KS3 English
Please see below Curriculum overview and I can statements.
Curriculum Overview
Year 7 |
Year 8 | Year 9 | |
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Autumn Term |
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Spring Term |
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Summer Term |
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Year 7, Autumn Term
Skill | I can (Foundation)… |
I can (Developing)... |
I can (Secure)... | I can (Excellent)... |
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Creativity |
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 |
Genre |
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. |
Devices |
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)... |
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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 |