In order to be resilient and succeed in the wider world, English students at Ashton Park School will be enthusiastic, empathetic and critical readers; creative, convincing and accurate writers; articulate, confident and engaging speakers.
How is our curriculum structured?
Each term focuses on a core abstract concept. These concepts have been chosen as they are crucial to our understanding of the wider world, what makes us human, and how writers of fiction and non-fiction explore these ideas across time.
Students will engage with a range of challenging texts: prose, drama, non-fiction and a collection of poetry from diverse contexts and voices centred around the main theme. They will learn to write in a range of fiction and transactional forms and genres in order to demonstrate their understanding of the core concept and develop their creativity, empathy and accuracy. Students will connect and synthesise the themes they read, write and speak about throughout KS3.
The core concepts, texts and skills they will develop as they work towards their GCSEs and beyond, are listed in the table below. Our Reading Lists provide options for wider reading and our Knowledge Organisers list the core content and vocabulary students will learn.
As students progress through KS3, these concepts and skills build on one another to develop their overall understanding of English literature and language and also explicitly prepare them for our KS4 and KS5 curriculums.
|Term 1 &2
- A Monster Calls (Patrick Ness)
- Non-fiction (inc. extracts from the autobiographies of Malala Yousfazai, Nelson Mandela & Ronald Reagan)
- Poetry about Loss (inc. ‘One Art’ by Elizabeth Bishop, ‘The Trees’ by Philip Larkin, and ‘Kindness’ by Naomi Shihab Nye)
- Tracking the development of plot, character and theme.
- Introducing skills to analyse extracts of fiction.
- Writing first person autobiographical responses.
Loss Knowledge Organiser
Loss Reading List
- The Woman in Black (Susan Hill)
- Non-fiction (inc. articles about the gothic genre, isolated settings and the presentation of women)
- Understanding and evaluating the progression of a genre across time.
- Developing understanding of the importance of literary and historical context.
- Developing effective descriptive skills to describe a gothic setting
Revenge Knowledge Organiser
Revenge Reading List
- Of Mice and Men
- (John Steinbeck)
- Non-fiction (inc. articles, essays & letters on prejudice)
- Poetry about Prejudice (inc. ‘Caged Bird’ by Maya Angelou, ‘The Poet X’ by Elizabeth Acevedo, and ‘I, too’ by Langston Hughes.
- Independently evaluating how a writer explores a key theme.
- Analysing the social, historical and cultural context, and its impact on the text.
- Consolidating narrative writing skills, and using structure for effect.
Prejudice Knowledge Organiser
Prejudice Reading List
|Term 3 & 4
- A Midsummer Night’s Dream (William Shakespeare)
- Non-fiction (inc. contextual documents about magic, performance and staging)
- Poetry (blank verse and poetic language of the play)
- Introducing skills to comprehend and analyse Shakespearean language and dramatic conventions.
- Building confidence selecting, summarising and interpreting evidence.
- Applying contextual understanding to discussion and dramatic interpretations.
- Writing descriptively to explore a range of senses and the impact of symbolism.
Fantasy Knowledge Organiser
Fantasy Reading List
- Call of the Wild (Jack London)
- Non-fiction (inc. survival stories, critical theory accounts and articles)
- Poetry about Survival (inc.’Darkness’ by Byron and ‘Litany for Survival’ by Audre Lorde)
- Developing confidence and precision in the selection and analysis of textual evidence.
- Integrating historical and contextual information to explore authorial purpose.
- Using precise and imaginative language to create tension and suspense
Survival Knowledge Organiser
Survival Reading List
- Richard III (William Shakespeare)
- Non-fiction (inc. opinion articles and historical texts)
- Poetry (blank verse and poetic language of the play)
- Independently analysing an extract of poetry from Shakespeare.
- Confidently identifying and sophisticated subject terminology.
- Crafting writing in order to create mood and atmosphere.
Tyranny Knowledge Organiser
Tyranny Reading List
|Term 5 & 6
- Treasure Island(Robert Louis Stevenson)
- Non-fiction (inc. historical context sources about pirates, Bristol and the Transatlantic Slave Trade; travel brochures and biographical sources about Stevenson)
- Poetry (inc. ‘Blessing’ by Imtiaz Dharker, ‘Nothing’s Changed’ by Tatamkhula Afrika and ‘Not My Business’ by Niyi Osundare)
- Building confidence in making links between the text and historical context.
- Introducing skills to analyse narrative structure and narrative point of view.
- Writing to persuade (travel brochure text).
Exploration Knowledge Organiser
Exploration Reading List
- Frankenstein (play adaptation by Philip Pullman)
- Non-fiction (inc. historical context sources; articles and speeches from female voices including Emmeline Pankhurst & Sojourner Truth)
- Poetry (inc. ‘Still I Rise’ by Maya Angelou, ‘Beautiful’ by Hollie McNish and ‘The Clown Punk’ by Simon Armitage)
- Tracking character and thematic development though a play text, focusing on empathetic presentations and interpretations.
- Critically exploring and analysing non-fictional rhetoric within its historical and societal context.
- Writing and presenting transactionally to express an opinion and persuade the audience of a speech.
Rebellion Knowledge Organiser
Rebellion Reading List
- A chronological exploration of morality through fictional and real life heroes from Greek Myth to 21st C. speakers with a focus on Bristol’s heritage.
- Poetry (inc.’Dulce et decorum Est’ by Wilfred Owen, ‘The Hill We Climb’ by Amanda Gorman and ‘Medusa’ by Carol Ann Duffy)
- Non-fiction (inc. letters from Charles Dickens, op ed opinion articles and speeches from Martin Luther King, Emma Watson and Barack Obama)
- Consolidating the close analysis and comparison of non-fiction texts from 19th-21st century sources.
- Exploring writers’ perspectives including register and bias.
- Writing a letter in a formal register to argue and persuade.
Morality Knowledge Organiser
Morality Reading List
Assessment of the English curriculum
In English there is an ongoing process to assess whether students have learned the knowledge and understanding of our intended curriculum. Each term our students will produce an extended piece of work which is the cumulation of everything they have been studying so far. This work is then assessed as to see if students have developing, secure or exceeding knowledge and understanding of our curriculum. In the table below you will find examples of work at each of these bands for the tasks we have completed so far. This is a work in process and more examples will be added as we move through the year.
|Year 7 examples of the work we expect for developing, secure and exceeding students.
||Year 8 examples of the work we expect for developing, secure and exceeding students.
||Year 9 examples of the work we expect for developing, secure and exceeding students.
Year 7 Term 1 & 2: Loss