English
Vision
At Birchwood, we believe that English is an inspiring and powerful subject. We are passionate about our subject, and we want all of our students to be exposed to a range of different, challenging texts from a variety of time periods. We choose texts that ask interesting questions about the world in which we live, from some of Shakespeare’s most famous plays to more modern texts. Our curriculum is united by the key themes of identity, conflict and power, and we begin exploring these ideas from Year 7. In this way, our students gain a strong foundation in and understanding of the diverse history of English literature, preparing them for the rigours of GCSE study.
We want our students to be able to read fluently and confidently. We aim to empower our students to articulate their ideas with confidence and clarity. We want them to understand how language – their language – has the power to unite or to divide, to empower or to diminish. Ensuring our students have the vocabulary to understand different viewpoints, to challenge ideas and to communicate their own beliefs in an ever-changing world is more important than ever.
Through our curriculum, we also aim to encompass our school’s values of aspiration, knowledge and kindness. These principles play an important part in the texts we choose for our students at Birchwood.
How do we build on what students learn at KS2?
We want to ensure that our students are thoroughly supported in their transition from KS2 to KS3 in English. In order to do this, we are working with local primary schools so that our curriculums complement one another. In Year 7, we purposely prioritise revisiting and rebuilding on the following areas of KS2 study:
- Reading widely and frequently
- Retrieval and inference skills
- Extensive work around vocabulary
- Understanding subject-specific terminology
- Adapting writing for specific audiences and purposes
- Planning, drafting, editing and proof-reading
- Crafting effective sentences, paragraphs and whole texts
- Developing enjoyment of spoken language via opportunities for group discussion, individual presentations and public speaking
How do we cover the KS3 National Curriculum and beyond?
We believe that covering the KS3 National Curriculum is hugely important but we also recognise how crucial it is for students to be exposed to wider knowledge beyond this.
We ensure that we cover the KS3 National Curriculum by:
- Exposing students to a range of texts – both fiction and non-fiction – that cover different time periods and genres. We always strive to choose texts are challenging and that allow students to make comparisons and links between them.
- Introducing rich vocabulary throughout each year and using this to develop our students’ fluency and confidence in reading and writing.
- Teaching the different conventions of different literary genres.
- Developing our students’ reading skills, from prediction and retrieval to making increasingly perceptive inferences about writers’ uses of language.
- Crafting writing for a range of audiences and purposes, from academic essay writing to creative writing.
- Teaching the importance of planning, editing and proof-reading to ensure students’ writing communicates clearly and effectively.
- Promoting discussion, debate and collaboration to help our students’ mastery of spoken language.
- Guiding our students to present their ideas and opinions clearly, formally and confidently.
Beyond the curriculum, we provide:
- Different extra-curricular clubs to promote enjoyment of reading, creative writing, language development and debating.
- A variety of assessment opportunities to allow all students to achieve.
- A range of voices and perspectives to expose our students to different ideas and ways of thinking about the world.
- Creative writing competitions.
- Public speaking competitions.
What do we cover in KS4 and how do we aspire towards KS5?
We ensure that our curriculum revisits concepts and ideas that are covered in KS3 and that more mature topics are dealt with in a sensitive and age-appropriate way. We follow the AQA specifications for English Language and English Literature.
We want to ensure that our students are ready for life beyond KS4 and to aspire to study English Language and/or English Literature at KS5. As part of this, we:
- Cover aspects of literary theory at KS4 to enhance our teaching of set texts.
- Use anthropological theories when teaching viewpoint writing for English Language.
- Teach ambitious writing structures and vocabulary.
- Introduce some writers that students might encounter at advanced level, by using their work for unseen exam practice or as a stimulus for writing, for example.
KS3 Curriculum Overview
| Year | HT1 | HT2 | HT3 | HT4 | HT5 | HT6 |
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7 Self and identity |
Year 7 is based upon the over-arching theme of self and identity. Within this, we consider how writers explore ideas about kindness, integrity, tolerance and prejudice. We encourage our students to ask questions about themselves, their relationships and their place in the world. Year 7 students enhance their critical reading skills and their writing skills whilst building on their primary experience. | |||||
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Key knowledge |
Modern novel: ‘My Sister Lives on the Mantelpiece’
Learning question: can I understand the conventions of effective description? ‘My Sister Lives in the Mantelpiece’ vocabulary list. Subject terminology: context, narrative perspective, protagonist. Literary techniques: metaphor, motif, personification, simile. Word classes. Sentence structures. |
Modern novel and identity poetry
Learning question: can I understand Pitcher’s ideas about identity and relationships in ‘My Sister Lives on the Mantelpiece’? ‘My Sister Lives in the Mantelpiece’ vocabulary list. Subject terminology: line, mood, speaker, stanza. Poetic techniques: imagery; opening, ending, change in mood/ tone. |
Classic novel: ‘Great Expectations’
Learning question: can I understand how Dickens uses the bildungsroman form to explore ideas about identity and relationships in ‘Great Expectations’? ‘Great Expectations’ vocabulary list. Subject terminology: bildungsroman, catalyst, chronological, exposition, grotesque, patriarchal, serialisation. Literary techniques: imagery, listing, repetition, semantic field. |
Classic novel and descriptive writing
Learning question: can I understand the conventions of effective narrative writing? ‘Great Expectations’ vocabulary list. Subject terminology: narrative arc, ‘show, not tell’. Structural techniques: exposition, rising action, climax/dilemma, falling action, resolution. Story types. Word classes. Sentence structures. |
Classic novel and Shakespeare play: ‘A Midsummer Night’s Dream’
Learning question: can I understand how Shakespeare presents struggles with identity and relationships in ‘A Midsummer Night’s Dream’?
‘A Midsummer Night’s Dream’ vocabulary list. Subject terminology: dramatic irony, comedy, farce, parody, pun, rhyming couplet.
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Shakespeare play and viewpoint writing
Learning question: can I understand the conventions of persuasive language? ‘A Midsummer Night’s Dream’ vocabulary list. Subject terminology: Persuasion, point of view, line of argument. Language techniques: alliteration, direct address, emotive language, facts, opinions, rhetorical questions, statistics. Structural techniques: discourse markers, effective openings, topic sentences. Word classes. Sentence structures. |
| Building and revisiting | We use the novel as a way of encouraging students to consider key questions about culture and identity such as ‘Who am I?’ and ‘What are my values?’. We consider issues around prejudice, discrimination and tolerance. The novel is used as a stimulus for creative writing, building on students’ learning from KS2. Students practise planning, drafting, editing and proof-reading. We work together on crafting carefully written paragraphs, reminding students of key language techniques and introducing new vocabulary. | Students continue developing their critical reading skills, building on their learning from KS2. They practise prediction, summarising and retrieval skills, and develop their inferences. We introduce some poetry linked to identity and remind students of poetic techniques. We reinforce core knowledge on the KO and revisit the vocabulary acquired in HT1. |
We continue to explore the theme of self and identity through ‘Great Expectations’, using the novel to consider our place in society and how we navigate the world around us. Students explore the social and historical context of the novel. Students develop their critical reading skills, building on HT1 and HT2 as well as considering characterisation and conventions of the bildungsroman form. We continue to work on inferences and begin to craft thoughtful analytical paragraphs. We introduce some new subject terminology, literary techniques, and a new vocabulary list.
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Students continue developing their critical reading skills, building on their learning from KS2. We consider the overall structure of the novel and use this as a basis for narrative writing. We work on the components of narrative writing and writing effective openings. We reinforce core knowledge on the KO and revisit the vocabulary acquired in HT3. |
After finishing ‘Great Expectations’, we progress to our Shakespeare play and consider how characters struggle to assert themselves and define their identity in society. Students explore dramatic devices and conventions of Shakespeare’s comedies and consider how Shakespeare was influenced by Elizabethan society’s beliefs and structures. We introduce a new vocabulary list and revisit previous core vocabulary from HT1/2 and HT3/4. |
We use ‘A Midsummer Night’s Dream’ as a springboard for persuasive speaking and writing, building on students’ learning from KS2. Students explore different language and structural techniques for writing persuasively. We reinforce core knowledge on the KO and revisit the vocabulary acquired in HT5.
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| Assessment |
RAP: Descriptive writing based on personal experience.
Descriptive writing based on setting. |
RAP: Analysis of character in an extract.
Analysis of character in an extract and across the novel. |
RAP: Analysis of character in an extract.
Year 7 KAST 1: knowledge, vocabulary and creative writing. |
RAP: Analysis of characterisation across the novel.
Descriptive writing based on setting and atmosphere. |
RAP: Narrative writing based on a dangerous and difficult situation. Analysis of character in the opening scenes of the play. |
RAP: Persuasive writing based on identity.
Year 7 KAST 2: knowledge, vocabulary and reading critically. |
| Year | HT1 | HT2 | HT3 | HT4 | HT5 | HT6 |
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8 Conflict
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Year 8 is centred upon the theme of conflict. We consider how writers from different times and contexts have explored this theme, from characters experiencing inner conflict to the effects of war upon individuals and society. We encourage discussion about compassion, morality and injustice. Year 8 students continue to develop their critical reading and writing skills as they progress from Year 7. Each half term, we layer new knowledge and vocabulary over core Year 7 knowledge and vocabulary so that students repeatedly revisit prior learning. | |||||
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Key knowledge |
Modern novel: ‘The Book Thief’ and creative writing Learning question: can I understand how to craft an effective narrative voice? ‘The Book Thief’ vocabulary list. Subject terminology: retrieval of core terms from Year 7. Literary techniques: retrieval of core terms from Year 7. Word classes. Sentence structures. Story types. |
Modern novel Learning question: can I understand Zusak’s messages about the effects of conflict in ‘The Book Thief’? ‘The Book Thief’ vocabulary list. Subject terminology: antagonist, chronological/ non-chronological, frame narrative Literary techniques: foreshadowing, imagery, symbolism. |
Classic literature: the Gothic tradition Learning question: can I understand the conventions of the Gothic genre? Gothic literature and conflict poetry vocabulary list. Subject terminology: anti-hero, suspense, tension; retrieval of core terms from Year 7. Literary techniques: pathetic fallacy; retrieval of core terms from Year 7. Structural techniques: flashback, flashforward; retrieval of core terms from Year 7. Word classes. Sentence structures. |
Conflict poetry Learning question: can I understand how poets explore aspects of conflict across a range of poems?
Gothic literature and conflict poetry vocabulary list. Subject terminology: persona, tone; retrieval of core terms from Year 7. Poetic techniques: enjambment, juxtaposition, refrain; retrieval of core terms from Year 7.
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Conflict poetry Shakespeare play: ‘Romeo and Juliet’ Learning question: can I understand how Shakespeare presents ideas about conflict in ‘Romeo and Juliet’? ‘Romeo and Juliet’ vocabulary list. Subject terminology: foil, monologue, soliloquy, tragedy, prologue, sonnet. Literary techniques: oxymoron, retrieval of core terms from Year 7.
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Shakespeare play and viewpoint writing Learning question: can I understand how to craft an effective persuasive text? ‘Romeo and Juliet’ vocabulary list. Subject terminology: persona, retrieval of core terms from Year 7. Language techniques: anecdote, hyperbole, repetition; retrieval of core terms from Year 7. Structural techniques: counter argument, short sentences; retrieval of core terms from Year 7. Word classes. Sentence structures.
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Building and revisiting |
We use the novel as a way of encouraging students to consider key questions for Year 8, such as ‘How does war affect the individual?’ and ‘How does it affect humanity?’ We consider issues such as duality and bravery. We also consider the power of books to inspire, comfort and save. The novel is used as a stimulus for narrative writing, building on students’ learning from Year 7. We encourage students to think about what a writer is trying to suggest or create whenever they read a text, and to make thoughtful choices about how they can engage their reader whenever they write. We introduce new language techniques and vocabulary. |
Students continue developing their critical reading skills and inferences. They explore the social and historical context of 1940s Nazi Germany, and Zusak’s intentions behind his novel. Students begin to craft more developed responses to questions. We reinforce core knowledge on the KO and revisit the vocabulary acquired in HT1. |
Students read extracts from pre-20th century novels, focusing on how conflict manifests itself in individuals in different ways. Students learn about conventions of the Gothic genre and use this as a basis for narrative writing. We introduce some new subject terminology, literary and structural techniques, and a new vocabulary list. |
We study a range of poems united by the theme of conflict. We introduce students to more poetic techniques and encourage them to compare poems. We revisit the vocabulary acquired in HT3. | We use our study of ‘Romeo and Juliet’ to reflect upon the victims and consequences of conflict. We consider how characters struggle with fate and the constraints of the world in which they live. Students explore further dramatic devices and conventions of Shakespeare’s tragedies and consider how Shakespeare reflects contemporary ideas about masculinity and patriarchy . We introduce a new vocabulary list and revisit previous core vocabulary from HT1/2 and HT3/4. | Using our Shakespeare play as a stimulus, students explore further persuasive techniques and structural techniques for building a convincing argument. We reinforce core knowledge on the KO and revisit the vocabulary acquired in HT5. |
| Assessment |
RAP: Narrative writing based on ‘The Book Thief’. Narrative writing based on the theme of bravery. |
RAP: Analysis of the writer’s use of language in an extract. Analysis of a theme in an extract and the novel as a whole. |
RAP: Narrative writing: a Gothic story. Year 8 KAST 1: knowledge, vocabulary and creative writing |
RAP: Creative writing: own poetry. Poetry: analysis of a chosen poem. |
RAP: Poetry: comparison of two poems. Analysis of a theme in the play. |
RAP: Persuasive writing based on conflict. Year 8 KAST 2: knowledge, vocabulary and reading critically. |
| Year | HT1 | HT2 | HT3 | HT4 | HT5 | HT6 |
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9 Power
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In Year 9, we explore power as a concept and link to students’ earlier exploration of identity and conflict. By studying voices from very different times and contexts, we consider how and why people exert power over others. We consider the effects of inequality, corruption and tyranny. We also consider how knowledge can be used to empower as well as manipulate individuals. As the year progresses and students move towards GCSE, they deepen their understanding of literary traditions and genres, and critical reading and writing skills. Each half term, we layer new knowledge and vocabulary over previous knowledge and vocabulary acquisition from Years 7 and 8 so that students repeatedly revisit prior learning. | |||||
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Key knowledge |
Modern novel: ‘Animal Farm’ Learning question: can I understand how Orwell criticises power in ‘Animal Farm’? ‘Animal Farm’ vocabulary list. Subject terminology: allegory, allusion, anthropomorphism, cyclical structure, dystopia, fable, foil, rhetoric, satire. Literary techniques: pathetic fallacy, pathos, semantic field. |
Modern novel and persuasive writing Learning question: can I understand how to craft a convincing and persuasive argument? ‘Animal Farm’ vocabulary list. Subject terminology: retrieval of core terms from Years 7 and 8. Language techniques: allusion, imperative, inclusive pronouns, modal verbs, rule of three; retrieval of core terms from Years 7 and 8. Structural techniques: anaphora, cyclical structure, one sentence paragraph ; retrieval of core terms from Years 7 and 8. Word classes. Sentence structures. |
Shakespeare play: ‘Othello’ Learning question: can I understand how Shakespeare explores ideas about power and powerlessness in ‘Othello’? ‘Othello’ vocabulary list. Subject terminology: fatal flaw, Jacobean tragedy, tragic hero; retrieval of core terms from Years 7 and 8. Literary techniques: pathos, semantic field; retrieval of core terms from Years 7 and 8. |
Shakespeare play and creative writing Learning question: can I understand the conventions of Shakespearean tragedy through ‘Othello’? ‘Othello’ vocabulary list. Subject terminology: retrieval of core terms from Years 7 and 8. Language techniques: pathetic fallacy, semantic field; retrieval of core terms from Years 7 and 8. Structural techniques: anaphora, cyclical structure, foreshadowing, withholding information. Story types. Word classes. Sentence structures.
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Shakespeare play: ‘Othello’ Powerful Voices Learning question: can I understand how writers explore power and powerlessness across a range of genres and contexts? ‘Powerful Voices’ vocabulary list. Retrieval of all core KS3 knowledge and vocabulary. |
Powerful Voices and viewpoint writing Learning question: can I understand how writers explore power and powerlessness across a range of genres and contexts? ‘Powerful Voices’ vocabulary list. Retrieval of all core KS3 knowledge and vocabulary.
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| Building and revisiting |
Students will examine the social and historical context surrounding ‘Animal Farm’ and engage with Orwell’s ideas and messages about power. We consider how Orwell’s writing exposes tyranny and humanity’s tendency to exploit and oppress others. We discuss key questions for Year 9, such as how and why people exert power over others. We also consider the power of knowledge and language – how they can be a tool for good but also great harm. Students begin to craft more independent and developed responses to essay questions and see texts as conscious constructs – as vehicles for writers to express thoughts, concerns and warnings about society. We introduce new language techniques and vocabulary. |
Using our novel as a springboard, students explore further persuasive techniques and structural techniques for creating a convincing and sustained argument. We encourage students to write with a specific audience in mind and to make deliberate and informed choices about how they can engage them. We reinforce core knowledge on the KO and revisit the vocabulary acquired in HT2. |
We use our study of ‘Othello’ to understand how and why people disempower others. Again, we reflect on how – in a very different context – knowledge and language can be manipulated to achieve power over others. We assess how Shakespeare represents attitudes to people from different cultures and explore beliefs and prejudice in the Jacobean era. Students explore further dramatic devices and concepts – such as the malcontent character type and Machiavellianism – and gain a deeper understanding of Shakespearean tragedy. We build on the essay writing skills introduced in HT1 and we introduce a new vocabulary list. | We continue to critically read ‘Othello’ and use it as a stimulus for narrative writing, building on students’ learning from previous years. We introduce new language and structural techniques and revisit the vocabulary acquired in HT3. | Students are exposed to a range of different voices and genres from very different contexts. We read extracts from novels, short stories, poetry, essays and non-fiction, and we practise a range of skills from critical reading to academic, creative and viewpoint writing. We introduce a new vocabulary list but also revisit core vocabulary from Years 7 to 9. Core knowledge from KS3 is embedded in this term, in preparation for GCSE. | Students continue to study different ‘powerful voices’ such as William Blake, Edgar Allan Poe, Susan Hill, Carol Ann Duffy and Rupi Kaur and we introduce students to some of the ideas they will encounter in Year 10, such as social inequality, guilt and the supernatural. We reinforce core knowledge on the KO and revisit the vocabulary acquired in HT5, as well as all KS3 knowledge and vocabulary. |
| Assessment |
RAP: Analysis of how a writer presents a specific character in an extract. Analysis of how a writer presents a specific theme in an extract and the novel as a whole. |
RAP: Persuasive writing based on a character in the novel. Persuasive writing based on a topic of students’ own choice. |
RAP: Analysis of how the writer presents the relationship between two characters. Year 9 KAST 1: knowledge, vocabulary and viewpoint writing |
RAP: Analysis of how the writer presents the relationship between two characters. Analysis of how a writer presents a specific character in an extract and the play as a whole. |
RAP: Creative writing based on ‘Othello’.
Analysis of the writer’s use of language in an extract. |
RAP: Persuasive writing based on power.
Year 9 KAST 2: knowledge, vocabulary and reading critically. |
KS4 Curriculum Overview
| Year | HT1 | HT2 | HT3 | HT4 | HT5 | HT6 | |||||
| Each half term, we layer new knowledge and vocabulary over previous knowledge and vocabulary acquisition from KS3 so that students repeatedly revisit prior learning. | |||||||||||
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10 AQA English Language and Literature |
English Literature: ‘A Christmas Carol’ English Language: Paper 2 Learning question: can I understand how Dickens uses his novel to voice his criticisms about Victorian society? |
English Literature: ‘A Christmas Carol’ English Language: Paper 2 Learning question: can I understand Dickens’ purpose and intentions behind Scrooge’s transformation in ‘A Christmas Carol’?
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English Literature: ‘Power and conflict’ poetry English Language: Learning question: can I understand how poets communicate ideas about war and power in poems from different contexts?
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English Literature: ‘Power and conflict’ poetry English Language: Learning question: can I understand how poets communicate ideas about memory, nature and identity in poems from different contexts? |
English Literature: ‘Macbeth’ English Literature: unseen poetry Learning question: can I understand how Shakespeare uses his play to reflect the ideas and concerns of Jacobean society in ‘Macbeth’? |
English Literature: ‘Macbeth’ English Literature: unseen poetry Learning question: can I understand Shakespeare’s purpose and intentions behind Macbeth’s downfall in ‘Macbeth’?
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| Key knowledge |
English Literature Paper 1 – Shakespeare and the 19th century novel Section B – ‘A Christmas Carol’: Vocabulary list, text, context, characters, themes. Retrieval of previous terminology and techniques, and the teaching of key terms such as allegory and morality tale. Introduction to English Language Paper 1 style questions. English Language Paper 2 – Writers’ Viewpoints and Perspectives Section A – reading: Vocabulary list. Retrieval of previous terminology and techniques, and the teaching of key terms such as irony and bigger ideas such as altruism. |
English Literature Paper 2 – Modern texts and poetry Section B – ‘Power and conflict poetry’: Vocabulary list, poems, contexts, ideas and themes, links. Retrieval of previous terminology and techniques, and the teaching of key terms such as assonance, extended metaphor and caesura. English Language Paper 2 – Writers’ Viewpoints and Perspectives Section A – reading and Section B – writing. Vocabulary list. Retrieval of previous terminology and techniques, and the teaching of key terms such as irony and bigger ideas such as altruism. Creating a convincing persuasive text. (Revisit HT1 and HT2). |
English Literature Paper 1 – Shakespeare and the 19th century novel Section A – ‘Macbeth’: Vocabulary list, text, context, characters, themes. Retrieval of previous terminology and techniques, and the teaching of key terms such as hamartia and hubris. Introduction to English Language Paper 1 style questions. English Literature Paper 2 – Modern texts and poetry Section C – Unseen poetry (revisiting HT3 and HT4)
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| Building and revisiting |
English Literature: Critical reading skills. Literal and inferential comprehension. Evaluation of writers’ language choices. Writing effectively about literature: academic essay writing skills. English Language: Critical reading and comprehension. Summary and synthesis. Evaluation of writers’ language. Comparing how writers communicate their viewpoints and perspectives. |
English Literature: Critical reading skills. Literal and inferential comprehension. Evaluation of writers’ language choices. Comparing texts. Writing effectively about literature: academic essay writing skills. English Language: Critical reading and comprehension. Summary and synthesis. Evaluation of writers’ language. Comparing how writers communicate their viewpoints and perspectives. Writing for impact.
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English Literature: Critical reading skills. Literal and inferential comprehension. Evaluation of writers’ language choices. Writing effectively about literature: academic essay writing skills. |
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| Assessment |
RAP: How does Dickens present Scrooge as an outsider in this extract? How has Dickens explored ideas about (theme? in the novel so far? |
RAP: How does Dickens use the ghosts to change Scrooge’s attitude and behaviour? English Language Paper 2 Questions 1-3. |
RAP: Poetry comparison. Year 10 KAST 1: English Literature – ‘A Christmas Carol’ |
RAP: Compare how poets present the ways people are affected by difficult experiences in ‘Remains’ and in one other poem from ‘Power and conflict’. |
RAP: Starting with this extract, how does Shakespeare present Macbeth as a conflicted character? Analysis of characters in ‘Macbeth’. |
RAP: Persuasive speech. Year 10 KAST 2: English Literature – ‘A Christmas Carol’/ ‘Macbeth’ and ‘Power and conflict’ poetry |
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| Year | HT1 | HT2 | HT3 | HT4 | HT5 | ||||||
| Each half term, we layer new knowledge and vocabulary over previous knowledge and vocabulary acquisition from KS3 and Year 10 so that students repeatedly revisit prior learning. | |||||||||||
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11 AQA English Language and Literature |
English Language: Paper 2 Learning question: can I understand how to writers use different methods to communicate their viewpoint? Can I understand how to communicate my own convincing viewpoint? |
English Literature: ‘An Inspector Calls’ Learning question: can I understand how Priestley uses his play to reflect his ideas about post-war society? |
English Language: Paper 1 Learning question: can I understand how to writers use different methods when writing creatively? Can I understand how to craft my own convincing narrative writing? |
English Language: Paper 1 Revision and exam practice Learning question: can I understand the requirements for each component for the exam? Can I understand how to make perceptive inferences? Can I understand how to craft effective writing – creative, persuasive and analytical? |
Revision and exam practice Learning question: can I understand the requirements for each component for the exam? Can I understand how to make perceptive inferences? Can I understand how to craft effective writing – creative, persuasive and analytical? |
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Key knowledge
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English Language Paper 2 – Writers’ Viewpoints and Perspectives Section A – reading and Section B – writing. Vocabulary list. Retrieval of previous terminology and techniques, and the teaching of key terms such as irony and bigger ideas such as altruism. Crafting and sustaining convincing persuasive texts. (Revisit Year 10 HT1/2 and HT3/4). NEA: Spoken Language |
English Literature Paper 2 – Modern texts and poetry Section A – ‘An Inspector Calls’: Vocabulary list, text, context, characters, themes. Retrieval of previous terminology and techniques, and the teaching of key terms such as real time and well-made play. Recap of English Language Paper 1 style questions. |
English Language Paper 1 – Explorations in Creative Reading and Writing Section A – reading and Section B – writing. Vocabulary list. Retrieval of previous terminology and techniques, and the teaching of key terms such as intensifier, zoomorphism and shifts in tense/ mood/ focus/ narrative perspective. Crafting and sustaining convincing descriptive and narrative responses. |
English Language Paper 1 – Explorations in Creative Reading and Writing Section A – reading and Section B – writing. Vocabulary list. Retrieval of previous terminology and techniques, and the teaching of key terms such as intensifier, zoomorphism and shifts in tense/ mood/ focus/ narrative perspective. Crafting and sustaining convincing descriptive and narrative responses. Revision and exam practice |
Revision and exam practice |
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| Building and revisiting |
English Language: Critical reading and comprehension. Summary and synthesis. Evaluation of writers’ language. Comparing how writers communicate their viewpoints and perspectives. Producing clear and coherent persuasive texts. Writing for emotional impact. Spoken Language NEA: Presenting information and ideas. Responding to spoken language. Using spoken Standard English. |
English Literature: Critical reading skills. Literal and inferential comprehension. Evaluation of writers’ language choices. Writing effectively about literature: academic essay writing skills. |
English Language: Critical reading and comprehension. Evaluation of writers’ language. Producing clear, coherent and imaginative responses. Writing for creative impact. |
English Language: Critical reading and comprehension. Evaluation of writers’ language. Producing clear, coherent and imaginative responses. Writing for creative impact. All knowledge and skills. |
All knowledge and skills. |
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| Assessment |
RAP: English Language Paper 2 Section A Year 11 Mock 1: English Language Paper 2 NEA: Spoken Language |
RAP: Mr Birling says, ‘…a man has to mind his own business and look after himself and his own’. How far does Priestley present Mr Birling as a man who cares only for himself and his family at the start of the play? How does Priestley present selfishness and its effects in ‘An Inspector Calls’? |
RAP: English Language Paper 1 Section A |
RAP: Year 11 Mock 2: English Language Paper 1; English Literature – ‘An Inspector Calls’ Teacher assessed and self/ peer assessed timed past questions: ‘Macbeth’. Teacher assessed and self/ peer assessed timed past questions: responding to unseen poetry. Teacher assessed and self/ peer assessed timed past questions: ‘A Christmas Carol’. |
RAP: Teacher assessed and self/ peer assessed timed past questions: ‘Power and conflict’ poetry. Teacher assessed and self/ peer assessed timed past questions: English Language – Paper 1. Teacher assessed and self/ peer assessed timed past questions: ‘AIC’. Teacher assessed and self/ peer assessed timed past questions: English Language – Paper 1. Teacher assessed and self/ peer assessed timed past questions: Paper 2. Teacher assessed and self/ peer assessed timed past questions: Papers 1 and 2. |
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