Felixstowe School

Key Stage 3 English – Curriculum Overview

  • Read, understand and respond to texts: maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations.
  • Identify and interpret explicit and implicit information and ideas; select and synthesise evidence from different texts
  • Explain, comment on and analyse how writers use language, form and structure to create meanings, to achieve effects and influence readers, using relevant subject terminology to support their views
  • Compare writers’ ideas and perspectives, as well as how these are conveyed
  • Show understanding of the relationships between texts and the contexts in which they were written.
  • Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts
  • Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
  • Demonstrate presentation skills in a formal setting
  • Listen and respond appropriately to spoken language, including to questions and feedback on presentations
  • Use spoken Standard English effectively in speeches and presentations.

Cross Curricular

  • English, in the form of literacy skills, underpins every other subject on the curriculum. Specific content links can be made to:
  • History – with links made in the context of texts studied.
  • Media – will be made in the majority of units with students working on language and presentational devices of newspapers, magazines, leaflets and social media.
  • IT – with students being given a chance to develop research, typing and presentational skills
  • PSHE – with students developing the knowledge of the skills and attributes they will need in wider life, including an appreciation of those from different social, economic and cultural backgrounds to their own.

Cultural capital (including skills and emotional)

  • Developing resilience through literacy skills: reading sophisticated literature texts, creating presentations, extended writing, reading, implementation of complex vocabulary, and discussions.
  • Social/Historical knowledge about the key moments in history: war, poverty, social and political change
  • Cultural knowledge developed through studying a range of genres including prose, poetry and drama.
  • Empathy developed through studying characters, their situations, and representations of class, ethnicity, gender, and age in focus texts.
  • Opportunities to engage with literature: theatre trips; using technology to experience wider aspects of Literature (online museums, galleries, theatres, etc.); wider reading through links to local library.