Curriculum Map – English
Becoming Confident Communicators and Critical Thinkers

Key Stage 3 Content Skills
Year 7 Frankenstein – Mary Shelley – A’ Level text;
Dracula – A’ Level text;
Jekyll and Hyde – GCSE text;
Tell Tale Heart – Edgar Allen Poe;
Signalman – H G Wells A’Level writer;
Wuthering Heights –Emily Bronte -  A’Level writer.
Introduction to the idea of ‘the writer behind the pen’;
Identifying writer’s techniques:  language;
structure and narrative voice, allusions;
Consciously crafting our own writing to create atmosphere for gothic settings.
Year 8 Whole Town’s Sleeping – Ray Bradbury (previous GCSE text);
The Darkness Out There – Penelope Lively (previous GCSE text);
Hamlet – Shakespeare;
The Taming of the Shrew – Shakespeare;
Romeo and Juliet – Shakespeare.
Developing an understanding of the ‘writer behind the pen’;
Introducing the idea of context and how context informs/affects writing;
Consciously crafting our own writing with a focus on point of view/cohesive structure;
Developing creative writing;
Link to History: crime.
Year 9 GCSE poetry;
Henry V – Shakespeare ;
Of Mice and Men John Steinbeck – GCSE text;
My Polish Teacher’s Tie – GCSE text;
Alexander the Great speech;
War poetry;
Emmett Till – GCSE source material;
Great Gatsby – A’ Level text;
Where the Crawdad’s Sing.
Developing an understanding of the ‘writer behind the pen’;
Considering how different contexts change the ways writers convey ideas;
Introduction to conflict poetry which is developed in KS4;
Developing skills as writers both in terms of creative and discursive writing/ more complex structures;
Developing understanding of context and effect.
Link to History:  war.
Key Stage 4 – GCSE Exam Board AQA
Year 10 GCSE texts:
Either - A Christmas Carol (students have already studied some Dickens and context);
Or - Jekyll and Hyde (students have already studied some allusions/ gothic genre/ the representations of the ‘monster’;
An Inspector Calls – J B Priestley (students have already studied context of the detective and depictions of detectives);
Macbeth – William Shakspeare (students have already studied various Shakespeare plays – and also completed a unit on tragic heroes);
Power and Conflict poetry – GCSE anthology.
Thesis statements – and formulating evaluations (students have already been introduced to this skill in KS3);
Writer’s craft and developing detailed interpretations. Writer’s craft introduced in Y7 and developed and retrieved regularly across KS3;
Understanding how context affects writing – and writer’s intentions.  Students have already some understanding of different contexts in English and History;
Communication – using skilled writers’ methods in own writing. High quality models.
Year 11 Revisit set texts from Y10 – to add in layers of meaning and different ways of interpreting;
A range of quality writers – fiction and non-fiction as models for own writing with the ‘big idea’ in mind.
Developing critical analysis;
Developing ability to formulate thesis and following/testing a line of argument;  statements and structured arguments; 
Developing a range of structures for writing;
Formulation of ‘big ideas’ in writing.

 

 

Curriculum Plan – English Department (AQA)

The English curriculum is designed to develop all students into critical thinkers and confident communicators – crucial skills for life.  The curriculum exposes students to a broad range of quality literature texts from across the literary heritage – and with a focus on diversity - with increasing complexity of ideas and concepts. Students are encouraged to engage with plot, character, ideas and conventions of different genres and in Year 7, they are introduced to the idea for symbolic and more abstract meanings within the texts studied.  This is further developed as they move through the Key Stage, preparing them for a critical study of the literature in KS4.  Students are encouraged to make qualified arguments, justifying their ideas and exploring different interpretations with a critical eye.  The exposure to rich and varied literature and guided writing sessions develop students’ confidence in writing for different purposes, audiences and in different formats.  The English curriculum guides students with their spoken language so that students can confidently communicate their ideas, challenge others and build and develop through considerate listening skills.

Year 7

Subject Content

Homework and Assessments

Subject Skills and 21st Century Soft Skills

Faster Reading: Gothic

Session 1

Reading

Faster Reading – Sawbones

Reciprocal Reading Skills: read, pause, clarify vocab, question, understanding, predict

Writing

How Nobody Came to the Graveyard: mist as a concept and appositive noun phrases

Homework:

Reciprocal Reading Booklet & Spellings

 

  • Reading comprehension
  • Knowledge and understand of texts and contexts (Victorian)
  • Citizenship: understanding different perspectives and appreciation of cultures
  • Describing and narration

Session 2

Reading

A Christmas Carol – Sawbones

Reciprocal Reading Skills: read, pause, clarify vocab, question, understanding, predict

Writing

The Radley Place

Doors as symbol; using verbs to personify

Homework:

Reciprocal Reading Booklet & Spellings

 

  • Reading comprehension
  • Knowledge and understand of texts and contexts (Victorian)
  • Citizenship: understanding different perspectives and appreciation of cultures
  • Describing and narration

Session 3

Reading

What is Gothic?

Writing

The Wasteland: scrapyards as symbols; anaphora repeated phrases

Homework:

Reciprocal Reading Booklet & Spellings

 

  • Reading comprehension
  • Knowledge and understand of texts and contexts (Victorian)
  • Analysis
  • Describing and narration

Session 4

Reading

Gothic Plot & Structure

Writing

Anita & Me: Crossroads as a symbols; adjective or verbs?

 

Homework:

Reciprocal Reading Booklet & Spellings

 

  • Reading comprehension
  • Knowledge and understand of texts and contexts (Victorian)
  • Analysis
  • Describing and narration
  • Citizenship & social skills – friendships and diversity

Session 5

Reading

Gothic Settings

Writing

Until it’s Over: home as symbol; positioning adjectives

 

Homework:

Reciprocal Reading Booklet & Spellings

 

  • Reading comprehension
  • Knowledge and understand of texts and contexts (Victorian)
  • Analysis
  • Describing and narration
  • Citizenship & social skills – friendships and diversity

 

Session 6

Reading

Gothic Characterisation of the Detective / Hero

Writing

The Wind in The Willows: light and dark; adjectives to personify

 

Homework:

Reciprocal Reading Booklet & Spellings

 

  • Reading comprehension
  • Knowledge and understand of texts and contexts (Victorian)
  • Analysis
  • Describing and narration

Session 7

Reading

Characterisation of Villain

Writing

1984: Windows and a concept: using adverbs

 

Homework:

Reciprocal Reading Booklet & Spellings

 

  • Reading comprehension
  • Knowledge and understand of texts and contexts (Victorian)
  • Analysis

 

Session 8

Reading

Gothic Elements and conventions

Writing

13 1/2 lines of Captain Blue Bear: whirlpools as a symbol; identifying and punctuating main clauses

Homework:

Reciprocal Reading Booklet & Spellings

 

Best book:

Final draft of gothic story

  • Reading comprehension
  • Knowledge and understand of texts and contexts (Victorian)
  • Analysis
  • Describing and narration

Life lessons from Legends

Session 10

Life lessons from Legends

Reading

Greek Creation Stories

Homework:

Spellings

 

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Analysis
  • An appreciation of cultures and history

Session 11

Reading

Greek Family tree – different character profiles – heroes masculinity vs femininity

Writing

Tom’s Midnight Garden: Clocks as a symbol; using questions

Homework:

Spellings

 

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Analysis
  • An appreciation of cultures and history

Session 12

Reading

Zoom in on one Greek Story

Writing

The Book Thief: colour as symbol; single sentence paragraphs

Homework:

Spellings

 

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Analysis
  • An appreciation of cultures and history
  • Describing and narration

Session 13

Reading

Create own Greek God & Story

 

Writing

The Hunger Games: the birds as symbols; semicolons as lists

Homework:

Spellings

Best book:

Final draft of Greek God Story

 

 

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Analysis
  • An appreciation of cultures and history
  • Describing and narration

Session 14

Reading

Medusa Poem Analysis

Writing

The Night Circus: colour symbol; repetition for emphasis

Homework:

Spellings

 

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Analysis
  • An appreciation of cultures and history
  • Describing and narration

Session 15

Reading

Poetry Creation

First person, metaphors, rhetorical questions, imperatives

Writing

James and the Giant Peach: shapes as symbols; using brackets to add information

Homework:

Spellings

 

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Analysis
  • An appreciation of cultures and history
  • Describing and narration

Session 16

Reading

Discursive Writing – Who’s the best God?

Structure: Because/But/So Trailer Start

Creating Flow. Logos Pathos Ethos

 

Writing:

The Magician’s Nephew: sun as a symbol;  personifying verbs

Homework:

Spellings

Best book:

Final draft of ‘discursive writing’

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Analysis
  • An appreciation of cultures and history
  • Describing and narration
  • Communication & presentation via speech and performance

Time is ticking…

Session 1

 Time is ticking… In Planning

Reading

Shakespeare: All The World’s A Stage

 

 

Session 2

Reading

Shakespeare: Macbeth Tomorrow, Tomorrow, Tomorrow

 

 

 

Session 3

Reading

Poems

 

 

 

 

Curriculum Plan – English Department (AQA)

Intent  The English curriculum is designed to develop all students into critical thinkers and confident communicators – crucial skills for life.  The curriculum exposes students to a broad range of quality literature texts from across the literary heritage – and with a focus on diversity - with increasing complexity of ideas and concepts. Students are encouraged to engage with plot, character, ideas and conventions of different genres and in Year 7, they are introduced to the idea for symbolic and more abstract meanings within the texts studied.  This is further developed as they move through the Key Stage, preparing them for a critical study of the literature in KS4.  Students are encouraged to make qualified arguments, justifying their ideas and exploring different interpretations with a critical eye.  The exposure to rich and varied literature and guided writing sessions develop students’ confidence in writing for different purposes, audiences and in different formats.  The English curriculum guides students with their spoken language so that students can confidently communicate their ideas, challenge others and build and develop through considerate listening skills.

Year 8

Subject Content

Homework and Assessments

Subject Skills and 21st Century Soft Skills

Autumn:

Universality of Darkness within

 

Session 1

Reading

Whole Town’s Sleeping

Context  - stereotypes/culture; depiction of independent women

 

Writing: Jaws; ocean as a symbol: using

Homework:

Spellings

 

  • Reading comprehension
  • Knowledge and understand of texts and contexts (post-war)
  • Citizenship: understanding different perspectives, exploration of patriarchal values and appreciation of cultures
  • Describing and narration

Session 2

Reading

Taming of The Shrew

Demonising Strong Women

 

 

Homework:

Spellings

 

  • Reading comprehension
  • Knowledge and understand of texts and contexts (Shakespearian)
  • Citizenship: understanding different perspectives, exploration of patriarchal values
  • Analysis

Session 3

Reading

Whole Town’s Sleeping – Evaluation of statement

 

Writing:

The Ocean at the End of the Lane; books as a symbol; polysyndetic list

 

 

Homework:

Spellings

 

  • Reading comprehension
  • Knowledge and understand of texts and contexts (post-war)
  • Citizenship: understanding different perspectives, exploration of patriarchal values
  • Describing and narration
  • Analysis

Session 4

Reading

Lady Macbeth –

Character development in plot and demising of women

Comparing women’s characterisations

 

 

Homework:

Spellings

 

  • Reading comprehension
  • Knowledge and understand of texts and contexts (Shakespearian)
  • Citizenship: understanding different perspectives, exploration of patriarchal values
  • Analysis

Session 6

Reading

Gothic / Urban Settings – Tim Burton’s Vincent

Gothic Settings – guided Harkness discussion – what is gothic?

Writing

The House in the Woods: the woods as a symbol; punctuating dialogue

Homework:

Spellings

 

  • Reading comprehension
  • Knowledge and understand of texts and contexts 
  • Describing and narration
  • Analysis
  • Critical thinking

Session 7

Reading

Gothic Description

 

 

Homework:

Spellings

 

  • Consolidation of learning
  • Describing and narration

Session 8

Reading

Creating Strong Female Protagonist

 

Writing

Windrush Boy: Ships as symbols; starting with a subordinate clause

 

Homework:

Spellings

 

  • Reading comprehension
  • Knowledge and understand of texts and contexts (post-war)
  • Citizenship: understanding different perspectives, exploration of patriarchal values
  • Describing and narration

Session 9

Reading

Developing characterisation in own stories

Homework:

Spellings

 

Best book:

Final draft of Gothic Description

  • Reading comprehension
  • Knowledge and understand of texts and contexts (post-war)
  • Citizenship: understanding different perspectives, exploration of patriarchal values
  • Describing and narration

Session 10

Reading

Evaluating the what & evaluating the how

 

Writing

Windrush Boy 2 – concrete as a symbol; starting with a participle verb

 

Homework:

Spellings

 

 

  • Reading comprehension
  • Knowledge and understand of texts and contexts (post-war)
  • Citizenship: understanding different perspectives, exploration of patriarchal values
  • Critical thinking and analysis

Spring:

Detectives

 

Session 1

Reading:

Advent of the first detectives in literature: The Moonstone & Bleak House

Language analysis

Assessment W1: Description / narrative assessment

 

Homework:

TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts (Victorian )
  • Analysis

Session 2

Reading

Advent of the first detectives: Inspector Goole & Miss Marple

Synthesis and comparison of detectives

Guided Spoken Language: investigating a crime

Writing

Oh Freedom: thunder as a symbol; starting with prepositions

Homework:

TBC

 

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Critical Thinking and analysis
  • Evaluation and Justification
  • Problem solving
  • Persuasive presentation
  • Empathy

Session 3

Reading

Creating own detective: characterising

 

Spoken Language: Speed dating detectives

Homework:

TBC

 

  • Reading comprehension
  • Describing and narration
  • Persuasive presentation

Session 4

Reading

Creating opening to a detective story

 

Writing

Lord of The Flies: fire as a symbol; extended metaphors

Homework:

TBC

 

  • Describing and narration

 

Session 5

Reading

The Speckled Band – Context  & Characterisation and language analysis

 

Writing

Coral Island: the sun as a symbol; listing

Homework:

TBC

 

  • Reading comprehension
  • Knowledge and understand of texts and contexts (post-war)
  • Citizenship: understanding different perspectives, exploration of patriarchal values
  • Critical thinking and analysis

Session 6

Reading

Depiction of Romani Gypsies in Victorian literature

Synthesising lifestyles in Victorian Britain

Guided Spoken Language – Expressing a point of view

Evaluation – Who is to blame?

Homework:

TBC

 

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Citizenship: understanding different perspectives, exploration of prejudice within literature
  • Critical thinking and evaluation

Session 7

Reading

Characterisation of the Perpetrator – Language Analysis

 

Homework:

TBC

 

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Analysis

Session 8

 

 

Reading

Dr Roylott – Evaluating how is he presented as a villain

Writing

Lessons in Chemistry: weather as a symbol; adjectives to personify

Homework:

TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Analysis

Session 9

Reading

Settings – The Crime Scene

Structuring language analysis

 

Homework:

TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Analysis

Session 10

Reading

Victorian Villains: Selecting information and summarising information

Writing

Sleeping: Sleep as a symbol; questions

Homework:

TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Analysis

Session 11

Reading

Fears about Duality: Mr Utterson

Evaluation and Justifying a point of View

 

Homework:

TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Analysis
  • Evaluating and justifying
  • Arguing

Session 12

Reading

Jack The Ripper & The stereotypical Depiction of Work Class as Criminals

Selecting and Predicting - 

 

Writing

Beware of the Dog: loss as a concept; short sentences

Homework:

TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Analysis
  • Citizenship: understanding of prejudice and bias within text

 

Session 13

Reading

Darwin & Physiognomy  - The Depiction of Hyde

 

Language analysis –

Big question – why does Stevenson

 

 

Homework:

TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Analysis
  • Citizenship: understanding of prejudice and bias within text
  • Evaluating and justifying

 

Session 14

Reading

The Penny Dreadful  - Sweeny Todd Language analysis

Writing

About a Boy: sharks as a symbol; repetition

Homework:

TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Analysis

 

 

Session 15

Reading

The String of Pearls – Using structure to create tension

Drafting a Penny Dreadful Story

Homework:

TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Analysis
  • Describing and narration

Session 16

Reading

Creating an Effective ending

Writing

Great Expectations: graveyards as symbols; anaphora

 

 

Homework:

TBC

 

Best book

Penny dreadful story final draft

  • Describing and narration

Summer: The Course of True Love Never Runs Smooth

Session 1

Reading

 

Romeo & Juliet – summarising the plot

Homework:

TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts

 

Session 2

Reading

Characterisation – Selecting pertinent information

Homework:

TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Analysis

Session 3

Reading

Elements of Shakespearian Tragedies

Analysing the prologue and the big idea

Homework:

TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Analysis

Session 4

Reading

Understanding the form of a sonnet and analysing language

Homework:

TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Analysis

Session 5

Reading

The Prince’s Speech – exploration  and analysis of semantic fields

Homework:

TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Analysis

Session 6

Reading

Act 1 Scene 1  - Analysing Oxymoron and contrast

Homework:

TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Analysis

Session 7

Reading

Role of Women in Elizabethan England

Guided Spoken Language – Morality behind arranged marriage

Homework:

TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Citizenship: the role of genders and marriage
  • Critical thinking

Session 8

Reading

Language analysis of Juliet as a victim of her time

Homework:

TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Analysis

Session 9

Reading

Act 1 Scene 5 Selecting quotations and analysing effect

Homework:

TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Analysis

Session 10

Reading

The Balcony Scene: extract to whole analysis

Homework:

TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Analysis

Session 11

Reading

Act 2 Scene 3 – Friar Lawrence & Soliloquy

Inference & analysis

Homework:

TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Analysis

Session 12

Reading

Act 2 Scene 6 – The wedding – Structure & Foreshadowing

 

Homework:

TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Analysis

Session 13

Reading

Dual Narrative and its effect

 

Homework:

TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Analysis

Session 14

Reading

Act 5 Scene 3 – Structure and Tension

Writing a Newspaper to report on Romeo & Juliet’s death

Homework:

TBC

Assessment Window 2: Guided assessment on Romeo & Juliet:

  • Selecting detail
  • Language analysis
  • Evaluation  
  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Communication: writing to inform
  • Citizenship: healthy relationships

Session 15

Reading

Love Poetry: Browning’s outlook on Relationships – Comprehension, reasoning and justification

Homework:

TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts (patriarchal society & pre-19th century expectations)
  • Evaluation
  • Citizenship: healthy relationships

Session 16

Reading

Domestic Violence & My Last Duchess

Homework:

TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts (patriarchal society & pre-19th century expectations)
  • Citizenship: healthy relationships

Session 17

Reading

Domestic Violence - Inference in Oliver Twist

Homework:

TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts (patriarchal society & Victorian lifestyles)
  • Citizenship: healthy relationships

 

Session 18

Reading

My Last Duchess – Characterisation of the Duke

Guided Spoken Discussion – How does Browning Present the Duke

Language Analysis & Evaluation of character

 

Homework:

TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts (patriarchal society & Victorian lifestyles)
  • Citizenship: healthy relationships
  • Analysis

 

Session 19

Reading

Porphyria’s Lover

Summarising & Justification

Poetic Form – pattern & control

Guided Harkness Discussion – Evaluating & Empathising : The Speaker had no other choice

Homework:

TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts (patriarchal society & Victorian lifestyles)
  • Citizenship: healthy relationships
  • Analysis
  • Evaluation

Session 18

Reading

The Laboratory –Selecting information and making inferences

Homework:

TBC

 

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Critical thinking
  • Problem solving

Session 20

Reading

Comparison of Poet’s Perspectives on Arranged Marriage

Homework:

TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Citizenship: valuing others opinions / healthy relationships

 

Session 21

Reading

LGBTQ – Oscar Wild’s Flower of Love

How does the writer present challenges associated with love?

Homework:

TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Citizenship: valuing others opinions / healthy relationships
  • Analysis

 

Session 22

Reading

Wilfred Owen & Sassoon’s love letters

Selection of key information

Structuring letters and cohesion

Homework:

TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Citizenship: valuing others opinions / healthy relationships
  • Analysis

 

Session 23

Reading

Virginia Wolf & Vita Sackville West

Language Analysis

Homework:

TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Citizenship: valuing others opinions / healthy relationships
  • Analysis

Session 24

Reading

Comparing experiences of Virginia Wolf/ Vita Sackville West and Owen/ Sassoon and the language used to convey.

Homework:

TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Citizenship: exploring differing opinions and experiences / healthy relationships
  • Analysis

 

Curriculum Plan – English Department (AQA)

The English curriculum is designed to develop all students into critical thinkers and confident communicators – crucial skills for life.  The curriculum exposes students to a broad range of quality literature texts from across the literary heritage – and with a focus on diversity - with increasing complexity of ideas and concepts. Students are encouraged to engage with plot, character, ideas and conventions of different genres and in Year 7, they are introduced to the idea for symbolic and more abstract meanings within the texts studied.  This is further developed as they move through the Key Stage, preparing them for a critical study of the literature in KS4.  Students are encouraged to make qualified arguments, justifying their ideas and exploring different interpretations with a critical eye.  The exposure to rich and varied literature and guided writing sessions develop students’ confidence in writing for different purposes, audiences and in different formats.  The English curriculum guides students with their spoken language so that students can confidently communicate their ideas, challenge others and build and develop through considerate listening skills.

Year 9

Subject Content

Homework and Assessments

Subject Skills and 21st Century Soft Skills

Session 1

Reading

Expose, Challenge, Change

Faster reading approach to refugee Boy - reciprocal readers

Writing

De Monies: understanding perspective; first person narration

 

Homework: TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts 
  • Citizenship: understanding different perspectives and appreciation of cultures
  • Describing and narration

Session 2

Reading

Expose: How does the writer expose the reality of refugees in Britain?

Writing

I know Why The Caged Bird Sings: birds as a symbol; metaphors

 

Homework: TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts 
  • Citizenship: understanding different perspectives and appreciation of cultures
  • Describing and narration
  • Analysis
  • Critical thinking
  • Describing and narration

Session 3

Reading

Challenge: How does the writer use the narrative to depict the fight social justice?

 

Homework: TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts 
  • Citizenship: understanding different perspectives and appreciation of cultures
  • Describing and narration
  • Analysis
  • Critical thinking

Session 4

Reading

Create an empathic response for change: Write a speech based on the thoughts of Alem and his friends

Logos, Ethos, Pathos

 

Homework: TBC

Best book/ Assessment Window 1:

Final draft of speech

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Citizenship: understanding different perspectives and appreciation of cultures
  • Argue and Persuade
  • Critical thinking

Session 5

Change: How does the writer use the ending to convey his hope for change vs. the reality of Britain now?

Writing

The Bell Jar: a glass jar as a symbol; similes

Homework: TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Citizenship: understanding different perspectives and appreciation of cultures
  • Analysis
  • Describing and narration

Session 6

Reading

Extract to whole: How does the writer present Alem’s fear?

What? How? Why? Planning

Homework: TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Citizenship: understanding different perspectives and appreciation of cultures
  • Analysis

Session 7

Reading

Poetry to Prose: Nothing’s Changes by Tatamkulu Africa

Big idea  - Your identity is always part of you

Writing

The Fight: ruins as a symbol; punctuating prepositions

Homework: TBC

Best book

Final draft creative writing

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Citizenship: understanding different perspectives and appreciation of cultures
  • Describe and Narrate

Spring Term

Man vs Nature

 

Man vs Nature – To Be Planned

 

Homework: TBC

Assessment Window 2: TBC

 

 

 

 

 

Summer Term

Tragic Heroes

Session 1

Reading

Tragic Heroes

Conventions and Structure of Tragedy

Homework: TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Analysis

Session 2

Reading

What is an anti-hero?

Evaluating Othello as the ‘quintessential antihero’?

Homework: TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Evaluation

Session 3

Reading

Anti-hero vs Byronic Hero

Analysing the Phantom of the Opera

Homework: TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Evaluation and comparison

Session 4

Reading

Creating a Tragic Hero

Best book:

Final draft tragic hero

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Describing and narration

Session 5

Reading

Characterizing a Machiavellian villain – Exploring Iago and his manipulation of Othello

Homework: TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Analysis

Session 6

Reading

How does Shakespeare create sympathy for Desdemona, the victim?

Homework: TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts Analysis

Session 7

Reading

Duchess of Malfi – Using structure and plot to evaluate ‘is the Duchess a tragic hero?’

 

Homework: TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Analysis

Session 8

Reading

Analysing Language and the characterisation of the Duchess of Malfi

Homework: TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Analysis

Session 9

Reading

Macbeth – Plot structure retrieval and synthesis

Homework: TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts

Session 10

Reading

Macbeth Context – the witches and the divine right of Kings

Homework: TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts

 

 

Sessions 11

Reading

Macbeth & Natural Order - analysing Shakespeare’s depiction of nature, order and its link to unnatural actions.

Homework: TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Analysis

Session 12

Reading

Structure and Ornithological References  - analysing the changing attitudes to Macbeth

Homework: TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Analysis

Session 13

Reading

Kingship – How Shakespeare presents anointed kings?

Homework: TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Analysis

Session 14

Reading

Spoken Language: A Modern Tragic Hero

Homework: TBC

  • Reading comprehension
  • Knowledge and understand of texts and contexts
  • Communication and presentation

 

Curriculum Plan – English Department (AQA)

Intent:    The English curriculum is designed to develop all students into critical thinkers and confident communicators – crucial skills for life.  The curriculum exposes students to a broad range of quality literature texts from across the literary heritage – and with a focus on diversity - with increasing complexity of ideas and concepts. Students are encouraged to engage with plot, character, ideas and conventions of different genres and in Year 7, they are introduced to the idea for symbolic and more abstract meanings within the texts studied.  This is further developed as they move through the Key Stage, preparing them for a critical study of the literature in KS4.  Students are encouraged to make qualified arguments, justifying their ideas and exploring different interpretations with a critical eye.  The exposure to rich and varied literature and guided writing sessions develop students’ confidence in writing for different purposes, audiences and in different formats.  The English curriculum guides students with their spoken language so that students can confidently communicate their ideas, challenge others and build and develop through considerate listening skills.

Year 10

Subject Content

Homework and Assessments

Subject Skills and 21st Century Soft Skills

An Inspector Calls

Session 1

An Inspector Calls: Who killed her?

Synthesising information to come to a prediction – who killed her?

Read and annotate the stage directions of An Inspector Calls.

  • Just bullet points required listing subject specific skills and soft skills (see example).

Session 2

An Introduction to An Inspector Calls – Contextual understanding of Edwardian Britain and socialism vs capitalism

 

  • Reading and comprehension, selecting and synthesising information
  • Appreciation of different contexts and cultural expectations.

Session 3

The Opening – Analysing the stage directions

Homework – questions on comprehension and targeted research questions.

  • Informed first impressions of characters
  • Analysing use of writer’s craft.

Session 4

Act One – characterisation of the Inspector & Mr Birling

 

  • Selection of specific information and understanding of motivations and character.
  • Drawing comparisons and identifying differences.
  • Understanding of the difference between capitalism and socialism and the cultural contexts of the play.

Session 5

Act One consolidation exam question focus: How does Priestley use dramatic devices to present his concerns about society?

 

  • Selecting pertinent information.
  • Analysing the nuances of word choice.
  • Understanding the world view of the capitalist in the early 20th century.

Session 6

Act Two – Gerald & The Male Gaze

Using critical theory to explore Eva’s characterisation

Watch Massolit lectures and make notes on the scenes studied so far.

  • Understanding of the conflict in writer’s message and the presentation of the victim.
  • Understanding of feminist theory – the male gaze. Growth mindset.

Session 7

Act two – Mrs Birling

Exploring women, social status and the status quo

 

  • Understanding how context informs gender expectations.
  • Critical thinking in evaluation of character.

Session 8

Eric’s Story – How does Priestley use Eric to illicit sympathy for the victim?

 

  • Critical thinking – evaluating the character of Eric and his actions.

Session 9

 

The Inspector – How does Priestley use the Inspector as a challenging voice?

Create a character autopsy for a character of your choice.

  • Appreciating writer’s craft and the effects on the audience in terms of the big ideas within the play

Session 10

Structure – The ending.

Analysing structure as a method to emphasise Priestley’s message.

 

  • Appreciating writer’s craft in shaping audience reaction regarding the structure.

Session 11

Character Analysis

Comparing and contrasting characters.

Dual coding quote work – and writing up a SEIZE the Question paragraph.

  • Selecting information which links and leads to successful comparisons.
  • Critical thinking – why the writer enables comparisons.

Session 12

Exam style question: To what extent is Eva a powerless victim?

Guided consensus discussion.

 

  • Planning and creating cohesive arguments which test a thesis statement.

A Christmas Carol

Session 1

Stave 1 – Gothic genre retrieval; fog as a symbol; treatment of the poor; motif of fire; Marley and his message; time as a motif; structure of the stave

Key vocabulary definitions and research on the Poor Law.

Intertextuality and Literary Allusions task.

  • Activating prior knowledge on genre and linking learning.
  • Analysis of symbolic meaning of motifs and the effects of structural choices.

Session 2

Stave 2  - synthesising information between the ghosts/staves, exploration of Scrooge’s childhood

Quote explosion and language analysis paragraph practice.

  • Selection of information which creates clear links.
  • Drawing comparisons with specific textual details.

Session 3

Stave 3 - language and structural analysis of Scrooge’s character development; exploration of redemption and transformation. How does Dickens present depictions of childhood and the poor

Language analysis and research on the ‘golden calf’.

 

Evaluation question write-up and research on purgatory.

  • Analysing of language and structure in terms of shaping understanding.
  • Evaluation of information to come to a justified, qualified and informed response. Use of discourse markers to sequence ideas.

Session 4

Stave 4 -  Analysis of Ghost of Christmas Yet to Come; reactions to Scrooge’s death; gothic descriptions and biblical imagery; synthesising information between staves

Ignorance and Want – watching a revision video and making notes – 10  key points.

  • Appreciation of writer’s craft to understand the big ideas in the text.
  • Activating of prior knowledge to draw comparisons and synthesise ideas.

Session 5

Stave 5 – structural analysis on time, fire, weather and circular structure; use of contrast; exploration of big ideas linked to society, treatment of the poor, education, priorities of the monied classes and future.

Language analysis on the use of weather and the structure in the story.

 

Assessment W1: A Christmas Carol Extract to Whole.

  • Selection of specific details and analysing the effects of writer’s craft.
  • Appreciation of how culture, societal expectations and treatment of the poor informs the messages and depictions in the text.

Macbeth

Session 1

Act one plot retrieval; introduction to motif of blood

Tier 2/3 vocabulary definition work and linking words to character. Question on witches and why are first in the play.

  • Activate prior knowledge – Year 9 plot taught in Macbeth.
  • Appreciation of symbolic meaning.

Session 2

Retrieval of Tragic Heroes and introduction of the supernatural and their intention/characteristics/powers

Evaluation on structure/form

 

  • Activation of prior knowledge including work on Greek Gods and Macbeth, A Christmas Carol.
  • Synthesis of prior knowledge to enable synthesis of information on heroes and the supernatural.

Session 3

Hierarchy & the chain of being:

Analysis of language to describe Macbeth

Chain of Being and regicide research.

Vocabulary work.

 

  • Understanding of the chain of being and James I’s motivations.
  • Analysis of language to characterise.

Session 4

Sumptuary Laws & Theme of Appearance / Reality:  language to present Macbeth

 

  • Understanding of historic context – sumptuary laws and Macbeth’s use of language to convey ideas around hierarchy and status.

Session 5

Writer’s Craft to portray the witches

Lady Macbeth – guided questions on her portrayal.

  • Understanding of methods used such as paradox and meter to characterise the witches and their collusion/powers.

Session 6

Lady Macbeth – retrieval on patriarchal & subservience from Year 8; language analysis of Lady Macbeth and consolidation in exam style structure. Macbeth’s soliloquy – structure

 

  • Activation of prior knowledge to enable synthesis of information to consolidate understanding.
  • Applying writing structures to create cohesive paragraphs.
  • Appreciation of structure and effect of the soliloquy conveying Macbeth’s morality.

Session 7

Act 2 – Identifying stichomythia and motif of birds, blood and sleep.

Appearance and Reality – language analysis grid.

Evaluation on betrayal in the play.

  • Activation of prior knowledge – cultural capital to analyse effects of writer’s choice of ornithological refs.

Session 8

Porter – prose vs blank verse; use of stage direction and gunpower plot context

Symbolism of blood in the play recall task.

Research on blood imagery in the bible.

  • Understanding of the use of prose and status and the chain of being to characterise the porter.
  • Activate prior knowledge on the Gunpowder Plot and synthesise with the relevance to the historic context.

Session 9

Natural Order – analysis of language to emphasise disruption to nature

 

 

  • Analysis of writer’s craft using clear structure to create cohesive paragraphs.

Session 10

Act 3 Macbeth’s soliloquy – change in character; structuring an analysis; exploration of irony

Minor characters research grid.

  • Analysis of structure and synthesising information to draw comparisons.

Session 11

Gender role reversal and the use of imperatives – how is disorder created?

 

  • Analysing the reversal of the characters and the methods used to characterise.

Session 12

Act 4 Scene 1- Macbeth’s progressive change through use of soliloquy

Describe hell.

  • Synthesis of information and understanding how the trajectory of the tragic hero from prior knowledge applies.

Session 13

The Murder of the Macduffs – How has Macbeth become irrational

 

  • Drawing comparisons between Macbeth at the start to his immorality in Act 4.

Session 14

Comparison of the depiction of Kings;

Language Analysis & symbolism of birds

Massolit research task.

  • Understanding of the qualities of a good king.
  • Consolidation of knowledge about the motif of birds.

Session 15

Lady Macbeth – verse vs prose – methods used to show her disintegration and revisiting the motif of sleep.

 

  • Activate prior knowledge on prose/verse and how it applies to Lady Macbeth.
  • Evaluation of why Shakespeare depicts her disintegration.

Session 16

Act 5 Scene 2,3,4

Dwarves in the Elizabethan Court; Male honour; guided writing on comprehension of scenes

 

  • Historic understanding applied to understanding of writer’s craft and description of Macbeth.

Session 17

Act 5 Scene 5,6,7

Seven ages of Man & the transient nature of man; big question how far is Macbeth an archetypal Tragic hero?

Massoilt research

  • Evaluation of the big idea of time and relative insignificance. Activation of prior knowledge from Year 7 and Time.

Session 18

Restoration of Order

Anagnorisis; evaluation – does Macbeth deserve to be reduced to a ‘dead butcher’?

 

  • Understanding of ideas surrounding the chain of being. Activate prior knowledge about the trajectory of the tragic hero.
  • Evaluation of an idea – using the skills of justification and giving reasons based on specific selection of details.

English Language Paper 1

Session 1

AO1- selecting relevant information; creating routines; annotating the source.

Massolit research – watching lectures on the context and Act 1.

  • Close reading and annotation of questions and identifying specific information.

Session 2

AO2 – language, how and why?

Selecting quotations;

Avoiding words with restricted signification; exploding quotations; connotations chains; structuring a response

Massolit research – watching lectures on the context and Act 2.

  • The art of selecting language which enables depth and breadth of analysis.
  • Applying a clear structure to create cohesive paragraphs to analyse.

Session 3

AO2- structure and effect

Using question 4 to identify the middle; breaking the extract into start, middle, end; identifying key information; considering the effect – atmosphere – mood – characterisation – dynamics; looking for foreshadowing and contrast, linking back; structuring a response

Use of animation shorts, short extracts,

Massolit research – watching lectures on the context and Act 3.

  • To understanding how to select moment of change in a text which are crucial to plot progression.
  • To synthesise information to draw links in structure.
  • To analyse the effects of writer’s craft in terms of structural shifts.
  • To understanding key terminology linked to structure.

Session 4

AO4 – Evaluating

Evaluation of the what and why; evaluation of the how and why; justifying and reasoning skills; guided discussions through Harkness and consensus; recap on pertinent quote selection for methods; writing a structured evaluation

Massolit research – watching lectures on the context and Act 4.

  • To engage in a focussed way with the question and the skills it indicates it tests.
  • To select specific information linked the question and consider the writer’s intention.
  • To justify and give reasons behind evaluations.

Session 5

AO5– Narrative writing and description

Big ideas and messages/reasons behind our writing;  planning for structure; planning motifs; experimenting with story structures including – story pyramids, flashbacks, flashforwards, anaphora, circular structure.

Characterisation through thoughts, dialogue and description

Vocabulary selection and semantic fields

Poetry / animation to prose

 

AO6 – experimenting with varying sentences and punctuation; effective proofreading.

 

Massolit research – watching lectures on the context and Act 5.

 

 

 

 

 

 

 

Assessment Window 2: English Language Paper 1 & English Literature: Macbeth Extract to Whole.

Apply knowledge and understanding successful narrative structures to own writing;

To understand and apply carefully-selected words to characterise, create settings, mood and atmosphere.

To develop a range of techniques from quality examples and apply within own writing.

To proofread with finger or pen.

 

Sessions 1-5

Retrieval practice: Set texts motifs, quotations, themes, structure, plot, characterisation.

 

  • Activation of prior knowledge.

 

Spoken Language & Poetry 

Session 1

 

Exposure – power of nature & losing faith

 

Massolit lecture – watch and make notes.

  • Understanding the big messages and concepts within the poem.
  • To analyse the effects of Owen’s choices which convey the ideas and feelings.
  • Activate prior knowledge about World War 1.
  • Activate prior knowledge on man vs nature from Year 9.

Session 2

Prelude – sublime experience

 

 

Massolit lecture – watch and make notes.

  • Understanding the big messages and concepts within the poem.
  • To analyse the effects of Wordsworth’s choices which convey the ideas and feelings.
  • Activate prior knowledge about man vs nature from Year 9.

Session 3

Storm on the Island – needing to adapt

 

 

Massolit lecture – watch and make notes.

  • Understanding the big messages and concepts within the poem.
  • To analyse the effects of Heaney’s choices which convey the ideas and feelings.

 

Session 4

Spoken Language: selecting and researching focus

Understanding the difference between reliable and unreliable sources of information.

 

 

Homework – Use of questions which have been devised in class to ensure focussed and targeted research. Use reliable sources of information.

  • Selection and collating and organisation into categories which create a sense of cohesive thinking and planning.
  • Creating a list of questions which lead to deeper research.

Session 5

Structuring and rehearsing- because, but, so, trailer start, logos, pathos, ethos, language features

 

Working on research for speech.

  • Applying structure to create a cohesive piece of writing.
  • Activation of prior knowledge on writing discursive pieces – and applying BBS structure.

Session 6

Presentations

 

 

Rehearsing speeches.

  • Life skills – creation of cue cards to enable effective public speaking.
  • Using voice and gesture to convey arguments in an engaging and formal way.
  • Applying listening skills to enable pertinent questioning.

Sessions 1-6

Retrieval practice: Set texts motifs, quotations, themes, structure, plot, characterisation.

 

 

  • Activation of prior knowledge.

 

Curriculum Plan – English Department (AQA)

Intent:  The English curriculum is designed to develop all students into critical thinkers and confident communicators – crucial skills for life.  The curriculum exposes students to a broad range of quality literature texts from across the literary heritage – and with a focus on diversity - with increasing complexity of ideas and concepts. Students are encouraged to engage with plot, character, ideas and conventions of different genres and in Year 7, they are introduced to the idea for symbolic and more abstract meanings within the texts studied.  This is further developed as they move through the Key Stage, preparing them for a critical study of the literature in KS4.  Students are encouraged to make qualified arguments, justifying their ideas and exploring different interpretations with a critical eye.  The exposure to rich and varied literature and guided writing sessions develop students’ confidence in writing for different purposes, audiences and in different formats.  The English curriculum guides students with their spoken language so that students can confidently communicate their ideas, challenge others and build and develop through considerate listening skills.

Year 11

Subject Content

Homework and Assessments

Subject Skills and 21st Century Soft Skills

Non-fiction Reading

Session 1

Introduction to Paper 2

Retrieval tasks on set texts.

Reflect on Year 10 mocks.

Recall task on Macbeth

Close reading of information.

Identifying factual information.

Annotating texts with purpose.

Session 2

Making inferences.

Considering the what and justifiable inference.

Finding links between texts on a specific focus.

Making cross references.  Use of comparatives.

Paper 1 mock reflection and red-pen changes for Section A.

Selecting pertinent textual details.

Understanding the difference between inference and analysis.

Activating prior knowledge on Venn Diagrams and how they can aid thinking.

Session 3

Language analysis

Consideration of restricted signification.

Avoiding synonymising.

Considering words in context.

How words with wide signification can modify meaning of other words around it.

Recall tasks on A Christmas Carol

Understanding writer’s craft.

Making the right quote choices.

Understanding how context and also modifying words inform effects.

Session 4

Narrative writing.

Live redrafing – modelling how to redraft work.

Redrafting Paper 1 mock considering:

Word choice

Flow

Structure

Sentence types

Punctuation.

Recall tasks ‘An Inspector Calls’.

Reflecting on first drafts and evaluating written work.

Identifying areas for improvement.

Editing and redrafting work to ensure improvements.

Session 5

Comparing writer’s perspectives.

Analysing how writers use methods to convey perspectives.

Making clear links between texts.

Word pairs on feelings and thoughts.

Abstract vs concrete understanding.

Mapping changing feelings.

 

Analysing writers’ views, attitudes and perspectives.

Understanding how to synthesis two pieces of information and then how to make clear comparisons.

Understanding how to identify the big ideas behind writers’ attitudes.

Session 5

Unseen Poetry

Approaching the Unseen Poem.

Reading for big ideas

Analysing the methods of poet.

Considering structure

Massolit research on set texts.

Understanding universal ideas.

Analysing writer’s craft.

Session 6

Non-fiction writing

Reading and understanding the brief.

Planning for BBS.

Trailer starts.

Creating flow.

Using logos, pathos, ethos.

Using language features.

Writing up perspective piece.

Massolit lectures.

Understanding how to create a cohesive and clear argument.

Applying methods to crate cohesions.

Applying methods to ensure engagement.

Proofreading.

Session 7

An Inspector Calls

Analysing the significance of Inspector Goole. Lightbulb Revision session.

Massolit lectures.

Activating of prior knowledge.

Analysing writer’s craft.

Understanding the big ideas.

Session 8

Analysing the significance of Mr Birling. Lightbulb revision session.

Massolit lectures.

Activating of prior knowledge.

Analysing writer’s craft.

Understanding the big ideas.

Session 9

Analysing the significance of Mrs Birling. Lightbulb revision session.

Massolit lectures.

Activating of prior knowledge.

Analysing writer’s craft.

Understanding the big ideas.

Session 10

Writing to present a point of view

Massolit

Understanding how to create a cohesive and clear argument.

Applying methods to crate cohesions.

Applying methods to ensure engagement.

Proofreading.

Session 11

Analysing the significance of Sheila Birling. Lightbulb revision session.

Massolit lectures.

Activating of prior knowledge.

Analysing writer’s craft.

Understanding the big ideas.

Session 12

Analysing the significance of Eric Birling. Lightbulb revision session.

Massolit lectures.

Activating of prior knowledge.

Analysing writer’s craft.

Understanding the big ideas.

Session 13

Writing to present a point of view

Massolit

Understanding how to create a cohesive and clear argument.

Applying methods to crate cohesions.

Applying methods to ensure engagement.

Proofreading.

Session 14

Analysing the significance of Sheila Birling. Lightbulb revision session.

Massolit lectures.

Activating of prior knowledge.

Analysing writer’s craft.

Understanding the big ideas.

Session 15

Analysing the significance of Eva Smith. Lightbulb revision session.

Assessment Window 1:

English Language Paper 2

An Inspector Calls mock

Unseen Poetry mock.

Activating of prior knowledge.

Analysing writer’s craft.

Understanding the big ideas.

Session 16

Macbeth Lightbulb revision 1

Blood / sympathy for Macbeth

 

Activating of prior knowledge.

Analysing writer’s craft.

Understanding the big ideas.

Session 17

Macbeth Lightbulb revision 2

Sleep/Lady Macbeth

 

Activating of prior knowledge.

Analysing writer’s craft.

Understanding the big ideas.

Session 18

Macbeth Lightbulb revision 3

Plants/Perfect King

 

Activating of prior knowledge.

Analysing writer’s craft.

Understanding the big ideas.

Session 19

Narrative / Descriptive Writing

 

Exploring big ideas and developing within a narrative structure.

Applying methods to crate cohesions.

Applying methods to ensure engagement.

Proofreading.

Session 20

A Christmas Carol Lightbulb revision based on class teacher’s judgment

 

Activating of prior knowledge.

Analysing writer’s craft.

Understanding the big ideas.

Session 21

A Christmas Carol Lightbulb revision based on class teacher’s judgment

 

Activating of prior knowledge.

Analysing writer’s craft.

Understanding the big ideas.

Session 22

A Christmas Carol Lightbulb revision based on class teacher’s judgment

 

Activating of prior knowledge.

Analysing writer’s craft.

Understanding the big ideas.

Session 23

English Language Paper 1

Walking Talk Mock

 

Activation of prior knowledge

Practice of timekeeping

Selecting pertinent information

Analysing language and structure

Making clear and detailed evaluations


For more information regarding the English Curriculum please contact the Head of Department via our contact form