WRITING 3 periods / READING COMPREHENSION 2 periods / GRAMMAR 2 periods 

TimeFrame/Duration  Description of Unit / Work / (Book)  Objectives 
Term 1 /  

4-5 weeks 

WRITING (Booklet) 


Revision of Narratives 


Students will read a selection of short stories in order to revise the 5 stages and elements of a story before writing a story in a specific genreEg: 

  • revise point of view 
  • write effective story openings 
  • develop convincing characters 
  • examine how well chosen and ambitious vocabulary adds to story’s effectiveness 
  • review the use of direct speech 
  • review  writer’s techniques such as imagery, flashback, plot twist 
  • examine how sentence structure builds tension or adds interest 
  • plan a short story using plot triangle 
  • drafting / proof reading 


Term 1 /  

4-5 weeks 

WRITING (Booklet / Handouts) 


Description of Places and Events 


Students will read a selection of descriptive pieces in order to examine the features of descriptive writing before writing their own composition which captures a memorable place or event; 


  • review all relevant writer’s techniques   
  • understand voice and tone 
  • zoom in and zoom out 
  • contrast ideas/points of view 
  • utilize thoughts and feelings 
  • sensory language 
  • figurative language 
  • structure /order: spatial; chronological 
  • variety in sentence structure 
  • know basic purpose – writer’s intention  
  • introduction/body/conclusion-  PLAN 




Term 1 /  

one text per fortnight 


(Oxford English 2  

FICTION- analyzing setting, character development, tension, climax, theme, tone and all writer’s techniques; 

Building up new vocabulary; 

POINT-EVIDENCE-EXPLAIN questions as well as critical thinking, opinion and basic comprehension questions are covered. 


Students will be able to carefully select quotations in the form of the right words and phrases from a text to support points made and to fluently embed evidence into their answers. 


Interpretations about character or atmosphere or theme, etc.  will become more detailed as connections are made between ideas about a text by teasing out meanings or weighing up evidence. 


Students begin to analyse language and consider how the writer’s choice of language contributes to the overall effectiveness of the story.  For example, students discuss how a character’s emotional state is reflected in language or how certain language has more of an impact on the reader. 


Term 1 /  

2-3 weeks 

GRAMMAR  (Text Book) 

Revision of Tenses  


Students will consolidate and build on their knowledge of the tenses 
Term 1 /  

5-6 weeks 


Passive Voice 


Students will examine why and when passive voice is used to add meaning and how it is formed compared to active voice. 


Apply Passive Voice in writing tasks such as instructions on how something is made or live news reports with breaking news to strengthen understanding. 


Term 1 /  

3-4 weeks 


Modals – Part 1 


Students study the various meanings of modals, considering their interchangeable use or unique meanings;  eg. should and ought to, or mustn’t versus don’t have to; and students examine the correct form of modals in the affirmative, negative, in the past and in passive voice in order to achieve greater accuracy,  richer expression and complexity in writing. 


Term 1 /  

6-8 weeks 

Book Report – independent study of novel (250+ pages) and a presentation required (written /oral presentation) 


Students are expected to maintain a positive attitude to reading and recommend books to their peers, giving reasons for their choice. 


  • Identify and comment on relevant points, information, ideas and events in the textall supported by using quotations. 
  • Infer or interpret information, events or ideas based on evidence from different places in the text. 
  • Learn new vocabulary and understand it with the help of context and a dictionary. 
  • Recognise a range of techniques and comment on their effect. 
  • Comment on the setting, plot, characterization and themes in a text, and the effects of these. 
  • Be able to choose and read books independently for challenge, interest and enjoyment. 




TimeFrameDuration  Description of Unit / Work  Objectives 
Term 2 /  

5-6 weeks 

WRITING (Booklet / Handouts) 


Informative News Articles: Understanding audience and purpose; analysing the features, tone and content (fact versus opinion; bias) in News Articles; as well as planning /drafting / editing News Articles 


Students study a range of news article in order to examine their features, tone and purpose before embarking on the planning and composing of their own news article. 


Whilst reading, comments on the writer’s purpose and viewpoint are detailed: students begin to evaluate how this viewpoint is conveyed across a whole text and how the intended purpose (to inform, warn, persuade, etc.) is achieved. Intended audience is also analysed.   


After  students are able to identify and understand  the following  features effectively, they are applied in writing the headline, byline, lead sentence, full names of people, places, organisations5 W’s, use of direct quotes and reported quotes, facts, figures, statistics, formal tone, sentence structures, sub-headings, images and captions . 






Term 2 /  

5-6 weeks 

WRITING (Booklet) 


Persuasive Speeches:  Analysing the writer’s craft by discovering more persuasive techniques and  further considering audience and purpose; planning/drafting/editing  and delivering persuasive speeches 



Students will first analyse a number of effective speeches through the reading of transcripts and viewing of videos before they present a persuasive speech with clarity and purpose.  In order to do so, they will: 

• Create an effective visual aid using color, graphics, and concise wording (i.e. poster, power point, prop ). 

• Write an effective introduction, a body that supports the main idea with supporting details and clear transitions, and a clear and memorable conclusion. 

• Utilise persuasive devices / techniques 

• Present clearly and effectively within the given time parameters. 

• Practice and rehearse their speech prior to delivery. 

• Select a topic that is appropriate to the speaker, audience, and occasion. 

• Use appropriate vocal & physical delivery. 

• Use correct grammar and strong word choice throughout speech. 

• Utilize research to inform/persuade an audience. 

• Know audience and purpose influences the way one speaks. 


Term 2 /  

one text per fortnight 


(Oxford English 2 )  

NON-FICTION- analyzing the audience and purpose of non-fiction texts, the writer’s tone and new writer’s techniques; 

Building up new vocabulary; 

Practising POINT-EVIDENCE-EXPLAIN questions as well as critical thinking, opinion and basic comprehension questions 


Students engage in reading more complex, non-fiction texts in order to build vocabulary, improve grammar and explore the writer’s craft further. 


Mature themes are explored, class discussions and debates are held and challenging questions are tackled. 


Students continue to select quotations in the form of the right words and phrases from a text to support points made and to fluently embed evidence into their analytical answers. 


Analysis is becoming more precise and perceptive: students are able to analyse language and consider how the writer’s language contributes to the overall effect on the reader.    


Term 2/3   

4 weeks 

POETRY: Analysis of Contemporary Poems found in OXFORD and WRITING BOOKLET: exploring form, rhyme/rhythm, more poetic devices, theme and meaningful interpretations. 


Students will experience poetry through reading, research, writing, and speaking. 

  • Read for literal, interpretive, and evaluative comprehension. 
  • Demonstrate the ability to analyze different forms of poetry. 
  • Research information on a particular poet. 
  • Writing – Explore ideas and personal reactions to poetry through writing. 
  • Write using the different forms of poetic devices. 
Term 2 /  

2-3 weeks 


Modals Part 2 


The unit of work on Modals is completed. 
Term 2 /  

4-5 weeks 


Reported Speech 


Contrast Direct Speech to Indirect or Reported Speech; the form and use of reported speech is studied in depth; a range of reporting verbs are understood and the concept is revisited and implemented in Article Writing. 


Term 2        4-5 weeks  GRAMMAR 



A unit of work on CONDITIONALS is studied in depth, paying close attention to understanding the use and form of each type of conditional and to common mistakes found in writing due to misconceptions. 


Term 2 /  

6-8 weeks 

Book Report – independent study of novel (250+ pages) and a presentation required (written /oral presentation)  As in Term 1 –  However, half of the class who completed a written book report in Term 1 will now deliver an oral book report and vice versa. 


TimeFrame / Duration  Description of Unit / Work  Objectives 
Term 3 /  

10-12 weeks 


Welcome to Nowhere 

by Elizabeth Laird. 



Understand setting and historical context (Syria’s civil war or proxy war over the last decade) and make a connection to the reader. 


Analysepoint of view; character development and relationships; plot and conflict; and themes. 


Build vocabulary; tackling opinion and debate questions; comprehension and critical thinking questions. 


Develop sensitivity towards the humanitarian refugee crisis and raise awareness of war, injustice, oppression, family, duty and perseverance, just to name a few areas of importance . 


Journal writing as well as articles, speeches and narratives will be incorporated in the novel’s writing component in order for students to review the various styles and structures studied throughout the year and to sharpen all their skills in writing in preparation for the final exam in English. 


Term 3 – upon completion of novel  Novel Consolidation – Character Analysis or Theme Essay demonstrating the understanding of important characters, events, conflicts and developments in the set novel. 


Literary skills are sharpened further as students are expected to bring together a number of points, all supported with a sufficient amount of evidence from the novel, to form the main body of a literary essay on a character or theme in the novel. 


A clear yet engaging introduction as well as a memorable conclusion, together with the body will be written in a formal tone and coherent ideas connected to the thesis statement must run through the text, demonstrating the student’s understanding of the novel. 


End of Term 3 /3-4 weeks  GRAMMAR  

Revision of all units 

Consolidation of all Grammar units; addressing challenging areas and preparing for final exam. 


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Our Young Pre classroom is for ages. This age group is working
Here is always singing new songs and expressing new ideas he learned at school.
The Grammar School
Here is always singing new songs and expressing new ideas he learned at school.
The Grammar School