|Term 1||Term 1 & 2: A Midsummer Night’s Dream – William Shakespeare.|| |
|Pupils will read sections of William Shakespeare’s A Midsummer Night’s Dream to build on their basic English Literature Skills. They will practise reading and comprehension of a Shakespeare text, analysing the writer’s use of Language and Structure. The key focus here will be on understanding plot, character and themes from the play. However, pupils will also explore aspects of the social and historical factors underlying the play such as: Shakespeare's Globe theatre; visiting the theatre in Elizabethan times, and the beliefs, traditions and values of the period which would have shaped the ways in which Shakespeare's audiences received his plays. Pupils will be taught to write in clear PEE (Point/ Evidence/ Explanation) paragraphs, selecting suitable quotations from the play as supporting evidence to demonstrate their understanding of textual content. These skills are vital for GCSE English literature papers 1 & 2, and are transferable to language content. |
|Assessment: Analysis of an extract from a key scene. ||Key Words and Terms|
|Term 2||Term 1 & 2: Writer’s craft: Language and structure & creative writing.|| |
|In term 1, students will work with their teachers on annotating a range of fictional and non-fictional extracts to identify the effects of Language and Structure within a text. These skills are vital for the reading sections of both GCSE English language papers 1 & 2, and are transferable to literature content.
In term 2, students will be developing, planning and crafting imaginative writing, using a range of descriptive techniques and accurate spelling, punctuation and grammar. These skills are vital for the writing section of GCSE English language paper 1, and are transferable to most other aspects of the English curriculum.
|Assessment: 1) Language and Structure analysis of a non-fiction text.
2) Creative Writing assessment based on a picture stimulus.
||Key Words and Terms|
|Term 3||Term 3 & 4: The Outsiders – S. E. Hinton.|| |
|Pupils will read this coming-of-age novel to build their critical reading and interpretation skills, including identifying, inferring, deducing and explaining. Moreover, they will focus on studying the novel as a whole, considering the development of characters and themes, and how the author and novel’s historical context may affect the message for their readers. These synoptic skills are vital for GCSE English literature papers 1 & 2, and are transferable to language content. However, perhaps most importantly, whilst reading this novel students will consider the effects of an unequal prejudicial society on those within it. |
|Assessment: Analytic written response to the whole novel.||Key Words and Terms|
|Term 4||Term 3 & 4: Writer’s craft: Evaluation & transactional writing.|| |
|Students will work with their teachers on annotating a range of fiction and non-fiction extracts, for key ideas that the writer includes to successfully develop a theme, mood or argument. They will learn how to judge the success of a writer's craft. These skills are vital for the reading sections of both GCSE English language papers 1 & 2, and are transferable to literature content.
Also, pupils will develop understanding of how to write non-fiction text types such as letters, speeches, articles, reviews, and travel writing. These skills are vital for the writing section of GCSE English language paper 2, and are transferable to most other aspects of the English curriculum, as well as fostering communication skills.
|Assessment: 1) Evaluation of a non-fiction text. 2) Transactional writing.||Key Words and Terms|
|Term 5||Term 5: Comparison skills & ‘Extreme Experiences’ (non-fiction): revision for end of year assessment. || |
|Through reading a range of stimulating non-fiction texts, students will develop skills across both the writing and reading sections of Language Paper 2 in preparation for their end of year examinations. A range of reading skills lessons (focused on non-fiction texts) will develop students' skills in identifying, explaining and analysing language and structural techniques. To complement this, students will further develop their comparison skills by practising question 7a and 7b Language GCSE skills where students explore similarities between texts and then compare and contrast key ideas. Not only will students be taught a range of structural devices and language techniques to use in their own transactional writing for AO5 marks, but also, they will be explicitly taught spelling, punctuation and grammar rules to boost their scores for AO6.|
|Assessment: Abridged English Language paper 2: Reading and Writing Non-fiction Texts. ||Key Words and Terms|
|Term 6||Term 6: Modern poetry|| |
|An introduction to reading and responding to poetry, supported by a diverse range of modern poems. Students will then learn how to make links between poems and compare the ways that writers have presented key ideas and emotion.
Key skills: Reading and interpreting poetry; analysing poetic forms.
This will support their further study of anthology poetry at GCSE. |
|Assessment: ||Key Words and Terms|