Year 9 English
In Year 9 we continue to engage and enthuse our pupils through the study of a range of poetry, prose and plays from British writers and those around the world. Pupils continue to revisit and develop their expertise in the use of correct punctuation, grammar and syntax and we encourage pupils to develop their oral skills in new, more formal, ways. In addition, we support pupils to develop their own creative and non-fiction writing, enabling them to adapt language use for a range of purposes and audiences.
We build upon pupils’ knowledge of the impact of language in a variety of contexts, using the same structured approaches to analysis and discursive essay writing in response to a range of stimulating fiction and non-fiction texts.
As in Years 7 and 8, all pupils follow our own individualised spelling programme and we continue to work closely with the SEND department to support pupils with additional needs. We facilitate a love of literature and reading for pleasure through our schemes of work and through the continuation of pupils’ own independent reading for enjoyment.
- Language skills – using a range of diverse texts on the topic of ‘hobbies’, pupils explore how writers communicate a sense of passion for pastimes through language devices. Pupils explore non-fiction instructional texts, poetry including Thomas Hardy’s The Darkling Thrush and Carol Ann Duffy’s The Christmas Truce and extracts of fiction texts to explore how to use language to generate interest and emotion. Using this knowledge as a springboard, pupils then create their own guide to a chosen hobby or interest. Throughout the drafting process, pupils are further supported to develop accuracy in their grammar and punctuation. Pupils will explore Amanda Gorman’s The Hill We Climb speech, Winston Churchill’s We Shall Fight on the Beaches and revisit Malala Yousafzai’s speech to the United Nations to further their knowledge of the power of spoken language and its contexts and will draft and present their own persuasive speech on the topic of ‘A School for the Future’.
- Novel Studies – pupils study Charlotte Bronte’s Jane Eyre, exploring the context of Victorian attitudes towards childhood and schooling. Here, pupils develop their knowledge of the structure of an academic response to a text, revisiting language analysis skills. Pupils are supported to build upon prior knowledge of tracking character development by applying the same processes of inference, deduction and analysis to the, more challenging, study of theme across chapters. We encourage confidence in pupils’ personal responses by scaffolding discursive exploration through modelling and shared writing.
- Prose – pupils develop knowledge of literary traditions by exploring the social, historical and cultural context of Gothic writing. They explore short stories including Poe’s The Tell Tale Heart and Dickens’ The Signalman and openings of novels including Bronte’s Wuthering Heights in order to develop an appreciation of Gothic prose. Using this knowledge, along with a study of structural devices used in narrative, they will construct their own Gothic short stories.
- Poetry/plays - pupils will continue to enjoy poetry from a range of time periods and will continue to build knowledge of how to structure academic comparative responses. The poems studied include Sonnet 116 by William Shakespeare and Nettles by Vernon Scannell. Pupils will continue to seek comparisons between how poets address thematic or topical concerns – in Year 9 the theme is ‘relationships’ and pupils will use familiar approaches to decoding poetic meaning through explorations of language, structure, message and tone. In addition, pupils will be introduced to more contemporary plays through a study of Our Day Out by Willy Russell, developing knowledge of dramatic conventions and the creation of tension in drama. To underpin their exploration of this play, pupils will develop contextual understanding of the challenges facing northern, industrial communities during the 1970s/80s recession.
- Shakespeare – our pupils will deepen their knowledge of Shakespeare’s language and use of dramatic devices by exploring the play The Tempest. They will revisit knowledge of the structure of academic responses by producing an analysis of the ways in which Shakespeare explores the theme of power through the characters of Prospero, Caliban, Stephano, Trinculo and the royal household. Here, pupils will develop critical appreciation and ask searching questions about the use of power for good and for bad.
- Speaking and Listening - Pupils develop their oral skills further by practicing formal presentation linked to their exploration of hobbies and pastimes in the poetry unit. Pupils will use their knowledge of how writers create a sense of passion and interest and use this to construct their own individual presentations. In addition, pupils will revisit their exploration of persuasive language from earlier in their KS3, culminating in a presentation of their own persuasive speech.
For more information, please contact Ms Newstead.