What does the course cover? The programme of study and curriculum links

The Wolsey Hall Year 8 English course follows the Cambridge Lower Secondary English Curriculum.

We have ensured that both the National Curriculum for England and the Cambridge Lower Secondary English Curriculum are covered in the course. The table below provides an overview of how the Wolsey Hall course can be mapped to the Ignite 2 textbook, the National Curriculum for England and the Cambridge Lower Secondary English Curriculum.

You may want to print out this overview of the course Download overview of the course and refer to it as you progress through the course. Do bear in mind that:

Before Module One, there is an introductory call with your tutor.
At the end of Module Three, there is a mid-course review.
At the end of Module Seven, there is an end-of-course review.

Module One: Mystery stories	Required reading	National Curriculum link	Cambridge Curriculum
Topic One Typical features of mystery stories	Ignite 2 Unit 1 Sections 1 & 2 CGP workbook pages 1–3	Reading a wide range of fiction and non-fiction (both pre-1914 and contemporary). [R]	8Ro1: Broadening experience of reading a wide range of texts.
Topic Two Vocabulary and inference skills	Ignite 2 Unit 1 Sections 3 & 4 CGP workbook pages 4–11	Drawing on new vocabulary and using these consciously in their own writing. [GV] Writing for a wide range of purposes and audiences including essays. [W]	8Rw1: Commenting on how a writer’s use of language contributes to the overall effect on the reader, using appropriate terminology.
ASSIGNMENT 1A
Topic Three Structure	Ignite 2 Unit 1 Sections 5 & 6 CGP workbook pages 12–13	Amending structure of their own writing to improve its coherence and overall effectiveness. [W]	8Wt1: Experimenting with different ways of structuring and presenting texts. 8Wt2: Using a range of cohesive devices with audience and purpose in mind.
Topic Four Characters and narrators	Ignite 2 Unit 1 Sections 7 & 8 CGP workbook pages 14–15	Drawing on their knowledge of literary devices from their reading to enhance their writing. [W]	8Wa4: Writing in a range of forms for a variety of purposes.
Topic Five Planning Assignment 1B	Ignite 2 Unit 1 Sections 9 & 10	Paying attention to accurate grammar, punctuation, and spelling. [W]	8Wp1: Using a wide variety of sentence structures and lengths to create effects. 8Wp4: Using accurate punctuation 8Ws1: Spelling most words correctly, including some complex and unfamiliar words.
ASSIGNMENT 1B

Module Two: War poetry	Required reading	National Curriculum link	Cambridge Curriculum
Topic One Context and language	Ignite 2 Unit 2 Sections 1 &2	Knowing how language, structure, and organisational features present meaning. [R]	8Rw2: Exploring the range of literary and grammatical features of poets and the choice of words to create character.
Topic Two Editing and techniques	Ignite 2 Unit 2 Sections 3 &4 CGP workbook page 24	Recognising a range of poetic conventions and understanding how they have been used. [R]	8Rw4: Explaining, using accurate terminology, how language is used to create effect.
Topic Three Characterisation, theme, and mood	Ignite 2 Unit 2 Sections 5 & 6	Making inferences and referring to evidence in the text. [R]	8Ri: Commenting on implied meaning.
Topic Four Sound and structure	Ignite 2 Unit 2 Sections 7 & 8	Checking understanding to make sure it makes sense. [R]	8Rw3: Comparing poems from different cultures and times, commenting on poets’ use of language and imagery to develop similar themes. 8Rv3: Exploring why certain texts are important within a culture and show awareness that the context in which a text is written and read affects its meaning.
Topic Five Planning Assignment 2	Ignite 2 Unit 2 Sections 9 & 10	Making critical comparisons across texts. [R]	8Rv2: Demonstrating understanding of the main features of text structure of each genre studied. 8Rv5: Explaining how specific choices and combinations of form, layout and presentation create particular effects.
ASSIGNMENT 2

Module Three: Appearance versus reality	Required reading	National Curriculum link	Cambridge Curriculum
Topic One Characters, narrator and setting	Ignite 2 Unit 3 Sections 1 & 2 CGP workbook page 27	Studying plot, character and setting and the effects of these. [R]	8Rv1: Tracing the development of a writer’s ideas, viewpoint, and themes.
Topic Two Techniques	Ignite 2 Unit 3 Sections 3 & 4	Studying a range of authors. [R]	8Ro1: Broadening experience of reading a wide range of texts. 8Rw4: Explaining, using accurate terminology, how language is used to create effect.
Topic Three Themes	Ignite 2 Unit 3 Sections 5 & 6	Applying their growing knowledge of vocabulary, grammar and text structure to their writing and selecting the appropriate form. [GV]	8Rv4: Demonstrating understanding of the effects created by features of diaries, magazines, and newspaper reports.
Topic Four Shakespeare and wordplay	Ignite 2 Unit 3 Sections 7 & 8	Reading a wide range of texts including Shakespeare. [R]	8Ro1: Broadening experience of reading a wide range of texts.
Topic Five Planning Assignment 3	Ignite 2 Unit 3 Section 9	Using Standard English confidently in their own writing and speech. [GV] Making inferences and referring to evidence in the text. [R]	8Rv2: Demonstrating understanding of the main features of text structure of each genre studied. 8Rv5: Explaining how specific choices and combinations of form, layout and presentation create particular effects.
ASSIGNMENT 3

Module Four: Technology	Required reading	National Curriculum link	Cambridge Curriculum
Topic One Descriptions	Ignite 2 Unit 4 Sections 1 & 2 CGP workbook pages 65–67	Using Standard English confidently in a range of formal and informal settings. [SE]	8Rx1: Identifying relevant points, synthesising, and summarising ideas from different parts of a text.
Topic Two Advertising	Ignite 2 Unit 4 Sections 3 & 4 CGP workbook pages 72–73	Consider how their writing reflects the audiences and purposes for which it was intended. [W]	8R02: Exploring how different audiences choose and respond to texts. 8Wp2: Demonstrating controlled use of a variety of simple and complex sentences to achieve purpose and contribute to the overall purpose. 8Wa7: Understanding the significance and importance of conventional standard English and the ways in which writers use non-standard forms in specific contexts for particular effects.
Topic Three Formality	Ignite 2 Unit 4 Sections 5 & 6 CGP workbook pages 68–69	Writing for a wide range of purposes and audiences including notes and polished scripts for presentations. [W]	8Ro3: Making relevant notes when researching different sources. 8SL3: Exploring complex ideas and feelings, both succinctly and at length.
Topic Four Presentations	Ignite 2 Unit 4 Sections 7 & 8	Participating in formal debates and structuring discussions, summarising and/or building on what has been said. [SE]	8SL2: Adapting speech, non-verbal gesture, and movement to meet an increasing range of demands.
Topic Five Planning Assignment 4	Ignite 2 Unit 4 Section 9	Giving short speeches and presentations, expressing own ideas, and keeping to the point. [SE]	8SL1: Presenting material and maintaining effective organisation of talk.
ASSIGNMENT 4

Module Five: Writing a campaign	Required reading	National Curriculum link	Cambridge Curriculum
Topic One Charity roles	Ignite 2 Unit 5 Sections 1 & 2 CGP workbook pages 52–53	Using Standard English confidently in writing and speech. [SE]	8Ro3: Making relevant notes when researching different sources. 8SL6: Conducting discussion, drawing together ideas and promoting effective sharing of ideas.
Topic Two Case study	Ignite 2 Unit 5 Sections 3 & 4	Summarising and organising material and supporting ideas and arguments with any necessary factual detail. [W] Learning new vocabulary. [R]	8Ro3: Making relevant notes when researching different sources. 8Rx2: Using a range of reading strategies to find relevant information and main points in texts. 8Wo2: Extending vocabulary by noting down powerful words.
Topic Three Press release	Ignite 2 Unit 5 Sections 5 & 6	Writing for a wide range of purposes and audiences including non-narrative texts. [W]	8w1: Identifying the most appropriate approach to planning writing in order to explore, connect and shape ideas. 8Wa3: Developing a consistent viewpoint in non-fiction writing by using techniques and drawing on a range of evidence and information.
Topic Four Persuasive devices	Ignite 2 Unit 5 Sections 7 & 8	Considering how their writing reflects the audiences and purposes for which it was intended. [W]	8Wa2: Developing ideas to suit a specific audience, purpose, and task.
Topic Five Planning Assignment 5	Ignite 2 Unit 5 Sections 9 & 10	Amending vocabulary and grammar in writing to improve cohesiveness and effectiveness. [W] Paying attention to accurate grammar, punctuation, and spelling. [W]	8Wa5: Drawing on knowledge on how and why writers use varying degrees of formality to make appropriate choices of style and register. 8Wa6: Creating and controlling effects by using a range of vocabulary. 8Wp3: Confidently use a range of sentence features. 8Wp4: Using accurate punctuation 8Ws2: Spelling difficult and commonly misspelt words correctly. 8Wo1: Applying editing and proofreading skills.
ASSIGNMENT 5

Module Six Communication

Required reading

National Curriculum link

Cambridge Curriculum

Topic One

Persuasive devices

Ignite 2 Unit 6 Sections 1 & 2

CGP workbook pages 16–19

Studying the effectives and impact of the grammatical features of the texts they read. [GV]

8Rw1: Commenting on how a writer’s use of language contributes to the overall effect on the reader, using appropriate terminology.

Topic Two

Literary devices

Ignite 2 Unit 6 Sections 3 & 4

CGP workbook pages 20–23

Check understanding of text to make sure it makes sense. [R]

8Rx2: Using a range of reading strategies to find relevant information and main points in texts.

Topic Three

Debating

Ignite 2 Unit 6 Sections 5 & 6

Discussing reading, writing, and spoken language with precise and confident use of linguistic and literary terminology. [GV]

8SL4: Taking part in a simple debate following formal rules.

8RW5: Commenting on the wide range of punctuation to convey meaning.

Topic Four

Context

Ignite 2 Unit 4 Sections 7 & 8

Improvising and performing using scripts and discussing language use and meaning, using intonation, tone, mood, and silence to add impact. [SE]

Reading a wide range of texts including Shakespeare. [R]

8SL8: Developing skills in role-play and drama.

8SL: Participating in a brief dramatic scene, demonstrating empathy, and understanding through choice of speech, gesture, and movement.

Topic Five

Planning Assignment 6

Ignite 2 Unit 6 Sections 9 & 10

Making inferences and referring to evidence in the text. [R]

8SL1: Presenting material and maintaining effective organisation of talk.

ASSIGNMENT 6

Module Seven:	Required reading	National Curriculum link	Cambridge Curriculum
Topic One Setting and character	Crowfall Chapters 1–4, pages 1–47	Reading a wide range of texts. [R] Studying setting, plot and characterisation and the effects of these. [R]	8Ro1: Broadening experience of reading a wide range of texts. 8Rw2: Exploring the range of literary and grammatical features and the choice of words to create character.
Topic Two Themes	Crowfall Chapters 5–8, pages 48–102	Learning new vocabulary and understanding it with the help of context. [R]	8Rx2: Using a range of reading strategies to find relevant information and main points in texts. 8Rv1: Tracing the development of a writer’s ideas, viewpoint and themes.
Topic Three Language	Crowfall Chapters 9–12, pages 103–161	Knowing how language presents meaning. [R]	8Rw4: Explaining, using accurate terminology, how language is used to create effect.
Topic Four Personal response	Crowfall Chapters 13–16, pages 162–209	Making inferences and referring to evidence in the text. [R] Making critical comparisons across texts. [R]	8Rx1: Identifying relevant points, synthesising, and summarising ideas from different parts of a text.
ASSIGNMENT 7A
Topic Five Symbolism	Crowfall Chapters 17–20, pages 210–251	Making inferences and referring to evidence in the text. [R]	8Ri: Commenting on implied meaning.
Topic Six Planning the assignment	Crowfall Chapters 21–end, pages 252–311	Drawing on their knowledge of literary devices from their reading to enhance their writing. [W] Paying attention to accurate grammar, punctuation and spelling. [W]	8Wa4: Writing in a range of forms for a variety of purposes. 8Wp1: Using a wide variety of sentence structures and lengths to create effects. 8Wp4: Using accurate punctuation. 8Ws1: Spelling most words correctly, including some complex and unfamiliar words.
ASSIGNMENT 7B

Skills key: R = Reading; W = Writing; GV = Grammar and vocabulary; SE = Spoken English.

9R = Reading; 9W = Writing; 9SL = Speaking and Listening.