EnglishYear 10

______

Purpose of study

English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others, and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.

Step up to English–Aims

This specification should encourage students to:

  • read, with some understanding, a range of texts, including literature and literary non-fiction as well as other writing such as letters and leaflets
  • read and make comparisons between texts, explaining personal preferences where relevant
  • locate and explain information or ideas from texts
  • write effectively and coherently using Standard English appropriately
  • use grammar correctly and punctuate and spell accurately
  • acquire and develop an appropriate vocabulary in writing and spoken language
  • listen to and understand spoken language and use spoken Standard English whenever and wherever appropriate.

This course can lead to the following qualifications at KS4:

Ed Excel entry levels 1,2 and 3

Ed Excel Functional Skills English Level 1 & 2

AQA GCSE English Language

Year 10

Brief overview:
Reading - Pupils have the opportunity to read a wide range of texts. They engage with texts and authors in depth through focused discussions and written tasks. They are encouraged to read for pleasure using strategies taught in school to increase their independence.
Writing – Pupils continue to Improve their knowledge of, and skills in writing. They have opportunities to write for a range of purposes and audiences. They are encouraged to edit their work and are developing their resilience to write at length.
Speaking & Listening – These skills are an integral part of everyday lessons. Pupils are encouraged to develop their use of language through taking part in discussions/debates. They regularly engage in collaborative work with their peers
To enhance literacy further interventions are provided where appropriate
Keywords:
Noun
Pronoun
Proper Noun
Verb
Adverb
Adjective
Word
Sentence
Text
Spelling
Punctuation
Grammar
Careers Statement
We work to build on the strengths of students, supporting them to celebrate their strengths and overcome areas of weakness. Our ultimate aim is to enable our students to become confident, literate, independent members of society. The skills the pupils learn will provide them with the confidence to:
  • read and write with confidence, fluency and understanding, using a range of independent strategies to self-monitor and correct
  • develop a love of reading and a desire to read for enjoyment
  • develop an interest in words and their meanings; expanding their vocabulary in spoken and written forms
  • understand a range of text types, media types and genres
  • write in a variety of styles and forms appropriate to the situation
  • use their developing imagination and critical awareness
  • develop a suitable technical vocabulary to articulate their responses
These skills are incredibly important in the world of work. Pupils develop the ability to write formal letters of application. They learn about how to fill in forms and send emails. They engage in role play activities such as job interviews.
English Scheme of Learning
Year10
Weeks / Key Learning Theme / Resources / Key Learning / Marking and Assessment / Diary entry from a characters point of view.
Term 1 / Comparing stories
Genre – traditional tales / A range of versions of Little Red Riding Hood including poetry. / This unit provides pupils with the opportunity to compare different versions of the Little Red Riding Hood story. It is important to emphasize that this is a story that is not just for children as it has been retold for a wide range of audiences.
All students will read an extract from the Angela Carter short story ‘Werewolf’ and a version by Roald Dahl. They will also read a poetic version.
Pupils will be encouraged to retell a familiar version of the story first to ensure they can recall the main events. They will create story maps and will be provided with illustrations and word mats to support their writing.
The pupils will read versions of the story and compare them, recording things which are the same/ different.
They will learn to choose appropriate vocabulary when writing a character description.
This unit will culminate in pupils writing their own account of the story from one of the characters point of view. This will be assessed.
SEMSC
Keeping safe / Exploring thoughts and ideas about others. Understanding empathy and other perspectives.
Stranger danger
IT
ILS / Self-managing and independent work and research skills
Numeracy / Sequencing
Differentiated Outcomes:
All
Read aloud a familiar story taking account of punctuation.
Recall the main points from simple texts.
From two simple texts identify a similarity or difference between an event e.g. in response to adult questioning recall 'the buys are sad'.
Most
Describe a character, action or event with considerable accuracy.
From two simple texts identify a similarity or difference between character, events or presentation e.g. when given an event from one text they can say if it is the same or different in another text and say why.
Some
Demonstrate an understanding of the main points in a variety of texts e.g. characters, setting, theme with some explanation.
Identify similarities and differences between character, an event, theme or presentation in two texts e.g. 'in both texts the girls are happy. XXX is always laughing and XXX smiles a lot.'
Weeks / Key Learning Theme / Resources / Key Learning / Marking and Assessment / Students will produce a balanced argument which they have drafted, edited and published.
Term 2 / Scandal
Genre – balanced argument / A range of balanced arguments.
Internet
Reading comprehension materials on identifying the main points in a text. / In this topic pupils will consider a contentious issue and consider different points of view.
They will learn about different ways of presenting a point of view and learn how to use persuasive language in their speaking and in their writing. They will plan and present a speech.
They will discuss, plan, draft and write a balanced argument on a given/ chosen topic.
They will learn how to write a formal letter and fill in forms.
When reading they will continue to build on skills involving identifying the main ideas of a text.
They will identify the important words in questions and learn how to scan the text to locate information. / SEMSC
Keeping safe / Dealing with social/environmental issues
We discuss safety issues in relation to wearing a school uniform, smoking in public places and the use of mobile phones/internet in schools.
IT / Word Internet research
ILS / Reading, research, note taking, retrieval of information, learning from peer evaluation.
Numeracy / Data handling
Communication / Individual contributions, group and pair discussions
Differentiated Outcomes:
All
Identify the main ideas in a text.
Plan a series of questions to develop interview techniques.
Most
Discuss and evaluating conflicting evidence to arrive at a considered view point.
Scan texts in print or on screen to locate key words or phrases, useful headings and key sentences to use these as a tool for summarizing the text.
Some
Collect information from a variety of sources and present it in one simple format, e.g. wall chart, labelled diagram.
Identify the features of a balanced argument.
Present a point of view in writing in the form of a report.
Weeks / Key Learning Theme / Resources / Key Learning / Marking and Assessment / Students produce a lab report from the point of view of Dr Jekyll.
Term 3 / Dr Jekyll and Mr Hyde
Genre - Newspapers / Abridged version of the text.
Images
Film clips / During this topic pupils will listen to and read versions of the text, Dr Jekyll and Mr Hyde.
They will discuss their first impressions of the book and make predictions as to what they think the book may be about.
They will learn about the characteristics of ‘Gothic’ literature.
Pupils will build on previous learning to enable them to write a diary entry from a characters point of view – the girl who was trampled on by Hyde at the beginning of the story.
They will develop descriptive writing techniques when writing character/ setting descriptions.
There will be a focus on developing understanding and use of vocabulary through dictionary and thesaurus work.
Pupils will have opportunities to engage with the text through drama and hot seating. This will lead them to writing a detailed first person narrative.
We will be learning about the features of newspapers.
The pupils will then write a newspaper article based on an incident from the text.
There will be regular opportunities to retrieve information from the text and we will also be developing skills involving inference. / SEMSC
Keeping Safe / Good versus evil – morals
Dangers of drugs/poisons/chemicals
IT / Newspaper – text type, font, etc.
ILS / Abridged texts, word mats, steps to success, challenges
Numeracy / opposites
History / Victorian England
Communication / discussion
Weeks / Key Learning Theme / Resources / Key Learning / Marking and Assessment / Biography
Term 4 / Biography / Range of biographies/autobiographies / Throughout this unit pupils will be reading and listening to a range of biographies and auto-biographies. They will be identifying the features of these texts and will then apply this to their own writing.
Look at a collection of biographies. Look at the covers and discuss the type of books and the authors. What features do biographies have? Discuss how a biography should be based on fact not fiction. Discuss the terms biography and autobiography. Underline the prefixes, auto and bio. Discuss effect on the meaning of the words. Make lists of other words with these prefixes and use dictionaries to look up their meanings.
Look at a biography of Martin Luther King. Go through the main events of his life. Make a WWG based on this text so that pupils can recognize the features of the text.
Explore third person verbs and ensures pupils can locate these in the text.
Pupils will build on their skills in retrieving detailed information from texts and in identifying the main idea in paragraphs. Some pupils may be able to convert facts that they have found into a CV.
Pupils will research a known individual and create a biography of that person. / SEMSC
Keeping safe / Celebrating personal success
Personal information – Public and Private
IT / Research – internet
word
ILS / Library skills
Numeracy / Dates
Communication / Oral presentation.
Written biographies
History / Famous people
Timelines
Differentiated Outcomes
All
Read examples of biographies and auto- biographies at an appropriate level.
Understand the difference between fact and fiction.
Retrieve basic information from the text.
Most
Understand the effect that prefixes can have on the meaning of words.
To be able to explain the difference between a biography and an autobiography.
Retrieve more detailed information from the text.
Some
Convert information located in the text into a different format, e.g. CV
Consider the impact of presenting information in different ways, e.g: tables, grids, graphs, illustrations.
Weeks / Key Learning Theme / Resources / Key Learning / Marking and Assessment / Descriptive passage
Term 5 / Writing for a range of purposes
Descriptive narrative
Instructions / Key images: Stills of The Maker
Key artefacts: The Maker models, clay faces of The Maker
Key vocabulary: Verbs, Adverbs etc / In this unit pupils will be analyzinga beautifully made stop-motion animated fantasyfilmcalledThe Maker. The moviewas directed by Christopher Kezelos, and the story follows a strange creature who is on a race against time "to make the most important and beautiful creation of his life."
Pupils will be encouraged to ask and answer a wide range of questions about the animation, such as:
Who is The Maker?
Who made the Maker?
How did the cycle start?
What is the point of The Maker?
Why is the sand timer so significant?
How have cameras been used to create the best images for The Maker?
  • make a prediction about a visual text.
Predictions written in books with screen shots of The Maker.
  • empathise with a character.
If the Maker could talk, what would he say? Questions to ask the Maker.
  • create a word bank of adjectives/adverbs/descriptive phrases to describe The Maker.
  • Introduce an expanded noun phrase – children write expanded noun phrases to describe the Maker.
  • Use senses to describe. Think about what the children could see, hear, smell, feel and taste.
Put everything together to create a description of The Maker.
  • Use the animation as a stimulus for writing instructions
/ SEMSC
Keeping Safe / Meaning of life, life cycles.
Loneliness, friendships, working to a deadline.
Working with sharp objects, (needles, scissors etc)
Following the rules in a workshop .
IT / Utube animated film Stop go animation
Word
Numeracy / Working to timed deadlines and engaging with dates.
Communication / Through effective spoken expression
Weeks / Key Learning Theme / Resources / Key Learning / Marking and Assessment / Teacher marked test.
Term 6 / Text with historical issues / Goodnight Mr Tom text
Goodnight Mr Tom
DVD
WW2 Non-fiction texts / In this unit pupils will study the novel Goodnight Mr Tom. They will read extracts during guided reading sessions. Pupils will have the opportunity to research the time in which the story was set comparing wartime Britain and the effects the war had on the country. They will write character descriptions comparing these to different times within the story. Pupils will take part in role play activities stepping into the shoes of evacuees and the characters in the book.
Sequence of activities
  • Look at the cover of the book and the blurb. What might we expect to be happening in the story? Read the first 3 pages of the novel and then watch the introduction to the film. Is it the same?
  • Look at the images of Mister Tom and William Beech. Draw pictures or use print outs of each character. Write sentences to describe what we know about them so far.
  • Look at all the indications that the story takes place during WW2. Discuss features that paper-based stories do not have, for example, costumes, music and scenery.
  • Use non-fiction sources to find out about WW2. Write facts in bullet points – shared writing. Find out about Evacuees. Talk about how it must have felt. Write a postcard home from the point of view of an evacuee.
  • Read and watch William’s first day at school. Talk about how he felt not being able to read and compare to own experiences. In pairs take turns to be William and interview him about his experiences.
  • Refer to the passage about William’s birthday party. Write a diary entry from William’s point of view.
  • Write an thank you letter from William to Mr Tom.
/ SEMSC
Keeping Safe / Improve reflective skills and judgement of own progression.
Gas masks (keeping safe in war time)
Stranger danger
Personal safety
IT / Research
ILS / Independent Enquirer. Reflective Practitioner. Self-Manager. Effective Participator. Creative Thinker. Team player
Numeracy / Weights and measures - rationing
Communication / Through accurate reading skills and written work.