Year 9 English at Barnwell

1. Year 9 English at Barnwell

2. Year 9 information evening The year at a glance Assessment criteria Student work Extended Learning Expectations Preparation for GCSE

5. How does Golding establish the characters in Chapter 1? • The characters in Lord of the Flies are all clearly established in Chapter 1. Piggy is a clever but weak character, Ralph is strong and a natural leader and Jack comes in to the story as someone dangerous and powerful. William Golding uses lots of different things to show us what the boys are like and this is important as we are given lots of clues that we can use to see what might happen. Student work example:

6. When Jack arrives, the words used describe his as someone not to be messed with and someone who has power over the boys in the choir. From the quotation “golden badge” describing the badge on his cap this is clear. “Golden” tells the reader that he has power as the adjective gives us clues about money and status which links to the character and how he acts. • William Golding also tells us that Jack is in control of the choir and could be the leader of the boys on the island. From the quotation “controlled the boys” it is obvious Jack is the leader. The verb used tells us he is more than the head choir boy and gives a clue about the way he might turn out in the book.

7. Level 6a: • Clear use of inferred meaning and accurate deductions drawn from evidence. • Clearly explained ideas which refer to question and evidence. • Detail in comments refer to specific parts of speech and language from text. • To get a Level 7 the student would need to: • Offer a range of interpretations (“golden” could hint at Jacks background as well which may further support his attitude; more detail in introduction about possible traits in the characters and the relationships between them.) • Use more advanced vocabulary (‘hints at’ could become ‘alludes to’; ‘someone not to be messed with’ could become ‘someone who is potentially volatile or violent’; ‘lots of different things’ could become ‘a range of linguistic features’ or ‘a variety of language such as adjectives, verbs and adverbs’.) Marking:

8. Set every week and includes a reading and a written piece. • Will be linked to next element of learning or will consolidate prior learning. • Will largely be preparation for meeting Assessment Focus Targets. • Needs to be completed without excuses. • VLE: all groups set up on Virtual Learning Environment. • Parental log-in available to monitor work set and completion. • Resource spaces for key materials (such as an electronic copies of text; articles; extracts etc.) Extended Learning

9. To arrive at lessons fully equipped: pen, pencil, rubber ruler, exercise book, reading book. • To arrive at lessons on time and ready to learn. • To try their hardest all the time. • To engage in lessons and contribute to class work. • To re-draft and improve work independently. • To practice areas of the subject they know they need to focus on independently. • To read every day. Expectations

10. Years 10 and 11 are assessed through Controlled Assessment and Exam over the two years. • Units include 20th century drama (An Inspector Calls); Shakespeare (Romeo and Juliet); Literature study (Animal Farm and Of Mice and Men); poetry (Conflict anthology and unseen poetry analysis); non-fiction texts; spoken language in context. • Summer term Year 9 is devoted to GCSE preparation; get and read the books early; read a decent newspaper every week at least; practice doing extended writing ExL under controlled conditions. • Information available on school website or email Mr Wells for further info. GCSE preparation