempt to compare texts without specific reference.

You can express a simple opinion on a text but don’t always support it with evidence.

AO5a

Content

AO5b

Organisation

AO6

Technical Accuracy

Excelling

I can demonstrate understanding by evaluating and extending key information. I can use this to create new information.

Communication is engaging and convincing in style.  Purpose, audience and form are clearly understood.

Wide range of well-connected ideas, fluently linked paragraphs, varied and inventive structural features.

Wide range throughout of…

·         Ambitious Vocabulary

·         Linguistic Devices

·         Punctuation

·         Sentence structures for Effect

·         Accurate Spelling

Advancing

I can demonstrate understanding by analysing, prioritising, criticising and connecting key information.

Communication is clear and matched to the purpose of the task.

A range of connected ideas with relevant use of structural features relevant to the task.

Clear consideration of…

·         Increasingly challenging Vocabulary

·         Linguistic Devices

·         Punctuation

·         Sentence Variety

·         Common Words Spelt Correctly

Securing

I can demonstrate understanding by explaining and categorising key information. I can practice recognising trends and patterns in data.

Communication is clear in style generally matched to the purpose of the task.

A range of connected ideas with linked paragraphs.  Some structural features relevant to the task.

Evidence of…

·         Vocabulary Choices

·         Linguistic Devices

·         Punctuation

·         Sentence Choice

Basic Words Spelt Correctly

Developing

I can demonstrate understanding by describing, deconstructing and deriving key information

Attempts to communicate clearly according to the purpose of the task but not always successfully.

Evidence of paragraphs to organise 1 or 2 relevant ideas.

Simple evidence of 1 or 2 of…

·         Vocabulary Choices

·         Linguistic Devices

·         Punctuation

·         Sentence Choice

·         Basic Words Spelt Correctly

Beginning

I can demonstrate understanding by identifying, reducing and transforming key information

Some awareness of the purpose through communication of some simple ideas.

Awareness of organisation of ideas.  Use of 1 or 2 relevant ideas that are simply linked.

·         Simple sentence demarcation.

·         Simple punctuation use.

·         Basic spellings are correct.