English KS3
What will students study in English in KS3?
Year 7
In Year 7, students begin by exploring characters across time through Once by Morris Gleitzman before being introduced to Shakespeare through The Tempest. They then study a selection of identity poetry, followed by an in‑depth reading of Oliver Twist by Charles Dickens. This sequence builds reading confidence, introduces key literary concepts and develops foundational analytical and creative writing skills.
Year 8
Year 8 broadens students’ literary understanding through Gothic short stories, an exploration of conflict poetry and a full study of Shakespeare’s Romeo and Juliet. Later in the year, students read Animal Farm, examining allegory and political themes, before moving into a non‑fiction unit on Victorian crime and punishment. This varied curriculum deepens historical understanding, strengthens comparison and inference skills, and further develops students’ ability to write for different purposes.
Year 9
In Year 9, students tackle more complex texts and ideas as preparation for GCSE. The year begins with an in‑depth study of Lord of the Flies by William Golding, followed by a creative writing unit that strengthens narrative control and descriptive technique. Students then explore Blood Brothers and examine key themes such as class, relationships and fate, before completing the year with poetry by Carol Ann Duffy and revision of Dickens’ work. This year consolidates analytical skill, enriches cultural understanding and builds the resilience required for success at Key Stage 4.
What are the expectations of my child in English?
We expect our English students to think hard about what they read and work hard to articulate their thoughts in writing with and without teacher mediation. Students should engage in class discussions thoughtfully, aiming to speak like experts and listen accountably. English classroom routines and systems should be engaged with so students prize endeavour, reflect on how learning is going with clarity and fearlessness and believe they can do well now and in the future in English.
What should my child do if they feel they are struggling in English?
During a lesson, we like students to experience what is termed ‘desirable difficulty’, so they should ask themselves questions, when they are ‘stuck’, like Have I seen/done anything like this before?, Is there anything I’ve remembered/been given which will help?, before asking for teacher’s intervention. If the student is struggling with English in general, it is a good idea to look at the written feedback given on work as a starting point and if that doesn’t yield answers, then have a conversation with their teacher.
How can I best support my child in English?
- Encourage them to read their wider reading text for 20 minutes a day at least. Have a conversation about what they are reading in their English lessons, Wider Reading lessons and Tutor Reads time.
- Monitor English homework: most tasks will be reading, vocabulary work, revision of knowledge organisers, quizzing.