English Department

Year 8 Handbook

Set Texts

Introduction to Victorian Literature

Rani and Sukh

War Poetry

A View From the Bridge

Animal Farm

The Merchant of Venice

Welcome to Year 8 English at Compass School Southwark!

During Key Stage 3, we study a wide variety of literature and

language texts to prepare you for your GCSEs.

Year 8 is all about continuing to provide a challenging curriculum to

strengthen the foundation and promote a love for learning.

Half-term 1 Half-term 2 Introduction to Victorian Literature

How did 19th century writers use language and structure to support their purpose?

Students will begin this unit by investigating the context of

the 19th century. They will then move on to some close analysis of extracts from the popular Charles Dickens

novels ‘Oliver Twist’ and ‘Great Expectations’, culminating in a written essay. Students will then develop their

understanding of intertextuality by studying extracts from ‘Mister Pip’ and poetry inspired by the works of Dickens.

Writing focus: Writing to describe Literature: Analytical essay

Rani + Sukh (novel) How effective are dual narratives?

Students will investigate a modern Romeo and Juliet set in Leicester with a Punjabi backdrop. They will also practise

reading for meaning and the skills of inference and deduction. Students will also review the skill of writing

analytical paragraphs by using PEAL. Students will select quotations to support their points, carry out analysis of

language and decipher the author’s intentions.

Assessment: Language Writing: Writing to Describe

Half-term 3 Half-term 4 War Poetry

Why was poetry so important during WW2 and is it

still as important?

Students will learn about the First world war and

the important events leading up to this tragic part

of World history. They will read and experience

poetry written during this time. They will be given

the chance to use these poems and extracts to

create their own empathetic writing and poetry. Writing: Writing to persuade

A View From the Bridge by Arthur Miller How does Arthur Miller present ideas about masculinity?

Students will begin their study of this classic play

by examining the famous quotation: “You can

sooner get back a million dollars than a single

word you gave away”.

Students will then read the play, paying particular

attention to the themes of family, masculinity and

immigration, themes that we will continue to build

on throughout the year. Assessment: Literature

Half-term 5 Half-term 6 Animal Farm

How far does Orwell’s novel foreshadow societal

issues?

Students will consider the themes of politics,

dictatorship and friendship as they study this

seminal text. Students will use this text to help

them to consider current events in the world and

current issues that they are facing in their lives. Writing: Writing to argue

Merchant of Venice by William Shakespeare

How does Shakespeare subvert stereotypical gender

roles?

Students will study a number of key scenes from

Macbeth, concentrating on Shakespeare’s use of

language and structure as well as the overarching

themes of masculinity, hubris and the

supernatural. Students will be encouraged to make

links between this play and texts that they have

studied previously. Assessment: Language and Literature

Understanding Assessment Objectives

From the onset of Key Stage 3, Compass School Southwark uses GCSE

Assessment Objectives in order to create continuity between Key Stage 3 and 4

and too clearly identify your progress.

GCSEs are marked using Assessment Objectives set out by the exam board

(AOs). It is important that you understand the AOs and the Year 7 targets for

these, so you can make sure you are meeting all of them in your work.

English Language Assessment Objectives

AO1: identify and interpret explicit and implicit information and idea. Select and synthesise evidence

from different texts

AO2: Explain, comment on and analyse how writers use language and structure to achieve effects and

influence readers, using relevant subject terminology to support their views

AO3: Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or

more texts

AO4: Evaluate texts critically and support this with appropriate textual references

AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and

register for different forms, purposes and audiences. Organise information and ideas, using structural

and grammatical features to support coherence and cohesion of texts

AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and

effect, with accurate spelling and punctuation. (This requirement must constitute 20% of the marks

for each specification as a whole.)

English Literature Assessment Objectives

AO1: Read, understand and respond to texts. Students should be able to:

- maintain a critical style and develop an informed personal response

- use textual references, including quotations, to support and illustrate interpretations.

AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using

relevant subject terminology where appropriate.

AO3: Show understanding of the relationships between texts and the contexts in which they were

written.

AO4: Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate

spelling and punctuation.

Half-term 1: Introduction to Victorian Literature

Summary:

Students will be studying a range of Victorian extracts in this topic. They will be

focussing on extracts from Oliver Twist and Great Expectations, using analysis

skills and PEAL paragraphs. They will look at analysing language and structure

as well as thinking about how historical context has shaped meaning and

caused different effects on the reader.

They are assessed both on their ability to analyse a passage from the text

in the style of an English Language GCSE Paper One question 2.

Assessment:

Using the extract provided, how is the character of

Oliver Twist presented?

Introduction to Victorian Literature Key Words and Spellings

Please add your own as we read.

Introduction to Victorian Literature Spellings

Week 1 Week 2 Week 3 Week 4 Dickens Maturity Divided Expectations

Victorian Serial Ignored Magwitch Industrial Sarcasm Brutality Estella

Revolution Sowerberry Stricken Tension Bildungsroman Sturdy Corruption Marshes

Poverty Neglected Stagnant Atmosphere Workhouse Aspiration Symbolism Prospect

Innocent Apprentice Cruel Gentleman Heritage Hypocrisy Harshness Ambition

Status Realism Disregarded Revenge

Half-term 2: Rani and Sukh

Summary:

Our second scheme of work is centred on the moving story of Rani and Sukh

set in two separate time periods interweaved in a tragic just heartfelt story.

Students are encouraged to explore the context of the novel as well as analyse

the language methods in their well-known and well-practised PEAL format. In

addition to analysing language, the unit practise their descriptive writing. They

are assessed both on their ability to analyse a passage from the text in the

style of an English Language GCSE exam paper and on their descriptive work.

Assessment example:

A student was asked what they thought about the story of Rani and Sukh. They

said

‘I thought the bit in the middle of the story, set in the Punjab was pointless and

added nothing to the story.’

To what extent do you agree with this statement?

Rani and Sukh Key Words and Spellings

Please add your own as we read.

Rani and Sukh Spelling Lists

Week 1 Week 2 Week 3 Week 4 Week 5 Parvy Betah Rani Bains Gianni-ji

Moranwali Interrogation Sukh Sandhu Nimmo Kulwant Surreal Persistent Izzat Feature

Billah Reaction Punjab Sikh Rabid Tension Audience Society Gurudwara Malice Effective Dramatic Culture Verdict Eclectic Affliction Perspective Inference Naivete Equivalent

Weary Irony Dilemma Resolute Metallic Feign Effective Structure Catalyst Patriarchal Exile Characterise Feud Deprivation Dialogue

Half-term 3: War Poetry

Summary

This scheme of work introduces students to a wide range of War poems

including poems from the First World War through the Second World War to

the conflicts faced by the people in modern culture, conflict that they

themselves may encounter.

The study of war poetry and the theme of power and conflict in poetry begins

to develop the skills students need to study poetry in their AQA English

Literature exam. Students will analyse the language methods in their well-

known and well-practised PEAL format and be assessed on their ability to read,

understand and decipher an unseen poem based on War, power or conflict.

Assessment:

How does Wilfred Owen present the effects of War in his poem ‘Exposure’?

Remember to SMILE at your poem!

War Poetry Key Words and Spellings

Please add your own as we read.

War Poetry Spellings Week 1 Week 2 Week 3 Week 4

Government Opinion Vocabulary

Authority

Parliament Hyperbole Adjective Attitude

Patriarchal Stanza Menacing Appropriate

Patriotic Summary Confidence Socratic

Nationalism Structural Presentation Justified

Propaganda Organisation Gesture Justification

Misleading Persuade Gallant Discussion

Masculinity Portray Ambiguous Agreement

Trench Continuum Cowardice Elaborate

Imperative Convey Bravery Communicate

Half-term 4: A View From the Bridge

Summary

This scheme of work introduces students to one of Arthur Miller’s most famous

plays.

Students are encouraged to explore the context of the play as well as analyse

the language methods in their well-known and well-practised PEAL format. In

addition to analysing language, the unit practise their descriptive writing. They

are assessed both on their ability to analyse a passage from the text in the

style of an English Language GCSE exam paper and on their descriptive work.

This links to the topics in year 9 as they will study another Arthur Miller play

which they can compare and contrast to. Assessment:

How is the theme of power presented in the play?

You need to consider;

Key quotes/moments x 4

Wider reading

Context

Language use

Structure and form (Greek tragedy )

Key terminology

A View From the Bridge Key Words and Spellings

Please add your own as we read.

List 1 List 2 List 3 List 4 Context Structure Social realism Austerity

Dramatic tension Foreshadowing Sequencing Climax Chorus Alfieri Contrast Phallic

Monologue Stenographer Juxtaposition Immigrated Longshoreman Dialogue Revenge Connotation

Anxiety Protagonist Grimace Symbolism Restrained Tragedy Feminity Denouement

Communities Hamartia Infidelity Tenement Misogyny Marco Evaluate Piazza America Immigration Brooklyn Aggravate

Half-term 5: Animal Farm

Summary:

Our scheme of work on Animal Farm, by George Orwell focusses on the

Historical context of Russia and Stalin in the 1950s. Students will build links

between the historical context and how the characters are presented.

Students are encouraged to explore the context of the novel as well as analyse

the language methods in their well-known and well-practised PEAL format. In

addition to analysing language, the unit practise their descriptive writing. They

are assessed both on their ability to analyse a passage from the text in the

style of an English Language GCSE exam paper and on their descriptive work.

Assessment:

Using the picture as a guide, describe this scene.

Animal Farm Key Words and Spellings

Please add your own as we read.

Animal Farm Spelling Lists

List One Allegory Context Dictatorship Rebellion Corrupt Orwell Democratic Advantage Theocracy Napoleon Hierarchy Commandment Totalitarian Boxer Comrades Leadership Regime Squealer Snowball Moscow Democracy Propaganda Authoritarian Political Rhetorical Absolute Extended Communist Communism Analytical Metaphor Novella Stalin Corruption Hyperbole Viewpoints Revolution Dictator Communication Animalism

Half-term 6: The Merchant of Venice

Students are encouraged to explore the context of the play as well as analyse

the language methods in their well-known and well-practised PEAL format. In

addition to analysing language, the unit practise their persuasive writing. They

are assessed both on their ability to analyse a character from an extract and

the play as a whole in the style of a GCSE English Literature exam paper and on

their persuasive work.

Assessment

Read the following extract from Act 1 Scene 3 of The Merchant of Venice and then answer

the question that follows.

At this point in the play Shylock is speaking to Antonio. Antonio has asked Shylock to lend

him some money.

Starting with this speech, how does Shakespeare present Shylock’s feelings about the way

he is treated?

Write about:

• how Shakespeare presents Shylock in this speech

• how Shakespeare presents Shylock in the play as a whole.

[30 marks] AO4 [4 marks]

The Merchant of Venice Key Words and Spellings

Please add your own as we read.

The Merchant of Venice Spelling lists

Venice Shylock Suitors Irony Bestow

Merchant Portia Jessica Dramatic Impertinent

Historical Antonio Morocco Monologue Malice

Context Advantages Attitudes Extract Grievous

Shakespeare Disadvantages Representation Lorenzo Spurn

Debt Arranged marriage

Analytical Knowledge Impression

Money Lender Stereotypical Modern audience Elopement Presentation

Shakespearian Techniques Comparison Effect Audience

Italian Stereotypes Jewish Bassanio Vehement

Stratford Upon Avon

Characterisation Persuasive Payment Impute

Exemplar work