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					The British International School Cairo
The English Department
KS3 Long Term Map - S3 (Year 9)


 Title of Unit                          Aims and Objectives                               Examples of coursework
                                                                                                outcomes
       Fiction           Key Skills:
                                 recognise layers of meaning in the writer’s         Writing/Reading:
Example:                 choice of words, e.g. connotation, implied                  Analyse, review, comment
The Other Side of        meaning, different types or multiple meanings;              Character study
Truth – Beverly Naidoo                                                               Formal analysis
                                  write with differing degrees of formality,
                         relating vocabulary and grammar to context,                 Writing to imagine, explore, entertain
                         e.g. using the active or passive voice;                     Play script and/or empathetic piece
                                  produce formal essays in standard English          Inform, explain, describe
                         within a specified time, writing fluently and               Short story/extra chapter/narrative
                         legibly and maintaining technical accuracy
                         when writing at speed;                                      Speaking and listening
                                                                                     Group/pair discussion.
                                  explore different ways of opening, structuring
                         and ending narratives and experiment with
                         narrative perspective, e.g. multiple narration;

                                  comment on the authorial perspectives offered in
                         texts on individuals, community and society in
                         texts from different cultures.

                                 analyse and discuss the use made of
                         rhetorical devices in a text;




                                                                                                                              1
 Title of Unit     Aims and Objectives                                        Examples of coursework outcomes


 Literary non      Key Skills
    fiction                                                                   Writing to inform, explain, describe
E.G.: Biography/           recognise layers of meaning in the writer’s
    journal/       choice of words, e.g. connotation, implied                 Front page/article/eye witness/sport
  letters/ eye     meaning, different types or multiple meanings;             report
  witness/war
   reportage              compare and use different ways of opening,          Analyse, review, comment
                   developing, linking and completing                         Analysis of 2 media texts studied in class
                   paragraphs;                                                (comparative essay)


                           analyse and exploit the stylistic conventions of   Speaking and Listening
                   the main text types, e.g. parody;                          Pair/small group discussion
                           synthesise information from a range of
                   sources, shaping material to meet the
                   reader’s needs;
                           integrate diverse information into a coherent
                   and comprehensive account;

                          analyse how an author’s standpoint can affect
                   meaning in non-literary as well as literary texts;

                          analyse and discuss the use made of
                   rhetorical devices in a text.




                                                                                                                           2
Play            Key Skills:
(Shakespeare)            recognise layers of meaning in the writer’s       Analyse, review, comment
                choice of words, e.g. connotation, implied
                meaning, different types or multiple meanings;             Discursive essay (character/theme analysis/Dramatic
                                                                           technique)
                         write with differing degrees of formality,
                relating vocabulary and grammar to context,                Review of a performance
                e.g. using the active or passive voice;
                                                                           Imagine, explore, entertain
                        write sustained standard English with the          Sonnet
                formality suited to reader and purpose;                    Empathetic piece: e.g. diary

                         produce formal essays in standard English         Individual assessment (role play/hot seating)
                within a specified time, writing fluently and
                legibly and maintaining technical accuracy
                when writing at speed;

                        analyse and discuss the use made of
                rhetorical devices in a text;

                          comment on interpretations of the same text or
                idea in different media, using terms appropriate
                for critical analysis;

                       analyse how an author’s standpoint can affect
                meaning in non-literary as well as literary texts;

                          present a balanced analysis of a situation,
                text, issue or set of ideas, taking into account
                a range of evidence and opinions.




                                                                                                                                 3
Poetry
         Key Skills:                                            Writing to explain, describe, inform
                                                                Poetry
                  recognise layers of meaning in the writer’s   Agony aunt columns or example of empathetic
         choice of words, e.g. connotation, implied             writing
         meaning, different types or multiple meanings;
                                                                Writing to analyse, review, comment
                  recognise layers of meaning in the writer’s   Discursive essay: compare 2 poems
         choice of words, e.g. connotation, implied
         meaning, different types or multiple meanings;         Class discussion

                  write with differing degrees of formality,
         relating vocabulary and grammar to context,
         e.g. using the active or passive voice;

                  write sustained standard English with the
         formality suited to reader and purposes
         analyse ways in which different cultural
         contexts and traditions have influenced
         language and style, e.g. black British poetry,
         Irish short stories;

                compare the presentation of ideas, values or
         emotions in related or contrasting texts;

                  produce formal essays in standard English
         within a specified time, writing fluently and
         legibly and maintaining technical accuracy
         when writing at speed;

                 analyse and discuss the use made of
         rhetorical devices in a text;




                                                                                                              4
                  Key Skills:
   Media
 Newspaper                   recognise layers of meaning in the writer’s choice of words,     Persuade, argue, advise
  editorials                recognise how lines of thought are developed and signposted       Speech/advert
                            through the use of connectives                                    Analyse, review, comment
                                                                                              Analysis of media text(s) comparative elements
   Optional:      Stylistic conventions of non-fiction                                        (e.g. compare effect of 2 editorials on intended
  Advertising               analyse and exploit the stylistic conventions of the main text    readers)
   /Charity                 types, e.g. parody;                                               Formal Letter
advertising and
  marketing                 investigate the organisation and conventions of ACT texts, e.g.   presentation to class
                            CD-ROM, e-mail, web pages;

                  Paragraphing and sentence

                            write with differing degrees of formality, relating vocabulary
                            and grammar to context,
                            paragraph organisation
                  Reading

                            synthesise information from a range of sources, shaping
                            material to meet the reader’s needs;

                  Writing
                            produce formal essays in Standard English within a specified
                            time, writing fluently and legibly and maintaining technical
                            accuracy when writing at speed.
                            Develop counter argument
                            Formal essay and review own writing




                                                                                                                                                 5
Language   Writing 1:
  Unit         review own writing                Pair discussion

               use standard English to           Inform, explain,
               explain, explore or justify an    describe
               idea;                             Variable


               identify the underlying themes,
               implications and issues raised
               by a talk,

               discuss and evaluate
               conflicting evidence to arrive
               at a considered viewpoint.




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