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Please see below Curriculum overview and I can statements. 


Curriculum Overview


Year 7

Year 8 Year 9

  Autumn Term

  • Myth: learning about the foundations of literature through Gilgamesh, Daedalus, Midas, Perseus, Pyramus & Thisbe, Norse Myth and English Folklore


  • The Odyssey by Homer


  • The Gothic: reading a range of 19thC fiction, looking at genre conventions and historical context


  • The Hound of the Baskervilles: reading a challenging Victorian text, exploring how Doyle uses genre conventions and builds mystery and suspense
  • A Christmas Carol: looking at Dickens’ portrayal of poverty, inequality and social responsibility
  • Transition to GCSE: how to revise a challenging text and structure a critical essay


Spring Term

  • Introduction to Shakespeare: learning about Shakespeare’s world and his work


  • A Midsummer Night’s Dream: a study of Hermia’s character and how Shakespeare used other sources and influences in his writing
  • Romeo and Juliet: learning about the idea of “Tragedy” and how Shakespeare develops the two main characters


  • Love Through The Ages: a look at love poetry from different eras, considering how attitudes and gender roles have changed
  • Othello: the Tragic Hero – how the character of Othello changes throughout the play and how he relates to Elizabethan attitudes towards race

Summer Term 

  • Peter Pan: an introduction to Pre-1914 literature and social context, considering how writers create characters and fictional worlds
  • The Lord of the Flies:  reading a challenging 20th century novel, studying its portrayal of young people and how it challenges myths about childhood
  • The Crucible: studying a challenging 20th century drama, developing skills in writing a critical essay linked to context and writer’s ideas




Year 7, Autumn Term

Skill I can (Foundation)… 

I can (Developing)... 

I can (Secure)...  I can (Excellent)... 

re-use common ideas from other pieces of work.  

show an idea that is similar to other pieces of writing, which I have changed to demonstrate creativity.   

use a distinctive idea so the value of creativity is evident.   

apply the value of creativity throughout my work using original ideas.   

Story development  

organise my story into basic blocks 

show some change in my characters. 

use a simple opening following a common formula 


show some development of characters and ideas.  

try to make my opening engaging and use different techniques to do this 

show whole-text organisation: my story has different shifts to engage the reader. 

confidently construct an engaging opening 

use skilful and deliberate whole-text structure to engage the reader.  

create an opening that engages and intrigues the reader and reflects the whole story 

start to use genre to choose some features of my narrative. 

show understanding of the genre conventions I am writing for, including an appropriate setting and description.

write with genre conventions firmly embedded.  

use genre conventions to make my work engaging. I may be challenging conventions to do this.   

use some basic devices such as a simile. 

use basic devices with more frequency and purpose. 

I can use a greater range of devices fluently, including some more difficult devices. 

use devices confidently and imaginatively throughout my work to serve the whole story. 

Word Choices use mostly correct vocabulary to express my meaning, and sometimes take a chance with a harder word    use clear vocabulary with some ambitious words   clearly think about my word choices and use a range of sophisticated words. demonstrate that my vocabulary is exceptional, using a wide range of ambitious, carefully-chosen words correctly. 
Sentences and punctuation use simple sentences accurately. I sometimes try to use longer or complex sentences.  vary my sentence structures and use a range of sentences and punctuation accurately. I sometimes make mistakes with more sophisticated sentences. 
use sentences that enhance the meaning and impact of what I write, using a range of punctuation for effect.    write in accurate, varied sentences throughout my work, chosen to enhance meaning and always well-controlled. 
Paragraphs think about my writing at sentence level, sometimes breaking work up into paragraphs.  plan and write my work in paragraphs, starting a new paragraph at appropriate times.  use paragraphs for effect in my writing, for example creating tension in a story or building parts of a persuasive argument.  write in coherent, linked paragraphs that build the effect of my writing and are varied for added impact. 



Year 8, Autumn Term

Skill I can (Foundation)…

I can (Developing)... 

I can (Secure)...  I can (Excellent)... 

Analyse how the writer crafts and the effect  


Identify devices and word types 

I can describe what the writer does and make generic remarks about what effect it has 


I can use basic terminology to identify techniques 

I am starting to analyse the effect of certain techniques and word types and the impact on the reader. 


I can use terminology to support my ideas 

I am confidently analysing the effect of techniques and the impact on the reader. 


I can use terminology confidently and accurately 

I can create meticulous and sustained analysis of language/ structure and the effect it has on the reader.  


Sophisticated terminology helps develop my argument. 
Deeper meaning   I can identify surface meaning.  

I am beginning to identify some connotations within the text. 

I can confidently demonstrate interpretations of deeper meaning.   I can make sophisticated inference used throughout. 
Compare I make simple links between the texts   I make straightforward connections made between the texts  I make clear connections between the texts.  I make insightful connections made between the texts 

Consider Time and Context of writing 

I can make simple relevant comments on when the text was written  I show some ideas about how the text was influenced  I can show clear understanding of how different ideas have influenced the text   I can make insightful understanding of how attitudes influenced the text and shaped my analysis 
Use examples from the text   I can use simple relevant examples from the text  I can use some examples from the text - not always accurate or precise  

I can use precise examples from the text that clearly support your ideas. 

I can use a range of linked, precise examples that support excellent analysis.  

Understand the text  

I can show a basic knowledge and understanding of the text. 

I can show a good understanding of events in the text 

I can show a fluent understanding and knowledge of the text  I can show a detailed and impressive knowledge and understanding of the text