|Term 1||Term 1 & 2: Stone Cold – Robert Swindells|| |
|Pupils will read this novel to build their critical reading and interpretation skills, including identifying, inferring, deducing and analysing the writer’s use of Language and Structural techniques. Moreover, they will consider the novel as a whole, analysing the development of characters and themes. Pupils will continue to develop their analytical skills, selecting suitable quotations and unpicking their effect on the reader. These skills are vital for GCSE English literature papers 1 & 2, and are transferable to language content. However, this novel also addresses a number of serious issues, particularly homelessness, offering students a jumping off point to reflect upon the way our actions affect one another. |
|Assessment: Analysis of an extract from a key chapter. ||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 Tempest – William Shakespeare.|| |
|Pupils will read sections of William Shakespeare’s The Tempest to build on their English Literature Skills. They will practise reading and comprehension of a Shakespeare text, analysing the writer’s use of Language and Structure. Moreover, they will focus on studying the play as a whole, considering the development of characters and themes, and how the societal and 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. |
|Assessment: Analytic written response to the whole play.||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. 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 & ‘Short Stories’: || |
|Through reading a range of stimulating 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. 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: International poetry|| |
|Pupils will study a range of poems from a range of cultures and countries, developing key annotation skills that will support their further study of anthology poetry at GCSE. Students will then learn how to make links between poems and compare the ways that writers have presented key ideas and emotions in explorative paragraphs. Moreover, this will broaden students’ cultural capital, and help them consider their own values and identities. |
|Assessment: ||Key Words and Terms|