Twyford Church of England Academies Trust

Secondary English Curriculum

Secondary

English

In 'Step into the Unknown', pupils learn how to use a variety of sentences for deliberate effect. In the 'Dystopian Settings' unit, pupils will continue to use a range of sentence structures, to create atmospheric descriptions.

Dystopian settings: descriptive writing

In 'When the Sky Falls' pupils write narratives inspired by a text. In 'Step Into the Unknown', using extracts from texts from the literary canon, pupils write descriptions of settings.

'When the Sky Falls': narrative and diary writing

Writing in complete sentences

Learning how to respond to an unseen extract from 'Through the Looking-Glass'

Planning and writing descriptive paragraphs based on 'Through the Looking-Glass'

Using simple, compound and complex sentences in descriptive writing

Using a range of punctuation in descriptive writing

Using sentence structure for effect in descriptive writing

Planning in more detail

Drafting a piece of descriptive writing on 'Through the Looking-Glass'

Reading and responding to an unseen extract from 'The Secret Garden'

Using precise evidence from 'The Secret Garden' to support an idea

Explaining how a writer uses language to convey clear ideas about setting

Creating an atmospheric setting in a piece of descriptive writing

Refining and enhancing descriptive writing

Practising planning and writing a detailed description based on an image

Writing an incredible description based on 'The Secret Garden'

Creating atmosphere in an unseen extract from 'The Wonderful Wizard of Oz'

Analysing the writer's choice of words to create atmosphere

Using sentence structure to create atmosphere in 'The Wonderful Wizard of Oz'

Developing your explanation of quotations from 'The Wonderful Wizard of Oz' 

Analysing character in an unseen extract from 'Oliver Twist'

Explaining how a writer uses pathetic fallacy to create tension

Selecting precise evidence from 'Oliver Twist' to support a topic sentence

Writing clear and cohesive analytical paragraphs about 'Oliver Twist'

Using the setting and weather to create tension in descriptive writing

Crafting sentence structures for precise effect in descriptive writing

Responding to the key ideas in an unseen extract from 'The Dark Lady'

Explaining how a writer uses patterns of language for effect in 'The Dark Lady'

Revising topic sentences and selecting precise evidence from 'The Dark Lady'

Developing explanations in analytical writing about 'The Dark Lady'

Writing a description based on an image

Using punctuation for effect in descriptive writing

Planning and writing a detailed description based on an image

Exploring the unknown: mystery, intrigue and Gothic fiction

Step into the unknown: fiction reading and creative writing

In 'The Tempest', pupils explore how Shakespeare presents Caliban as an outcast. In 'A Midsummer Night's Dream', pupils analyse the role of Puck as an outsider and how this impacts on his behaviour.

'A Midsummer Night's Dream'

In Shakespeare's 'Romeo and Juliet': Diary and Narrative Writing, pupils are introduced to the characters of William Shakespeare. In 'The Tempest' pupils explore worlds created by Shakespeare.

Shakespeare's 'Romeo and Juliet': diary and narrative writing

Theatre trips

Shipwrecked description

Understanding the plot of 'The Tempest'

Consolidating our understanding of the plot of 'The Tempest'

Understanding the characters of 'The Tempest'

Introducing Ariel

Exploring the relationship between Prospero and Ariel

Writing about Ariel

Creating a clear character voice in a monologue

Crafting a monologue

Understanding Caliban

Prospero and Caliban's relationship in Act 1 Scene 3

Prospero's power over Caliban

Planning an essay on Prospero's power over Caliban

Analysing an essay about 'The Tempest'

Improving an essay about 'The Tempest'

Exploring how language builds societies

The treatment of Caliban

Caliban as an outsider

The crafting of Caliban's character

Revising the theme of inequality in 'The Tempest'

Creating an outsider

The overarching structure of a monologue

Writing the monologue of an outsider

Performing a monologue

Using extended metaphors to convey emotion

Writing a diary entry

Writing Ariel's diary

Identity, belonging and community

Shakespeare and the outsider

'The Tempest'

In 'Poetry about Place and Home', pupils create their own poetry to explore their relationship with their home. In 'Single Poet Study: Maya Angelou', pupils analyse the poetry of Angelou, exploring how she uses her work to describe relationships between people and places.

Single poet study: Maya Angelou

In 'Poetry of Place', pupils explore the language, form and structure of poetry written about place. In 'Poetry of Place and Home', pupils apply these analytical skills to more complex poems and write their own poetry about home.

Poetry of place

Hidden meanings in poems

Exploring attitudes towards a city

Having pride in your region

Comparing similar attitudes towards place and home

Detailed language analysis of 'Island Man'

Grace Nichols' views on different cities

Detailed language analysis of 'This Poem is Taking Place on Stolen Land'

Emily Clarke's attitude to home

Gvantsa Kvirikashvili's essay on what makes a city a home

Planning ideas for a poem about your home

Using punctuation in poetry

Analysing model poems

Writing our own poetry about home

Performing our own poetry

Comparing viewpoints and experiences

Language of persuasion

Poetry about place and home

in 'Sherlock Holmes: Short Stories', pupils practise using analytical writing sentence structures, to formulate their arguments. In 'Myths and Legends Re-Told', pupils develop these skills further, applying them to a range of pre- 20th Century texts. 

Myths and legends re-told: poetry and short stories

in 'When the Sky Falls' pupils read fiction texts for fluency and comprehension. In 'Sherlock Holmes: Short Stories' pupils start to analyse the language choices of an author.

'When the Sky Falls': reading

Making predictions about Sherlock Holmes

A character analysis of Julia Stoner and Dr Roylott

Becoming a detective like Sherlock Holmes

Collecting evidence in the case of 'The Speckled Band'

Preparing an argument about 'Sherlock Holmes'

Creating newspaper headlines for Sherlock Holmes

Writing the opening of newspaper articles

Using accurate personal accounts in newspaper articles

Concluding newspaper articles for Sherlock Holmes

Using non-fiction devices in newspaper articles

Planning your own newspaper article

Writing your own newspaper article about Sherlock Holmes

Reading 'The Speckled Band'

Using context to help us understand 'The Speckled Band'

Analysing Helen Stoner

Analysing Helen Stoner continued

Analytical writing about 'Sherlock Holmes' 

Writing analytical responses about Helen Stoner

Analysing Dr Roylott

Writing analytical responses about Dr Roylott

Reading 'The Boscombe Valley Mystery'

Comparing two Sherlock Holmes texts

Sherlock Holmes: short stories

In 'The Twisted Tree', pupils explore Gothic imagery in a contemporary text. In 'Dystopian Settings', pupils use their own dark imagery to write their own descriptive pieces.

In 'Sherlock Holmes: Short Stories', pupils begin to analyse the choices of an author. in 'The Twisted Tree', pupils develop their analytical writing skills. 

An exploration of Chapter 1 of 'The Twisted Tree'

Introducing the setting of 'The Twisted Tree'

First glimpse of the tree

Martha's family

Martha and Mormor

Identifying key themes in the opening of 'The Twisted Tree'

Exploring the use of mythology in 'The Twisted Tree'

Yrsa and Olav's fate

A draugr

Reading 'The Twisted Tree': the theme of fate

Martha and Stig

Reading 'The Twisted Tree': the climax

The resolution of 'The Twisted Tree'

Consolidating knowledge of the plot of 'The Twisted Tree'

Narrative arcs in 'The Twisted Tree'

The gothic theme in 'The Twisted Tree'

Impressive inferences about the tree

Writing an analytical paragraph about 'The Twisted Tree'

'The Twisted Tree' and Norse mythology

Dreadful draugr: analysing the monster

Planning a newspaper article about the dreadful draugr

Writing an effective article about the draugr

Symbolism in 'The Twisted Tree'

How tension is built in 'The Twisted Tree'

Introducing thesis statements for 'The Twisted Tree'

Planning an effective analytical essay about 'The Twisted Tree'

Writing an effective analytical essay

Reporting on Mormor's death in 'The Twisted Tree'

Slow writing an article on Mormor's death in 'The Twisted Tree'

Essay feedback for 'The Twisted Tree'

Revising inferences in 'The Twisted Tree'

Revising essay structure in 'The Twisted Tree'

'The Twisted Tree': fiction reading

In 'Dystopian Settings', pupils use figurative language to create their own dystopian settings. In 'A Monster Within', pupils explore how authors use Gothic settings to create mystery and atmosphere. 

A monster within: reading gothic fiction

Understanding dystopias

Accurate sentences to describe dystopian settings

Compound sentences to describe dystopian settings

Complex sentences

Understanding atmosphere

How settings create tone

Declare, interrogate and exclamatory sentences

Amazing accuracy in basic punctuation

Using sophisticated punctuation

How the setting can reflect important themes

Using a model description to create a clear tone

Planning a descriptive paragraph

Writing a descriptive paragraph

Using vivid imagery to describe dystopian settings

Using feedback to improve descriptive writing

Revising accurate descriptions

In 'Myths and Legends Re-Told', pupils explore how they can alter traditional stories to convey modern ideas and morals. In 'Animal Farm: the Pigs and Power', pupils learn about Orwell's allegory and understand how he uses an apparently simple fairy story to convey a political message. 

Modern text: first study

In 'Step Into the Unknown', pupils look at the ways in which famous children's writers create convincing settings, particularly through descriptions of windows and doors. In 'Myths and Legends Re-Told', pupils take inspiration from the ways in which writers and poets use powerful imagery and symbolism, to inspire their own writing. 

Subject

School phase

KS3 & KS4 English

Unit sequence

Introducing our new curriculum sequence for 2023/2024!

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Year group

Year 7

Step into the unknown: fiction reading and creative writing

'The Tempest'

Poetry about place and home

Sherlock Holmes: short stories

'The Twisted Tree': fiction reading

Dystopian settings: descriptive writing

Year 8

Myths and legends re-told: poetry and short stories

'A Midsummer Night's Dream'

Writing with passion

Single poet study: Maya Angelou

Victorian childhood: non-fiction reading and writing

A monster within: reading gothic fiction

Gothic poetry

A history of language

Year 9

'Lord of the Flies'

Women's rights across the ages: non-fiction reading and writing

Malevolent characters: descriptive and narrative writing

A world at war: short stories

A world at war: poetry

'Small Island'

'Othello'

Year 10

Modern text: first study

Macbeth: Lady Macbeth as a machiavellian villain

Nineteenth century text: first study

Poetry anthology: first study

Non-fiction: crime and punishment

Fiction: read around the world

Spoken language: the language of change

Fiction: science fiction writing

Non-fiction: changing views

Year 11

Modern text: first deep dive

Macbeth: a tragic hero

Nineteenth century text: first deep dive

Poetry anthology: continued study

Unseen poetry

Modern text: second deep dive

Macbeth and masculinity: the struggle for power

Nineteenth century text: second deep dive

Fiction: books that changed my world

Non-fiction: teenage kicks

Fiction: inner musings

Non-fiction: explorers

Writing masters

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