Learning Together For The Future


Key Stage 3

Contact: Mrs G. Beddow

Course Aims

To promote an enjoyment of reading, writing and to develop the technical skills necessary for clear and accurate communication, in both spoken and written forms. We aim to provide the opportunity to read widely and to write for many different purposes and audiences, as well as to prepare students for the challenges of GCSE.

Course Content

In Year 7, students will read and study twentieth and twenty first century novels; take part in a library reading passport programme of study; study a Shakespeare play and perform in a scene; study post and pre- twentieth century poetry; study media and non-fiction texts including a focus on newspaper reports; visit a theatre and write a play review; give a talk to the class; take part in the Lower School Spoken English Competition (recite a poem); learn how to draft and re-draft a piece of work; carry out extended creative writing; research and write a biography; practise the accurate use of basic punctuation and grammar; understand and use figurative language; undertake a structured spelling programme for Year 7.

In Year 8, students will study issues and techniques used in class novels; take part in a library reading passport programme for Year 8; study a drama text; study pre-twentieth century prose, focusing on the Gothic; sample writing from our literary heritage: writers listed in the Canon; take part in the Lower School Spoken Language Competition (learn a poem by heart); take part in the Mock Trial event; study media and nonfiction texts including the language of advertising; study the history of language; research and write an autobiography; study original writing for different purposes and audiences; use punctuation and sentence structure to create deliberate effects; begin to understand and use critical terminology; undertake a structured spelling programme for Year 8.

In Year 9, students will read and study a significant twentieth century text in class; take parrt in a Library reading passport programme for year 9; study ‘Macbeth’ and analyse a scene from it; study and analyse poetry and prose texts from different cultures; study pre-twentieth century detective/ science fiction writing and compare with post twentieth century writing; study and compare media and non-fiction texts, focusing on the use of persuasive language and bias; take part in a debate; work in a group creating an advertising campaign; give a group presentation; study different genres in TV and the written word; original writing in different genres; consolidate understanding and the accurate use of more complex punctuation and grammar.

Extra Curricular Opportunities

Lower School Spoken English competition; Book groups; Mock trial; Theatre visits; Visiting writers

Course Assessment

Grade Assessment Detail
9 Achieved when all of the criteria mentioned below, specific to a given task, have been met.
8 Students deliberately adapt writing form to position the reader, showing a sophisticated control of purpose and effect; ambitiously select and deploy tone, style and register to enhance the purpose of the task; skilfully control overall structure achieving a range of effects; sustain critical response to texts with perceptive understanding; use interwoven quotes that are precise and pertinent; use a detailed analysis of language and comment on structure and form; employ a consistent use of relevant terminology; demonstrate a sensitive understanding of influence of contexts.
7 Students confidently adapt writing with punctuation, grammar and structure used to create deliberate effects; sustain use of tone, style and register to fulfil the purpose of the task; control overall structure with paragraphs and grammatical features used for cohesion and to create particular effects; develop convincing critical response to texts, with some insightful understanding; use well selected and integrated quotes and references; demonstrate thoughtful examination of use of language, form and structure, good use of terminology, and convincing understanding of significance of contexts.
6 Students fully control writing with tone, style and register chosen to match the task; adapt form to show clear understanding of purpose and audience; show a well-managed overall structure with paragraphs and grammatical features used to support coherence and cohesion, and sometimes for effect; detail responses to texts showing some critical style; use relevant references and quotes are used to support ideas; show some analytical comment on language, form and structure; have a competent use of terminology and clear understanding of contexts.
5 Students vary sentence types and structures and use vocabulary appropriate to purpose and effect; produce coherent, well-structured and purposeful texts; spell, punctuates and uses grammar accurately with occasional errors; make credible links and comparisons between texts; supports understanding with apt references to texts, informed by wider reading; analyse and evaluate relevant aspects of language, grammar and structure; use relevant terminology with understanding; makes relevant comments on significance of contexts.
4 Students use punctuation accurately with occasional errors in ambitious structures; employ imaginative treatment of appropriate material in a variety of forms adapted to purpose and audience; use varied range of vocabulary, often ambitious, accurately and for effect; use paragraphing to vary structure and effect; show understanding through detailed response; us some relevant textual references and quotations; demonstrate reasonable exploration of language, form and structure; show some use of critical terminology; demonstrate an awareness of significance of context.
3 Students use full range of punctuation accurately to demarcate sentences, including speech punctuation; develop relevant ideas and material with some imaginative detail; use a reasonably wide vocabulary, some of which is chosen for effect; structure material clearly with paragraphing used to support ideas and purpose; use comments to make inference and deduction based on textual evidence; clearly identify the main purpose and viewpoint of a text with some explanation; identify various features of the writer’s use of language, with some explanation; recognise significant details and implicit meaning in spoken language; shape talk in deliberate ways for clarity. Orally expressing relevant ideas and feelings, with some detail; sustains roles and responsibilities with independence in pairs or groups, sometimes shaping the direction of talk through effective contribution.
2 Students use some variety in length, structure or subject in sentences with punctuation between sentences usually used accurately; have relevant and appropriate ideas and content with some detailed development; use some expansion of vocabulary to match topic and correct spelling of common words; use paragraphing to organise ideas in a logical way; comment to make inferences based on evidence from different points in the text; show awareness of a writer’s viewpoint and makes simple comments on the overall effect on the reader; use some basic features of the writer’s use of language and structure identified with simple comment; show understanding of how and why language choices vary in their own and others’ talk in different situations; takes on straightforward roles and responsibilities in pairs or groups.
1 Students use straightforward sentence structures with full stops, capital letters and commas sometimes used accurately; attempt a style of writing that is appropriate to the task and includes appropriate ideas and content; use simple vocabulary and spells simple words correctly; attempt to organise ideas in a logical way; have straightforward understanding of a text, and make simple inferences from a single point in the text; have an ability to understand the main purpose of the text; expresses a personal response to a text; recognise and comment on different ways that meaning can be expressed in their own and others’ talk; attempt different roles and responsibilities when speaking in pairs or groups.

If you have any questions or queries relating to the English curriculum please email for more information.