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 Download 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 Quest 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 Four, there is a mid-course review.
- At the end of Module Eight, there is an end-of-course review.
Important Notice: Please note that some of the extracts studied in Module 3 (Terror and Wonder: Part 1) refer to themes that some students may find upsetting. The module includes extracts from classic and contemporary horror texts, as well as themes of supernatural. If, after reviewing this module you feel that it would be unsuitable, please contact your SPM and request an alternative module.
These text types are included in the coursebook as they allow students to be exposed to different genres, historical periods, forms and authors in an age-appropriate manner. This is a requirement of the Cambridge Curriculum for English and the National Curriculum.
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Course introduction |
Read the Course Guide and arrange a video call with your tutor |
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Module One: Power and Influence Part 1 |
National Curriculum Link |
Cambridge Curriculum Link |
Coursebook Pages |
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Topic One (1.1): Rhetorical Devices
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Checking understanding to make sure it makes sense. [R] |
8Ri.02 Read and discuss a range of non-fiction text types.
8Ri.03 Identify and discuss the impact of explicit information on the reader.
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Quest 2: pages 8-9, 12-17 Get It Right 2: pages 4-5, 6-9 |
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Topic Two (1.2): Structure
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Amending structure of their own writing to improve its coherence and overall effectiveness. [W] Writing for a wide range of purposes and audiences including non-narrative texts. [W] |
8Ws.01 Use features of text structure to demonstrate a sense of linked progression.
8Ws.02 Use a range of organisational features to support the intended purpose and audience.
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Quest 2: pages 18-23 Get It Right 2: pages 10-11 |
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Topic Three (1.3): Debate
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Using Standard English confidently in their own writing and speech. [GV] Using Standard English confidently in a range of formal and informal settings. [SE] Writing for a wide range of purposes and audiences including notes and polished scripts for presentations. [W] |
8Wc.03 Use relevant features consistently for a chosen purpose to clarify meaning.
8Wc.04 Create content to suit a wide range of audiences.
8Wc.06 Develop distinctive voices, both personal and for different characters.
8Wp.02 Use the most appropriate way of note-taking for the identified purpose and use notes to inform writing.
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Quest 2: pages 24-29 Get It Right 2: pages 48-49 |
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Topic Four (1.4): Drama and Power
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Studying plot, character and setting and the effects of these. [R] Improvising and performing using scripts and discussing language use and meaning, using intonation, tone, mood and silence to add impact. [SE]
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8Ri.10 Explain how a writer combines structural, linguistic and literary features for effect.
8Ww.01 Spell most words correctly, including some complex polysyllabic words and unfamiliar words.
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Quest 2: pages 30-35 Get It Right 2: pages 64-66 |
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Topic Five (1.5): Review
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ASSIGNMENT ONE |
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8Wp.01 Sustain a fast, fluent and legible handwriting style.
8Wp.04 Evaluate and edit to improve the accuracy and effectiveness of language, grammar and structure of a range of different texts.
(All written assignments) |
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Module Two: Power and Influence Part 2 |
National Curriculum Link |
Cambridge Curriculum Link |
Coursebook Pages |
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Topic One (2.1): Humour
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Recognising a range of poetic conventions and understanding how they have been used. [R] |
8Rs.01 Discuss how a writer uses features of text structure for effect in a range of fiction and non-fiction texts, including poetic forms.
8Ri.01 Read and discuss a range of fiction genres, poems and playscripts, including the contribution of any visual elements or multimedia.
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Quest 2: pages 36-41 Get It Right 2: pages 12-15 |
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Topic Two (2.2): Power of the Press
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Considering how their writing reflects the audiences and purposes for which it was intended. [W] |
8Ri.05 Comment on the impact of bias in a text.
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Quest 2: pages 8-9, 42-47 Get It Right 2: pages 16-19 |
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Topic Three (2.3): Advertisements
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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] |
8Wc.03 Use relevant features consistently for a chosen purpose to clarify meaning.
8Wc.04 Create content to suit a wide range of audiences.
8Wp.03 Use specific choices and combinations of layouts and presentation to create particular effects in texts.
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Quest 2: pages 48-53 Get It Right 2: pages 50-51 |
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Topic Four (2.4): Informal Language and Social Media
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Checking understanding to make sure it makes sense. [R] |
8Rv.02 Explain how a writer's choice of language contributes to the intended purpose and overall impact on the reader.
8Rg.04 Comment on ways in which a writer uses Standard and non-Standard English for effect.
8Rg.05 Comment on the use of formal and informal language in a text and a writer's motivation for making the choice.
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Quest 2: pages 54-59 Get It Right 2: pages 76-83 |
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Topic Five (2.5): Review
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ASSIGNMENT TWO |
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Module Three: Terror and Wonder Part 1 |
National Curriculum Link |
Cambridge Curriculum Link |
Coursebook Pages |
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Topic One (3.1): Gothic Fiction
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Reading a wide range of fiction and non-fiction (both pre-1914 and contemporary). [R] |
8Ra.01 Enjoy reading a wide range of texts.
8Ri.08 Use relevant textual references when supporting or disagreeing with a point.
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Quest 2: pages 60-61, 64-69 Get It Right 2: pages 20-23 |
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Topic Two (3.2): Setting
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Drawing on their knowledge of literary devices from their reading to enhance their writing. [W] Amending vocabulary and grammar in writing to improve cohesiveness and effectiveness. [W] Paying attention to accurate grammar, punctuation and spelling. [W]
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8Wv.01 Create and control meaning through precise use of a range and variety of language.
8Wv.02 Create effects by using a range of linguistic and literary techniques.
8Wc.01 Write confidently in a range of different genres of fiction.
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Quest 2: pages 70-75 Get It Right 2: pages 24-27 |
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Topic Three (3.3): Contemporary Gothic
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Making inferences and referring to evidence in the text. [R] |
8Ri.04 Comment on a writer's implied meaning and intended effect. 8Ww.02 Show understanding of word families, roots, derivations and morphology in spelling. |
Quest 2: pages 76-81 Get It Right 2: pages 52-55, 68 |
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Topic Four (3.4): Imagery
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Studying a range of authors. [R] Reading a wide range of texts including Shakespeare. [R] |
8Ra.01 Enjoy reading a wide range of texts.
8Ri.01 Read and discuss a range of fiction genres, poems and playscripts, including the contribution of any visual elements or multimedia.
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Quest 2: pages 82-87 Get It Right 2: Pages 84-87 |
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Topic Five (3.5): Review
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ASSIGNMENT THREE |
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Module Four: Terror and Wonder Part 2 |
National Curriculum Link |
Cambridge Curriculum Link |
Coursebook Pages |
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Topic One (4.1): Advice Texts
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Checking understanding to make sure it makes sense. [R] Studying the effectiveness and impact of the grammatical features of the texts they read. [GV] |
8Rv.01 Deduce the meanings of unfamiliar words in context using a range of strategies, including knowledge of word families, etymology and morphology.
8Rg.03 Comment on how a writer builds up detail and conveys shades of meaning through the grammatical structure of their sentences.
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Quest 2: pages 88-93 Get It Right 2: pages 28-31 |
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Topic Two (4.2): Explanation Texts
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Applying their growing knowledge of vocabulary, grammar and text structure to their writing and selecting the appropriate form. [GV] Discussing reading, writing and spoken language with precise and confident use of linguistic and literary terminology. [GV] |
8Rg.03 Comment on how a writer builds up detail and conveys shades of meaning through the grammatical structure of their sentences.
8Ri.10 Explain how a writer combines structural, linguistic and literary features for effect.
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Quest 2: pages 94-99 Get It Right 2: pages 32-37 |
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Topic Three (4.3): Comparisons
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Making critical comparisons across texts. [R] |
8Rv.03 Compare texts from different cultures and times, commenting on the use of language to develop similar themes.
8Ri.06 Collate and summarise ideas and information from multiple texts.
8Ri.09 Compare and comment on the textual features used in more than one text to develop similar themes and elicit responses from the reader.
8Wg.01 Use all punctuation accurately and to enhance meaning.
8Ws.03 Use carefully chosen connectives and sentence openings to clarify or emphasise connections in writing.
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Quest 2: pages 100-105 Get It Right 2: pages 56-57 |
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Topic Four (4.4): Autobiographies
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Paying attention to accurate grammar, punctuation and spelling. [W] |
8Rg.01 Explain how a writer's choice of punctuation can convey shades of meaning.
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Quest 2: pages 106-111 Get It Right 2: pages 67, 69 |
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Topic Five (4.5): Review
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ASSIGNMENT FOUR |
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Module Five: Wild Places Part 1 |
National Curriculum Link |
Cambridge Curriculum Link |
Coursebook Pages |
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Topic One (5.1): Attitudes
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Considering how their writing reflects the audiences and purposes for which it was intended. [W] Summarising and organising material and supporting ideas and arguments with any necessary factual detail. [W]
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8Wc.02 Use the most appropriate approach to planning writing in order to generate, organise and shape ideas.
8Wg.03 Create detail and convey shades of meaning through the grammatical structure of sentences, e.g. controlling order of clauses.
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Quest 2: pages 112-113, 116-121 Get It Right 2: pages 38-39 |
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Topic Two (5.2): Voice and Dialects
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Studying a range of authors. [R] |
8Rv.04 Explain possible interpretations, explicit and implicit, of a writer's use of linguistic and literary techniques, e.g. explaining how hyperbole suggests a character's attitude, or how an oxymoron is used to emphasise a point.
8Ri.12 Discuss the range of techniques writers use to distinguish between different voices.
8Rg.02 Explain how a writer uses simple, compound, complex and compound-complex sentences for effect in their writing.
8Wg.02 Use simple, compound, complex and compound-complex sentences accurately, beginning to manipulate them for effect on the whole text.
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Quest 2: pages 122-127 Get It Right 2: pages 40-45 |
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Topic Three (5.3): Nature Poetry
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Recognising a range of poetic conventions and understanding how they have been used. [R] |
8Ri.04 Comment on a writer's implied meaning and intended effect.
8Ww.03 Use, with confidence, a range of strategies for spelling correctly.
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Quest 2: pages 128-133 Get It Right 2: pages 58-59, 70-71 |
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Topic Four (5.4): Setting
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Paying attention to accurate grammar, punctuation and spelling. [W] |
8Ra.05 Discuss 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.
8Wc.05 Use a consistent viewpoint in fiction and non-fiction writing.
8Wc.07 Begin to combine the use of structural, linguistic and literary features to create a specific effect.
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Quest 2: pages 134-139 Get It Right 2: pages 88-89 |
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Topic Five (5.5): Review
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ASSIGNMENT FIVE |
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Module Six: Wild Places Part 2 |
National Curriculum Link |
Cambridge Curriculum Link |
Coursebook Pages |
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Topic One (6.1): Imagery
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Making inferences and referring to evidence in the text. [R] |
8Ri.04 Comment on a writer's implied meaning and intended effect.
8Wv.03 Use a range of sources to develop and extend the range of language used in written work.
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Quest 2: pages 140-145 Get It Right 2: pages 46-47 |
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Topic Two (6.2): Mood and Genre
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Learning new vocabulary. [R]
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8Ww.03 Use, with confidence, a range of strategies for spelling correctly.
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Quest 2: pages 146-151 Get It Right 2: pages 72-75 |
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Topic Three (6.3): Writing an Argument
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Knowing how language, structure and organisational features present meaning. [R] Amending structure of their own writing to improve its coherence and overall effectiveness. [W] Using Standard English confidently in their own writing and speech. [GV]
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8Rs.02 Discuss how a writer organises and links the content of their text for clarity and effect.
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Quest 2: pages 152-157 Get It Right 2: pages 60-63 |
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Topic Four (6.4): Climate Fiction and Dystopia
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Discussing reading, writing and spoken language with precise and confident use of linguistic and literary terminology. [GV] |
8Ra.03 Make a reasoned choice when reading for different purposes, including for pleasure.
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Quest 2: pages 158-163 Get It Right 2: pages 90-93 |
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Topic Five (6.5): Review
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ASSIGNMENT SIX |
Giving short speeches and presentations, expressing own ideas and keeping to the point. [SE]
Using Standard English confidently in writing and speech. [SE] |
8SLm.01 Adapt speech purposefully in a range of familiar and unfamiliar contexts to maximise its impact on the audience.
8SLm.03 Adapt language to express complex ideas and opinions in detail.
8SLm.05 Adapt communication to create appropriate impact on different audiences.
8SLs.01 Listen, evaluate what is heard and generate a reasoned response that draws on a range of sources.
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Module Seven: Crowfall Part 1 |
National Curriculum Link |
Cambridge Curriculum Link |
Coursebook Pages |
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Topic One (7.1): Setting and Character
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Reading a wide range of texts. [R] Studying setting, plot and characterisation and the effects of these. [R] |
8Ra.01 Enjoy reading a wide range of texts.
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Crowfall Chapters 1–4 (pages 1–47) |
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Topic Two (7.2): Themes
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Learning new vocabulary and understanding it with the help of context. [R] |
8Ri.07 Use a range of reading strategies to identify and distinguish between main and subsidiary points in texts.
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Crowfall Chapters 5–8 (pages 48–102) |
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Topic Three (7.3): Language
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Knowing how language presents meaning. [R] |
8Ri.04 Comment on a writer's implied meaning and intended effect.
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Crowfall Chapters 9–12 (pages 103–161) |
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Topic Four (7.4): Personal Response
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Making inferences and referring to evidence in the text. [R] Making critical comparisons across texts. [R] |
8Ra.02 Express informed personal responses to texts.
8Ra.04 Explore how different readers choose and respond to texts.
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Crowfall Chapters 13–16 (pages 162–209) |
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Topic Five (7.5): Review
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ASSIGNMENT SEVEN |
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Module Eight: Crowfall Part 2 |
National Curriculum Link |
Cambridge Curriculum Link |
Coursebook Pages |
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Topic One (8.1): Symbolism
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Making inferences and referring to evidence in the text. [R] |
8Ri.04 Comment on a writer's implied meaning and intended effect.
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Crowfall Chapters 17–20 (pages 210–251) |
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Topic Two (8.2): Plot Development
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Knowing how language, structure and organisational features present meaning. [R]
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8Ri.08 Use relevant textual references when supporting or disagreeing with a point.
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Crowfall Chapters 21–24 (pages 252–295) |
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Topic Three (8.3): Plot Resolutions
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Making inferences and referring to evidence in the text. [R] |
8Ri.11 Trace the development of ideas, viewpoints and purposes through a text and relate these to other texts read.
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Crowfall Chapters 25–end (pages 296–311) |
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Topic Four (8.4): Review
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ASSIGNMENT EIGHT |
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Skills key: R = Reading; W = Writing; GV = Grammar and vocabulary; SE = Spoken English.
9R = Reading; 9W = Writing; 9SL = Speaking and Listening.