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The Wavell School

Year 9 English

What will my child study in English during Year 9?

During Year 9, students study a series of modules which cover the key components of the Key Stage 3 Curriculum, as well as introducing GCSE skills and content.   During Year 9, students will be introduced to some of the key components of the English Language and English Literature GCSEs.  Modules include: The Gothic Imagination (an introduction to the gothic genre and poetry); Christmas Spirit (an introduction to Dickens with reference to A Christmas Carol); a fiction module (based on a modern novel or play) and Conflict (an introduction to Macbeth).

Autumn Term:

Spring Term:

Summer Term:

  • Bloom’s Taxonomy (moving image). A short introductory module aimed at developing reading analysis skills through analysis of moving texts.
  • The Gothic Imagination (poetry, fiction extracts and short stories). This module aims to develop understanding of the gothic genre. Reading skills’ focus will be on genre, language, character and theme, whilst the Writing focus will be on narrative and descriptive writing.
  • Introduction to Dickens (extracts from a range of Dickens’ texts, A Christmas Carol). This module develops students’ understanding of and familiarity with Dickens and his context. Reading skills’ focus will be on setting analysis (David Copperfield), summary and inference (non-fiction texts). Writing skills will focus on writing to persuade. The focus when reading A Christmas Carol is on students understanding plot and structure (students study character, theme, context and language in depth in Year 10).
  • Introduction to Satire (extracts from fiction and non-fiction). The aim of this module is to develop understanding of satire and its role in society. Reading focus will be on language analysis and themes/ideas/authorial intention, whilst the Writing focus will be on using satire in students’ own writing.
  • Modern novel or play (a whole novel or play). This module aims to explore topical issues raised by the text studied. Reading skills’ focus will be on authorial intention, language and structure, whilst Writing skills’ focus will be on narrative writing.
  • Modern novel or play – as above.
  • Conflict (Macbeth- focusing on the character of Lady Macbeth). The aim of this module is to ensure students understand plot, the character of Lady Macbeth and the role of the Witches (students study the rest of the play in Year 11). Reading focus will be on context and themes/ideas, Writing skills’ focus will be on narrative perspective – writing in role.

Throughout all the modules students will be given opportunities to develop their Speaking and Listening skills through a range of activities such as discussion-based lessons (Let’s Think), presentations and speeches. We consider reading for pleasure to be key in developing students’ skills in English, so we have fortnightly library lessons in which students are encouraged to pick books that suit their reading age and in which we monitor and encourage students’ reading.

How will my child be assessed and how will I know how well they are doing in English in Year 9?

  • Students’ Reading, Writing, Speaking and Listening skills are assessed during each module and their progress is closely monitored. For each assessment piece, the students are given levels and personal targets which enable them to improve their skills.  Thus, by the completion of Year 9, each student will have a record of achievement in each component in English (Reading, Writing and Speaking and Listening). The level reported via Progress Reviews is the average of Reading and Writing levels completed in class assessments.

  • Students complete an exam in the Summer Term of Year 9 which assesses Reading and Writing skills.

  • Parents will be informed of student progress via Progress Reviews and Parents’ Evening.

What homework will my child be expected to do in Year 9 in English?

  • Year 9 students will be expected to complete reading (a minimum of 15 minutes daily) and spelling homework (20-30 minutes), which will be set on a weekly basis. We appreciate parents spending time with their child discussing their reading; this supports the child in developing their Reading skills. Students may also be asked to write about their reading in their Library Log.

  • In addition to regular reading and spelling homework, students will be given research, writing and project tasks which will support their module of study, as well punctuation and grammar tasks where appropriate.  We ask that research is written in the student’s own words and students should be encouraged not to rely solely on the internet for their research.  All homework is set via SatchelOne.

How can I support my child to do well in English during Year 9?

  • Ensure your child reads a variety of fiction and non-fiction texts in their own time. Discuss news items and articles with your child to encourage independent thinking.
  • Ensure homework is completed to your child’s best ability and on time. Encourage your child to ask for further help if required.
  • Encourage your child to proofread work their work for spelling and punctuation errors, and make any necessary corrections before handing work in.
  • When your child is set homework reading a class text, please encourage them to complete this reading so they are ready to learn in lesson and therefore don’t fall behind.

What equipment may my child need in addition to the standard school equipment?

  • In addition to the equipment required according to school policy, your child should bring a private reading book into school every day (which can be a book from home or can be chosen during their Library lesson or in their own time, from a wide selection we hold in the Library). 

By the end of the year, what would an 'expert' be able to do in English?


  • Summarise and compare a range of information and ideas from different sources.
  • Write critically about a range of texts and authorial perspectives within these. Support their ideas with close reference to the writer’s use of language, structure, themes and ideas.
  • Analyse layers of meaning within a text at word and sentence level, carefully considering how the author uses language and structure to shape their meaning.
  • Explain how the author’s context shapes their ideas and writing with explicit links to the text.


  • Writes sustained and coherent pieces across a range of genres. Uses a range of structural devices to shape meaning.
  • Consistently uses a wide range of sentence structures, vocabulary and linguistic techniques to shape their writing.
  • Spell virtually all words accurately.
  • Use a wide range of punctuation appropriately and to enhance meaning.

Speaking and Listening:

  • Initiate, sustain and develop discussions taking a leading role.
  • Select and use structures, styles and register appropriately in spoken language, varying vocabulary and expression confidently according to the purpose.
  • Listen with concentration and understanding to varied and complex speech.
  • Use Standard English with assurance for a variety of purposes in a range of situations.

My child is struggling during the course, what additional help is available to help them keep up?

  • Please encourage your child to be pro-active during lessons and ask their teacher / LSA should they need support. This support can be provided in a range of different ways such as adapted resources, extra teaching/scaffolding in class, catch-up sessions, adapted homework, recommendations as to websites which can be used to target specific areas e.g. BBC Skillswise for punctuation.

Updated September 2023