• Students are introduced to the Dystopian genre.  
  • Students explore important dystopian texts from across a wide time scale, from HG Wells, George Orwell and Ray Bradbury to contemporary writers such as Suzanne Collins, Malorie Blackman and Margaret Atwood.  They consider the difference between dystopian writing and science fiction.  Students also explore the dystopian genre through art and film.   
  • At each stage, students write their own dystopian stories, inspired by the texts they have read, and by issues such as environmental disaster and artificial intelligence.  Students also have the chance to explore non fiction texts and to write their own non fiction text arguing whether or not we already live in a dystopian world.   The culmination of the Scheme of Work is a Y7 dystopian writing competition, with prizes awarded in assembly.

  • Students are introduced to the study of Shakespeare at at KS3 St Mary’s through exploring either A Midsummer Night’s Dream or The Tempest.  
  • The choice of text allows for some teacher autonomy and also some flexibility as some feeder primaries teach A Midsummer Night’s Dream in KS2.  

 Students studying A Midsummer Night’s Dream:  

  • Are introduced to the idea of Shakespearean comedy and comedic conventions.  
  • Explore searching questions about then nature of love  
  • Explore women’s positions in Elizabethan England 
  • Explore attitudes to magic in Elizabethan England.  

 Students studying The Tempest:  

  • Are introduced to the idea of Shakespearean genres such as comedy and tragedy and how The Tempest fits into these .  
  • Explore the nature of monsters, power and freedom in Elizabethan England in the context of colonisation 
  • Explore women’s positions in Elizabethan England 

  • Students are introduced to the study of 19th century prose through their study of Frankenstein by Mary Shelley. (NB very low ability students may study an abridged and simplified version of the text).   
  • They are introduced to the gothic genre and associated conventions.  
  • They explore the creation of tension and the use of foreshadowing in the novel and other related texts and aim to use these methods skilfully in their own writing.  
  • They explore relevant contextual themes eg science, religion, exploration and explore these ideas in their own writing.