English

S1 Course Outline and timeline

Terms 1 and 2

Reading Skills – Pupils will study a range of texts in order to develop their literacy. This includes the study of drama, poetry and literature. Each teacher will choose a novel for class study, in consultation with pupils. Group discussion is also practised and assessed in this term.

Gothic Literature will be a key focus this term. Introduction to the gothic genre will include the study of a short story (Tell Tale Heart) and a short media text (The Sandman) to reinforce genre conventions and prior learning of character, setting, theme and plot structure (established in novel study, with poster presentation).

Term 3

Writing Skills – Pupils will develop their persuasive writing skills Identifying persuasive language techniques in adverts/speeches/written text (Listening and Reading)Pupil choice of persuasive topic – why you should… (pupils choose personal passion eg. bake/listen to rap music/recycle /play D&D) In addition, pupils will write a critical essay on a text they have studied over the course of the year. This will involve learning how to structure a critical essay. A short introduction to poetry is also completed.

Term 4

Talk/Listening – Pupils will engage with our Dragons’ Den unit, in which they will work in groups to develop a product to pitch to the “Dragons”. This will allow them to work co-operatively and enhance their talk and listening skills, especially in groups.

 

On going

RUAE
Reading for Understanding, Analysis and Evaluation – Pupils will look at a range of reading skills and learning about the different question types, such as word choice, imagery and sentence structure.

Language Lessons – Over the course of the year pupils will broaden their language skills, completing grammar and punctuation

Radical Readers – our reading programme allows choice and variety, as pupils recommend texts to each other.

Terms 1 and 2

Dystopian Literature – A full introduction to the dystopian genre through media, prose extracts and the chance to write creatively. Pupils will also study a short story (Examination Day) to embed genre conventions and reinforce prior learning of character, setting, theme and plot structure.

Non-Fiction – Pupils will study non-fiction literature too. This will help with their understanding of this genre and their RUAE skills.

Personal Writing – Pupils will have the opportunity create descriptive writing pieces. They will focus on using word choice, imagery, range of sentence structures to complete various short pieces of personal writing from a selection (places, experiences, people, passions, relationships, hobbies)

Group discussion – the skills of group discussion are reinforced in order to facilitate collaborative working in tasks set. ERC Standardised Tests also take place during this term.

Term 3

Functional Writing based on Orwell’s Room 101 and ‘Room 101’ TV show clips. Pupils will develop persuasive language techniques – identifying and analysing examples in order to produce their own Room 101 piece. Lessons considering note taking and research skills on chosen topic/s will be delivered here too.

Pupils will deliver an individual presentation based on their Room 101 essays. Individual presentation skills – use of structure, language, voice and body language will be revisited too. Pupils also undertake a unit of work on identity poetry, considering UK and International contemporary poets. Then then produce their own identity poem.

Term 4

Page Turners – Pupils will have the choice of a novel – classes will then change based on pupil choice.  The corresponding unit will then provide learners with experience of the following: Reading for enjoyment and choice; research and discussion of related social issues as appropriate to text; analysis of language; and exploration of characterisation, setting and themes

Outcomes are then decided by pupils – they focus on character, setting, or theme and present findings in a manner of their choice.

On going

RUAE/Language Lessons – Using your own Words skills and Analysis of Language, punctuation and grammar skills through weekly lessons.

Radical Readers – our reading programme allows choice and variety, as pupils recommend texts to each other.

S3 course outline and timeline

Terms 1 and 2

Creative Writing – Pupils will work to develop a creative piece of writing. This will involve writing a monologue. Through creative writing pupils will develop their ability to use a variety of techniques, incorporating “show don’t tell” and describing the five senses, as well as including a focus on narrative structure and the importance of setting. Pupils also study a short story, analyzing the use of language setting and characterisation particularly. A listening unit concerning gun control is also covered as an overarching theme.

UNCRC – Pupils will focus on the United Nations Charter on the Rights of the Child. This unit of work helps pupils understand some of the barriers to education around the world. Pupils gain a greater understanding of the importance of education globally, reading nonfiction accounts. This unit allows Level 4 benchmarks to be reached and surpassed, making it an excellent bridge to National 5 English in Senior Phase. Group discussion is also attempted as part of this unit.

Term 3

Poetry/Critical Essay – Pupils will engage with the poetry by the author Carol Ann Duffy, or the media texts “Captain Phillips” or “The Sandman”. They will build towards writing a critical essay on one of these poems. This allow pupils to be prepare for their S3 exam.

Further work on non-fiction texts is also completed to reinforce work in Literacy.

Term 4

Pupils will sit a S3 exam. This will include two components: RUAE passage and questions; Critical Essay –  written on a poem or media text studied in class

They will also revisit necessary Literacy skills if needed and work towards producing a well-developed writing piece.

Some work on Morgan poetry or di Mambro’s “Tally’s Blood” may begin.

On going

RUAE (Reading for Understanding, Analysis and Evaluation: Pupils will work through the different question types, for example, word choice, sentence structure, imagery, and own words questions. Related tasks will be set for home learning. Independent writing tasks will also be attempted for home learning, and personal, reading promoted and discussed.