All schemes of learning are planned according to the strands within the KS3 framework  for reading, writing, speaking and listening.
Each term there will be a focus on spelling, grammar, and punctuation to consolidate basic skills and ensure progression to higher levels of functional literacy.  Within each scheme there are key assessments for speaking and listening, reading and writing to monitor progress.


Spelling, Punctuation and Grammar. 

Students will consolidate and build upon their knowledge and skills from KS2 so that they can analyse more challenging texts.  They will draw upon new vocabulary and grammatical constructions from their reading and listening and use these consciously in their writing and speech to achieve particular effects.



A Reading Unit

Boy – Roald Dahl

This unit focuses upon the study of an example of autobiographical writing and related fiction and information texts.  It provides opportunities learn about the childhood of a distinguished British writer and to:

  • recall and recount personal experiences;
  • write in the style of the author;
  • analyse how Dahl uses exaggeration to portray character;
  • participate in an oral presentation.

This Boy

This is an alternative reading unit for students who are working towards foundation level.  They will:

  • read and discuss the events and characters;
  • develop strategies to work out unfamiliar words;
  • discuss themes and how they relate to themselves;
  • analyse a character using PEE.



This unit will build on previous understanding of poetic techniques to examine poetry from their own and others’ cultural heritage. Students will:

  • analyse language and imagery;
  • experiment with rhyme and form;
  • explore mood and atmosphere;
  • analyse the structure and conventions of ballads.



A Midsummer Night’s Dream

This unit aims to develop students’ knowledge, understanding and enjoyment of Shakespeare and meet NC KS3 requirements to study a whole play. Using a variety of active and collaborative learning techniques students will:

  • develop understanding of Shakespeare’s use of language;
  • draw modern day parallels with themes, character and plot;
  • increase self-confidence to act in role.

In 2015 students will work with RSC actors to explore characters and themes.


Travel Writing

This non-fiction unit will explore various forms  travel writing including those designed to persuade. Students will:

  • identify the audience and purpose;
  • analyse techniques;
  • comment upon purpose and effect using supporting quotations;
  • create their own travel writing in the form of leaflet or article.




Students will explore a  range of fiction and non-fiction survival-themed texts, including tips on building a shelter from TV survival guru Ray Mears and articles about remarkably resilient pets, extracts from contemporary novels such as Life of Pi by Yann Martel, as well as classics like The Adventures of Tom Sawyer by Mark Twain.  They will:

  • research and plan a presentation for ‘Survival skills’;
  • create a magazine spread for survival in the modern world;
  • examine characters through role-play and then write PEE paragraphs;
  • explain and analyse how language  is used to create meaning;
  • write a news report;
  • create an advertisement for a survival experience targetting a teenage audience;
  • write creatively about a time something unexpected happened.


(These units may be taught in any order to allow sharing of resources.)