Year 10 English – Curriculum Map

10A 10B 10D 10C

GCSE Controlled Assessment: Functional skills OCR Entry Level English OCR Entry Level English
English Today: Focus on writing/speaking and
 Write a personal profile e.g.  Focus on writing/speaking and
listening:
Focus on Reading skills: describing family background, listening:
Educational achievements, work  Forming letters correctly,
 Identifying key points
experience, aspirations.  Forming letters correctly, both lower and upper case.
 Audience and purpose  Joining letters in words.
both lower and upper case.
 Presentational devices Text types -  Joining letters in words.  Writing neatly and clearly
 Language  descriptive language and features  Writing neatly and clearly  Spelling commonly occurring
 function of nouns, verbs within text  Spelling commonly occurring simple words accurately.
 Selecting details and comparing
 Discussions and analysis on simple words accurately.  Using sentences correctly.
features of descriptive text  Using sentences correctly.  Talk to others
Focus on Writing skills:  Read and analyse examples of  Talk to others  Talk with others
descriptive text  Talk with others  Basic research skills
 Audience, register and purpose
 Structure and form  Write examples of descriptive text  Basic research skills
Tasks:
 Self/peer evaluation of descriptive
 Ideas and planning Tasks:
features used  Interview a member
 Crafting language for purpose of your class and
 Interview a member
and audience, e.g. connectives, write a fact file
of your class and
Autumn 1 topic sentences, paragraphing,
cohesive devices, tone
write a fact file about them.
about them.
 Choose a celebrity
 Choose a celebrity and find out some
and find out some basic information
basic information about them. Create
about them. Create a a ppt/pic collage to
ppt/pic collage to present to the
present to the class. class.

 Write a speech about  Write a speech

yourself and deliver about yourself and
it to the class. deliver it to the
class.
 Write a speech
about something  Write a speech
you like and about something
present to the you like and present
class. to the class.
 Applying Reading and Writing skills Persuasive language and features Focus on writing/reading Focus on writing/reading
to chosen texts
Focus on selected non-fiction  function of nouns, verbs within text Malorie Blackman “Hostage” Malorie Blackman “Hostage”
texts:  Discussions and analysis on features
of persuasive text. Resource pack and copies of Resource pack and copies of
 Read and study selected texts
 Discussions and analysis on features short story available in library. short story available in library.
 Identify and compare features of descriptive text
 Explore how writers use  Read and analyse examples of Possible tasks: Possible tasks:
presentation and language to persuasive text See resource pack See resource pack
communicate their ideas and  Write examples of persuasive text  Drama activities e.g. freeze  Drama activities e.g. freeze
perspectives  Self/peer evaluation of persuasive frames, thought bubbles frames, thought bubbles
Autumn 2  Students (with staff guidance) features used linked to images of choice. linked to images of choice.
select two texts on which to be  Write a review of the book.  Write a review of the book.
assessed “What would you do?” discuss “What would you do?” discuss
scenarios and possible scenarios and possible
Focus on using Writing skills:
outcomes. outcomes.
 Practise different styles of
writing
 Make choices in their writing
that are appropriate to audience
and purpose

Begin Unit 2 study – The Writer’s Instructional and informative text Focus on Speaking and Listening, Focus on Speaking and
Craft type. writing, research skills Listening, writing, research
Focus on Section B – Different  Language and features  Research skills to be skills
Cultures prose text:  function of nouns, verbs within text developed with a focus on  Research skills to be
 Discussions and analysis on features developing independent developed with a focus on
 Begin study of Different
of instructional text. research skills. developing independent
Cultures prose text (Of Mice and
 Discussions and analysis on features Possible tasks: research skills.
Men)
of informative text  Research animal charities. Possible tasks:
 Identify the culture in which  Read and analyse examples of Choose an animal you would like  Research animal charities.
Spring 1 text is set instructional and informative text
 Write examples of instructional and
to adopt. Create a poster to Choose an animal you would
 Identify differences and persuade people to choose like to adopt. Create a
similarities with own culture informative text type. your animal to adopt as a class poster to persuade people to
 Identify social and historical  Self/peer evaluation of mascot. choose your animal to adopt
background of author/text instructional and informative as a class mascot.
features used  Research a holiday. Where  Research a holiday. Where
 Use a variety of sources to
would you go? What do you would you go? What do you
stimulate and engage students,
need for a holiday? Create a need for a holiday? Create a
e.g. original text, film and DVD
ppt to invite your friend to go ppt to invite your friend to
versions, live performances
on holiday with you. go on holiday with you.
 Continue study of Different Speaking , listening and Focus on Reading. Focus on Reading.
Cultures prose text: communication
 Complete study of whole text  Pair and group discussions,  Locate and reorganise  Locate and reorganise
 analysis and review of text features facts, ideas and opinions. facts, ideas and opinions.
 Students build up own notes and
and functions  Understand the organisation  Understand the
resources on the text
 Self evaluation of speaking and and structure of Standard organisation and structure
 Familiarise students with format listening English. of Standard English.
of three-part question  strengths and targets for  Use context to establish  Use context to establish
 Practise examination techniques: development sense. sense.
Answering within time constraints  Watching video and evaluating  Identify a range of simple  Identify a range of simple
S&L content vocabulary. vocabulary.
Recognising format and scope of
Understand and express an Understand and express
Spring 2
 Open and Closed questioning  
questions
techniques opinion about their reading. an opinion about their
Creating and Sustaining roles • Non verbal communication  Respond to some literary reading.
(formal S&L assessment) techniques devices.  Respond to some literary
 Informal group discussions  Skim reading. devices.
practising techniques  Reading for meaning.  Skim reading.
 Listen for and identify key  Inference  Reading for meaning.
information  Inference
 Use new/technical vocabulary
meaningfully in context
 Listen for, respond to and
identifying key information when
speaking
Continue Unit 2 study – The Focus on Reading Focus on Reading
Writer’s Craft  Note taking and summarising skills. Macbeth. Macbeth.
Focus on Section C –  Identifying key words in text
Practical/Transactional Writing:  Accurate summarising techniques tasks: tasks:
 Vocabulary building/extension  Read narrative version of  Read narrative version of
Identify features of writing:
activity play. play.
 Different forms, e.g. newspaper,  Linear notes, web notes  Solidify knowledge of  Solidify knowledge of
formal report, article characters. characters.
Summer 1  Audience and purpose  Solidify basic story of play.  Solidify basic story of
 Ask pupils to create a play.
 Structure and organisation,
including open/close techniques plasticine model of a key  Ask pupils to create a
scene. plasticine model of a key
 Vocabulary and register
 Create a comic book version scene.
 Use of rhetoric of a key scene.  Create a comic book
 Range and variety of  Watch the play (bbc version of a key scene.
sentences/structures animated tales if available).  Watch the play (BBC
  Paragraphing and cohesive  In groups freeze frame key animated tales if
devices scenes from the play/act available).
 Planning out key scenes from the  In groups freeze frame
play. key scenes from the
Practise sample questions under
play/act out key scenes
timed conditions.
from the play.

Continue Unit 2 study – The Preparation and discussion of revision Focus on re-capping basic skills Focus on re-capping basic skills
Writer's Craft activities of writing/reading/ speaking and of writing/reading/ speaking
Focus on Section C – Students to research and complete listening. and listening.
Practical/Transactional writing: activities based on learning needs
tasks: tasks:
Complete study summer 1
 Create a community in small Create a community in small
groups. Ask pupils what a groups. Ask pupils what a
community is and allow them to community is and allow them to
plan out and create a community plan out and create a
Summer 2 in which they would like to live community in which they would
(create 3D model of community. like to live (create 3D model of
community.
Advertise your community. How
will you persuade people to come Advertise your community.
and live there? How will you persuade people
to come and live there?
Create a leaflet for your
community. Make it look good. Create a leaflet for your
community. Make it look good.