Curriculum Map – English
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| 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) | |||
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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. |
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Year 7 |
Subject Content |
Homework and Assessments |
Subject Skills and 21st Century Soft Skills |
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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
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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
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Session 3 |
Reading What is Gothic? Writing The Wasteland: scrapyards as symbols; anaphora repeated phrases |
Homework: Reciprocal Reading Booklet & Spellings
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Session 4 |
Reading Gothic Plot & Structure Writing Anita & Me: Crossroads as a symbols; adjective or verbs?
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Homework: Reciprocal Reading Booklet & Spellings
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Session 5 |
Reading Gothic Settings Writing Until it’s Over: home as symbol; positioning adjectives
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Homework: Reciprocal Reading Booklet & Spellings
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Session 6 |
Reading Gothic Characterisation of the Detective / Hero Writing The Wind in The Willows: light and dark; adjectives to personify
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Homework: Reciprocal Reading Booklet & Spellings
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Session 7 |
Reading Characterisation of Villain Writing 1984: Windows and a concept: using adverbs
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Homework: Reciprocal Reading Booklet & Spellings
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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 |
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Life lessons from Legends Session 10 |
Life lessons from Legends Reading Greek Creation Stories |
Homework: Spellings
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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
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Session 12 |
Reading Zoom in on one Greek Story Writing The Book Thief: colour as symbol; single sentence paragraphs |
Homework: Spellings
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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
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Session 14 |
Reading Medusa Poem Analysis Writing The Night Circus: colour symbol; repetition for emphasis |
Homework: Spellings
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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
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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’ |
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Time is ticking… Session 1 |
Time is ticking… In Planning Reading Shakespeare: All The World’s A Stage |
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Session 2 |
Reading Shakespeare: Macbeth Tomorrow, Tomorrow, Tomorrow
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Session 3 |
Reading Poems |
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Curriculum Plan – English Department (AQA) |
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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. |
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Year 8 |
Subject Content |
Homework and Assessments |
Subject Skills and 21st Century Soft Skills |
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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
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Session 2 |
Reading Taming of The Shrew Demonising Strong Women
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Homework: Spellings
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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
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Homework: Spellings
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Session 4 |
Reading Lady Macbeth – Character development in plot and demising of women Comparing women’s characterisations
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Homework: Spellings
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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
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Session 7 |
Reading Gothic Description
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Homework: Spellings
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Session 8 |
Reading Creating Strong Female Protagonist
Writing Windrush Boy: Ships as symbols; starting with a subordinate clause
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Homework: Spellings
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Session 9 |
Reading Developing characterisation in own stories |
Homework: Spellings
Best book: Final draft of Gothic Description |
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Session 10 |
Reading Evaluating the what & evaluating the how
Writing Windrush Boy 2 – concrete as a symbol; starting with a participle verb
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Homework: Spellings
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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 |
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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
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Session 3 |
Reading Creating own detective: characterising
Spoken Language: Speed dating detectives |
Homework: TBC
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Session 4 |
Reading Creating opening to a detective story
Writing Lord of The Flies: fire as a symbol; extended metaphors |
Homework: TBC
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Session 5 |
Reading The Speckled Band – Context & Characterisation and language analysis
Writing Coral Island: the sun as a symbol; listing |
Homework: TBC
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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
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Session 7 |
Reading Characterisation of the Perpetrator – Language Analysis
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Homework: TBC
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Session 8
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Reading Dr Roylott – Evaluating how is he presented as a villain Writing Lessons in Chemistry: weather as a symbol; adjectives to personify |
Homework: TBC |
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Session 9 |
Reading Settings – The Crime Scene Structuring language analysis
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Homework: TBC |
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Session 10 |
Reading Victorian Villains: Selecting information and summarising information Writing Sleeping: Sleep as a symbol; questions |
Homework: TBC |
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Session 11 |
Reading Fears about Duality: Mr Utterson Evaluation and Justifying a point of View
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Homework: TBC |
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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 |
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Session 13 |
Reading Darwin & Physiognomy - The Depiction of Hyde
Language analysis – Big question – why does Stevenson
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Homework: TBC |
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Session 14 |
Reading The Penny Dreadful - Sweeny Todd Language analysis Writing About a Boy: sharks as a symbol; repetition |
Homework: TBC |
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Session 15 |
Reading The String of Pearls – Using structure to create tension Drafting a Penny Dreadful Story |
Homework: TBC |
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Session 16 |
Reading Creating an Effective ending Writing Great Expectations: graveyards as symbols; anaphora
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Homework: TBC
Best book Penny dreadful story final draft |
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Summer: The Course of True Love Never Runs Smooth Session 1 |
Reading
Romeo & Juliet – summarising the plot |
Homework: TBC |
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Session 2 |
Reading Characterisation – Selecting pertinent information |
Homework: TBC |
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Session 3 |
Reading Elements of Shakespearian Tragedies Analysing the prologue and the big idea |
Homework: TBC |
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Session 4 |
Reading Understanding the form of a sonnet and analysing language |
Homework: TBC |
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Session 5 |
Reading The Prince’s Speech – exploration and analysis of semantic fields |
Homework: TBC |
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Session 6 |
Reading Act 1 Scene 1 - Analysing Oxymoron and contrast |
Homework: TBC |
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Session 7 |
Reading Role of Women in Elizabethan England Guided Spoken Language – Morality behind arranged marriage |
Homework: TBC |
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Session 8 |
Reading Language analysis of Juliet as a victim of her time |
Homework: TBC |
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Session 9 |
Reading Act 1 Scene 5 Selecting quotations and analysing effect |
Homework: TBC |
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Session 10 |
Reading The Balcony Scene: extract to whole analysis |
Homework: TBC |
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Session 11 |
Reading Act 2 Scene 3 – Friar Lawrence & Soliloquy Inference & analysis |
Homework: TBC |
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Session 12 |
Reading Act 2 Scene 6 – The wedding – Structure & Foreshadowing
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Homework: TBC |
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Session 13 |
Reading Dual Narrative and its effect
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Homework: TBC |
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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:
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Session 15 |
Reading Love Poetry: Browning’s outlook on Relationships – Comprehension, reasoning and justification |
Homework: TBC |
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Session 16 |
Reading Domestic Violence & My Last Duchess |
Homework: TBC |
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Session 17 |
Reading Domestic Violence - Inference in Oliver Twist |
Homework: TBC |
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Session 18 |
Reading My Last Duchess – Characterisation of the Duke Guided Spoken Discussion – How does Browning Present the Duke Language Analysis & Evaluation of character
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Homework: TBC |
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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 |
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Session 18 |
Reading The Laboratory –Selecting information and making inferences |
Homework: TBC |
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Session 20 |
Reading Comparison of Poet’s Perspectives on Arranged Marriage |
Homework: TBC |
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Session 21 |
Reading LGBTQ – Oscar Wild’s Flower of Love How does the writer present challenges associated with love? |
Homework: TBC |
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Session 22 |
Reading Wilfred Owen & Sassoon’s love letters Selection of key information Structuring letters and cohesion |
Homework: TBC |
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Session 23 |
Reading Virginia Wolf & Vita Sackville West Language Analysis |
Homework: TBC |
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Session 24 |
Reading Comparing experiences of Virginia Wolf/ Vita Sackville West and Owen/ Sassoon and the language used to convey. |
Homework: TBC |
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Curriculum Plan – English Department (AQA) |
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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. |
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Year 9 |
Subject Content |
Homework and Assessments |
Subject Skills and 21st Century Soft Skills |
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Session 1 |
Reading Expose, Challenge, Change Faster reading approach to refugee Boy - reciprocal readers Writing De Monies: understanding perspective; first person narration
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Homework: TBC |
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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
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Homework: TBC |
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Session 3 |
Reading Challenge: How does the writer use the narrative to depict the fight social justice?
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Homework: TBC |
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Session 4 |
Reading Create an empathic response for change: Write a speech based on the thoughts of Alem and his friends Logos, Ethos, Pathos
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Homework: TBC Best book/ Assessment Window 1: Final draft of speech |
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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 |
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Session 6 |
Reading Extract to whole: How does the writer present Alem’s fear? What? How? Why? Planning |
Homework: TBC |
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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 |
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Spring Term Man vs Nature
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Man vs Nature – To Be Planned
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Homework: TBC Assessment Window 2: TBC |
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Summer Term Tragic Heroes Session 1 |
Reading Tragic Heroes Conventions and Structure of Tragedy |
Homework: TBC |
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Session 2 |
Reading What is an anti-hero? Evaluating Othello as the ‘quintessential antihero’? |
Homework: TBC |
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Session 3 |
Reading Anti-hero vs Byronic Hero Analysing the Phantom of the Opera |
Homework: TBC |
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Session 4 |
Reading Creating a Tragic Hero |
Best book: Final draft tragic hero |
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Session 5 |
Reading Characterizing a Machiavellian villain – Exploring Iago and his manipulation of Othello |
Homework: TBC |
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Session 6 |
Reading How does Shakespeare create sympathy for Desdemona, the victim? |
Homework: TBC |
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Session 7 |
Reading Duchess of Malfi – Using structure and plot to evaluate ‘is the Duchess a tragic hero?’
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Homework: TBC |
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Session 8 |
Reading Analysing Language and the characterisation of the Duchess of Malfi |
Homework: TBC |
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Session 9 |
Reading Macbeth – Plot structure retrieval and synthesis |
Homework: TBC |
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Session 10 |
Reading Macbeth Context – the witches and the divine right of Kings |
Homework: TBC |
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Sessions 11 |
Reading Macbeth & Natural Order - analysing Shakespeare’s depiction of nature, order and its link to unnatural actions. |
Homework: TBC |
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Session 12 |
Reading Structure and Ornithological References - analysing the changing attitudes to Macbeth |
Homework: TBC |
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Session 13 |
Reading Kingship – How Shakespeare presents anointed kings? |
Homework: TBC |
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Session 14 |
Reading Spoken Language: A Modern Tragic Hero |
Homework: TBC |
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Curriculum Plan – English Department (AQA) |
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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. |
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Year 10 |
Subject Content |
Homework and Assessments |
Subject Skills and 21st Century Soft Skills |
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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. |
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Session 2 |
An Introduction to An Inspector Calls – Contextual understanding of Edwardian Britain and socialism vs capitalism |
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Session 3 |
The Opening – Analysing the stage directions |
Homework – questions on comprehension and targeted research questions. |
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Session 4 |
Act One – characterisation of the Inspector & Mr Birling |
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Session 5 |
Act One consolidation exam question focus: How does Priestley use dramatic devices to present his concerns about society? |
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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. |
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Session 7 |
Act two – Mrs Birling Exploring women, social status and the status quo |
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Session 8 |
Eric’s Story – How does Priestley use Eric to illicit sympathy for the victim? |
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Session 9
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The Inspector – How does Priestley use the Inspector as a challenging voice? |
Create a character autopsy for a character of your choice. |
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Session 10 |
Structure – The ending. Analysing structure as a method to emphasise Priestley’s message. |
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Session 11 |
Character Analysis Comparing and contrasting characters. |
Dual coding quote work – and writing up a SEIZE the Question paragraph. |
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Session 12 |
Exam style question: To what extent is Eva a powerless victim? Guided consensus discussion. |
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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. |
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Session 2 |
Stave 2 - synthesising information between the ghosts/staves, exploration of Scrooge’s childhood |
Quote explosion and language analysis paragraph practice. |
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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. |
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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. |
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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. |
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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. |
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Session 2 |
Retrieval of Tragic Heroes and introduction of the supernatural and their intention/characteristics/powers Evaluation on structure/form |
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Session 3 |
Hierarchy & the chain of being: Analysis of language to describe Macbeth |
Chain of Being and regicide research. Vocabulary work.
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Session 4 |
Sumptuary Laws & Theme of Appearance / Reality: language to present Macbeth |
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Session 5 |
Writer’s Craft to portray the witches |
Lady Macbeth – guided questions on her portrayal. |
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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 |
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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. |
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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. |
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Session 9 |
Natural Order – analysis of language to emphasise disruption to nature
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Session 10 |
Act 3 Macbeth’s soliloquy – change in character; structuring an analysis; exploration of irony |
Minor characters research grid. |
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Session 11 |
Gender role reversal and the use of imperatives – how is disorder created? |
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Session 12 |
Act 4 Scene 1- Macbeth’s progressive change through use of soliloquy |
Describe hell. |
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Session 13 |
The Murder of the Macduffs – How has Macbeth become irrational |
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Session 14 |
Comparison of the depiction of Kings; Language Analysis & symbolism of birds |
Massolit research task. |
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Session 15 |
Lady Macbeth – verse vs prose – methods used to show her disintegration and revisiting the motif of sleep. |
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Session 16 |
Act 5 Scene 2,3,4 Dwarves in the Elizabethan Court; Male honour; guided writing on comprehension of scenes |
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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 |
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Session 18 |
Restoration of Order Anagnorisis; evaluation – does Macbeth deserve to be reduced to a ‘dead butcher’? |
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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. |
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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. |
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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. |
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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. |
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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.
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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.
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Sessions 1-5 |
Retrieval practice: Set texts motifs, quotations, themes, structure, plot, characterisation. |
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Spoken Language & Poetry Session 1 |
Exposure – power of nature & losing faith
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Massolit lecture – watch and make notes. |
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Session 2 |
Prelude – sublime experience
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Massolit lecture – watch and make notes. |
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Session 3 |
Storm on the Island – needing to adapt
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Massolit lecture – watch and make notes. |
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Session 4 |
Spoken Language: selecting and researching focus Understanding the difference between reliable and unreliable sources of information.
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Homework – Use of questions which have been devised in class to ensure focussed and targeted research. Use reliable sources of information. |
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Session 5 |
Structuring and rehearsing- because, but, so, trailer start, logos, pathos, ethos, language features
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Working on research for speech. |
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Session 6 |
Presentations
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Rehearsing speeches. |
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Sessions 1-6 |
Retrieval practice: Set texts motifs, quotations, themes, structure, plot, characterisation.
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Curriculum Plan – English Department (AQA) |
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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. |
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Year 11 |
Subject Content |
Homework and Assessments |
Subject Skills and 21st Century Soft Skills |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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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. |
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Session 16 |
Macbeth Lightbulb revision 1 Blood / sympathy for Macbeth |
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Activating of prior knowledge. Analysing writer’s craft. Understanding the big ideas. |
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Session 17 |
Macbeth Lightbulb revision 2 Sleep/Lady Macbeth |
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Activating of prior knowledge. Analysing writer’s craft. Understanding the big ideas. |
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Session 18 |
Macbeth Lightbulb revision 3 Plants/Perfect King |
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Activating of prior knowledge. Analysing writer’s craft. Understanding the big ideas. |
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Session 19 |
Narrative / Descriptive Writing |
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Exploring big ideas and developing within a narrative structure. Applying methods to crate cohesions. Applying methods to ensure engagement. Proofreading. |
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Session 20 |
A Christmas Carol Lightbulb revision based on class teacher’s judgment |
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Activating of prior knowledge. Analysing writer’s craft. Understanding the big ideas. |
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Session 21 |
A Christmas Carol Lightbulb revision based on class teacher’s judgment |
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Activating of prior knowledge. Analysing writer’s craft. Understanding the big ideas. |
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Session 22 |
A Christmas Carol Lightbulb revision based on class teacher’s judgment |
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Activating of prior knowledge. Analysing writer’s craft. Understanding the big ideas. |
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Session 23 |
English Language Paper 1 Walking Talk Mock |
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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