Exploring Poetic Technique and Close Reading
Year 8
The students continued to explore rhythm and rhyme in poetry and added, to their repertoire of poetic devices, a volta. We approached a metaphorical poem with trepidation, but with discussion, understood the context. We explored how metaphors bridge abstract concepts with concrete imagery, making complex ideas easier to understanding. Additionally, the poems become more engaging and entertaining to read.
Year 9
To complete the groundwork for close reading, the Year 9 students learnt how to answer a question in the correct format. They located evidence from a text and explained the effectiveness of the author’s choices using more sophisticated vocabulary.
Special mention needs to be made of the incredible writing Joseph produced. He created this masterful piece of writing in an assessment, and I wanted to share this with you all. Under testing conditions, Joseph presented me with an excellent understanding of literary devices.
On the corner of a narrow, dusty street in a poor city, a homeless man with a family of two raggedy kids and his scrawny wife sat begging. The day was dark and bad-tempered, thunderclaps roaring overhead like a pride of hungry lions starved by a cruel zookeeper. The man cuddles his children closely, wishing in himself that he had but a piece of bread to feed his starving family.
In that poor, money-deprived city, lived a rich man named Garreth. He was kind to who he wished, yet unsympathetic to the many malnourished families begging for their daily bread from whoever they could find; perhaps some wealthy passing tourist, or a slightly more well-off pedestrian. He was the mayor of the city, him, along with his deputy mayor, Aunt Robbinson, an old obese relative with whom he lived.
One Monday morning, when the belly-bobbling woman was out for a walk, the homeless man, who was known as Tom Square to all who knew him, decided discreetly with his wife that he had a plan to help the family. When Aunt Robbinson, returning from her stroll, strode up to open the gate of the massive mansion in which she and her nephew abode, she was surprised by Tom Square jumping out from a juniper tree within the garden, and stripping her of wig (for she wore one) and her coat, and jumping nimbly into the mansion in which the mighty mayor lived.
Now, I’d have you know, Garreth was not a very smart man. Most other people would instantly notice that the skinny, disguised man walking up the stairs to meet him was not Aunt Robbinson. But Garreth knew no better. Nodding to his ‘Aunt’ he pushed open the door of his office.
Cambridge English Begins for Years 9 and 10
Year 9s are building annotation and active reading skills. Year 10s are exploring the difference between Language and Literature in the Cambridge two-year programme.
Close Reading in Years 7 and 8 English
Year 7s are making inferences from their setwork novel Wonder. Year 8s are analysing voice and style in texts including Richard Branson’s autobiography and I Am Malala.
English Update PATs, Summarising, and Shakespeare Study
Students sat PATs and explored summarising, essay skills, and Shakespeare texts across Years 7 to 9.
Finding the Main Idea with Turtles
Students used an information text about turtles to find main ideas and write clear summary sentences.
Recounts, Shakespeare, and Stagecraft
Excerpt: Year 7 explored Shackleton and NZ forestry. Year 8 and 9 studied Shakespeare’s comedies, tragedies, and stagecraft.
Persuasion and Performance in English
Year 7 mastered persuasive ads, while Years 8 and 9 explored Shakespeare’s worlds—A Midsummer Night’s Dream and Othello.
Designing Logos and Finding Voice
Year 7 built reading skills then designed logos using font, colour and layout. Year 8 and 9 studied I Am Malala, brown girl dreaming to prep essays.
Strengthening Writing Skills Across Years 7–9
From targeted writing pathways to poetry and novel studies, students are developing their skills in structure, vocabulary, and literary analysis.
Exploring Sustainability, Memoirs and Verse
Years 7–9 English students begin Term 3 by exploring sustainability, memoirs and verse narratives. They develop writing strategies through focused lessons.
Writing Revision and Science Fiction
Post e-asTTle, students revised clauses, punctuation and speech. Year 9 analysed Bradbury’s “There Will Come Soft Rains,” tracking time and oddities.























