Bishop Challoner

Catholic Secondary School

KS3 Curriculum Map

Year 7 autumn term:

  • Unit 1: Poetry and literary heritage
  • Students explore poetic form and study the literary features of a ballad.
  • Controlled assessment:  How does Alfred Noyes characterise the highwayman?  What literary and poetic devices does he use?  What effect does this have on the reader?
  • Unit 2: Author’s craft
  • Students examine the range of techniques different writers use to craft a narrative. They analyse author’s intention, theme, plot development, subtext and characterisation.
  • Controlled assessment:  To what extent is Count Olaf a stereotypical villain?  What effect does he have on the reader?

Year 7 spring term:

  • Unit 3:  Nonfiction and real contexts
  • Students explore how meaning is shaped through transactional writing and media texts.  They read a variety of nonfiction texts and how they are designed for a specific reader. They analyse the different ways in which they manipulate a particular response.  Within this unit students produce their own nonfiction and media texts.
  • Controlled assessment:  Write a letter of application to be a contestant on an entertainment programme.
  • Unit 4:  Spoken Language
  • Students explore the features of spoken texts.  They are given the opportunity to talk in a range of contexts, including a talk given on a topic of personal interest.
  • Controlled assessment:  Give a talk on a personal interest, hobby or holiday.

Year 7 summer term:

  • Unit 5:  Autobiographies
  • Students read a range of autobiographical texts.  They explore the concept of personal narrative and descriptive texts.  Within this unit students produce their own autobiographical texts and journals.
  • Controlled assessment: write about a memorable experience, focusing on descriptive techniques and show convincing characterisation to entertain your reader.
  • Unit 6: Fiction
  • Students study different genres within fiction.  They extend their study from unit 2 and continue to explore author’s intention and craft, analysing the devices they use specific to their chosen genre.
  •  Controlled assessment: write the opening chapter of a story manipulating the narrative and theme according to your chosen genre.

  Year 8 autumn term

  • Unit 1: Cultural texts and literary heritage
  • Students read a range of fairy tale texts from different cultures and traditions.  They explore and examine how meaning is shaped through imagery and symbolism with emphasis placed on comparing text according to reader, society and tradition.
  •  Controlled assessment:  Either compare two fairy tales from Beedle the Bard (J K Rowling) or compare the Brother Grimm tale of Cinderella to Yeh Shen, a Chinese version.  To what extent are they both traditional tales?
  • Unit 2: Survival
  • Students explore the theme of survival in a range of nonfiction texts
  • Controlled assessment:  produce an article on this theme

Year 8 spring term

  • Unit 3: Literary heritage –  the Romantic poets
  • Students study the Romantic Movement in poetry.  They explore how texts belong to a particular period in literature and how they change over time.  They draw out comparisons between texts of the past and those that have been adapted by contemporary poets, artists and writers.
  • Controlled assessment:  write a newspaper report based on the poem ‘Isabella and the Pot of Basil’ by John Keats.
  • Unit 4: Nonfiction and real life contexts
  • Students revisit how meaning is shaped through transactional writing and media texts.  They continue to read a variety of nonfiction analysing how they are written for a specific readership and purpose.  They examine persuasive techniques and counter arguments. Within this unit students produce their own nonfiction and media texts.
  • Controlled assessment:  write a persuasive speech on a current topic, arguing for or against a particular point of view.

Year 8 summer term

  • Unit 5: Historical Fiction
  • Students study the features of a historical novel.  They explore within this context author’s craft and intention, examining how they retell and fictionalise a period in history.
  • Students decode narrative and analyse the effect this type text might have on a modern reader.
  • Controlled assessment:  either, Private Peaceful by Michael Morpugo, a comparison between Grandma Wolf and Big Joe.  What effect do these two characters have on the reader? Or, The Boy in the Striped Pyjamas by, how does the friendship of Bruno and Shmuel develop in the story?  What effect do they have on the reader?
  • Unit 6:  Literary Heritage, Comedy and Tragedy
  • Students study key speeches from Shakespeare’s comedies and tragedies and his historical characters.  They are introduced to the life and the theatre of the bard, in particular the audiences he was writing for.
  • Students explore how Shakespeare’s plays have been adapted for a modern audience and the screen. 
  • Controlled assessment:  rewrite Richard iii’s opening speech adapting him as the hero rather than the villain.

Year 9 autumn term

  • Unit 1: Explore, Imagine and Entertain
  • Students revisit this unit previously studied in years 7 & 8.  They continue to develop reading analytically and extend their expertise at writing fictional texts.
  • Students continue to revise studying a variety of fictional texts and genres.  They explore author’s intention and techniques, with further emphasis placed on producing their own texts.
  • Controlled assessment: write the opening chapter of a story in your chosen genre.  In addition to this write an evaluation of the techniques you have used to engage, entertain and manipulate your reader.
  • Unit 2: Literary Heritage – Gothic texts
  • Students explore a range of text linked to this genre and explore how they have been adapted for a contemporary audience
  • Controlled assessment:  compare the two extracts, The Woman in Black (Susan Hill) to The Woman in the Graveyard (Mackenzie), why are they convincing examples of Gothic literature?  What effect do they have on the reader?

Year 9 spring term

  • Unit 3:  Extended literary text
  • Students read Shakespeare’s Romeo and Juliet.
  • They explore text in performance, the symbolic language of dramatic texts and stagecraft.
  • They analyse the range of devices that Shakespeare uses to have an impact on the audience of his time, and contemporary interpretations retelling the play.
  • Controlled assessment: How does Shakespeare create the tension between the characters in this scene? (Act 3 Scene 1)  What effect does it have on the audience?
  • Unit 4: Literary heritage, the War Poets
  • Students study the poets of World War 1.  They explore propaganda, journals, and letters besides the poetry written about trench warfare. 
  • Students compare a range of poets including, Brooke, Hardy, Sassoon, Owen and Rosenberg.
  • Controlled assessment: How does Owen present the reality of trench warfare in his poem, Dulce et Decorum Est?  What poetic devices does he use, to what effect?

Year 9 summer term

  • Unit 5:  Analyse, Review, Comment
  • Students revisit this unit previously studied in years 7 & 8.  They continue to develop their skills at analysing persuasive and media texts.  This unit also focuses on autobiographical texts which includes travel writing.
  • Controlled assessment:  an extended piece of descriptive writing.  
  • Unit 6: Contemporary authors
  • Students revisit author’s craft and literary techniques that writers use to create narrative and character.  Within this unit pupils read for meaning analysing context and effect.  They explore how readers relate to a narrative covering universal themes, plot development and characterisation.
  • Controlled assessments:  Either, how does Zero and Stanley’s friendship develop in the novel?  What purpose does it have in the text? What effect does it have on the reader? Or, how is death presented to us in the novel, The Book Thief?  What devices are uses to characterise it?  What effect does it have on the reader.