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English Language is the study of language and its importance in today’s society. Focusing on literacy skills and the ability to communicate confidently and fluently in reading, writing and speaking activities. Creativity and critical thinking encourage independent thinking and debate skills

Year 7	Term 1	Term 2	Term 3
Key Topic:	Quest – myths, fairy tales and modern texts “A Christmas Carol” play script	Class Reader Creative Skills – Spoken Language skills and Writing to describe	Poetry from different cultures and traditions Class Reader
New Knowledge:	Learn about how heroes are presented Learn about how language choices create themes, ideas and feelings Learn how to make inferences about the structure of short stories Learn how to express critical opinions Learn about the significance and impact of myths and mythology Learn about the characterisation of Scrooge Learn how to evaluate language to present biased perspective Learn about the structure of a play Learn how to compare prose and drama texts Learn about what life was like in Victorian England, such as: inequality, poverty, class divide Learn biographical details about Charles Dickens	Learn about the characterisation of Felix Learn about how language choices create themes, ideas and feelings Learn how to make inferences about the structure of a novel Learn how to express critical opinions Learn what life was like in World War Two and for people who are discriminated against Learn about the significance and impact of context on our understanding of a text Learn about the characterisation of Felix Learn about how language choices create themes, ideas and feelings Learn how to make inferences about the structure of a novel Learn how to express critical opinions Learn what life was like in World War Two and for people who are discriminated against Learn about the significance and impact of context on our understanding of a text	Learn how to examine language choices that reflect identity such as: dialect, non-Standard English Learn about the structure of poems Learn about what life was like in different cultures and about their different beliefs Learn about colonial and post –Empire Britain Learn biographical details about John Agard, Grace Nicolas Learn about how heroes are presented in modern texts Learn about how language choices create themes, ideas and feelings Learn how to make inferences about the structure of a novel Learn about genre conventions Learn how to express critical opinions Learn about the significance and impact of context on our understanding of a text
Previous Knowledge Required:	Inference and decoding of older fiction texts Creating narrative structure – sequencing a story for effect Methods of storytelling from KS2 including mythological archetypes Focus on narrative voice Expressing understanding of what has been read Building empathy skills focusing on character actions and behaviours	Comprehension of plot, character, motivation, setting Awareness and understanding of word classes Using sentence structures for effect Planning writing to describe setting / character / atmosphere Proofread for expression, tenses and spelling	Identifying and discussing themes across a text Awareness and understanding of word classes Discussion and exploration of similes and metaphors Identifying how structure adds to the meaning of a text How writer’s experiences impact writing
New Skills:	Use of evidence to support inferences and predictive skills Analysis of language: identifying techniques, annotation and analysis of imagery, narrative voice and presentation of heroes and villains How to structure an analytical response: use of topic sentences and careful selection of textual details Comparative skills: focusing on how feelings and attitudes are presented Form: focus and exploration of the structure of myths, short stories and play scripts Contextual linking: life in Greek mythology Contextual linking: presentation of gender in texts and across time Genre: identify and analyse use of genre conventions Research – word meanings, etymology Use of effective evidence to support inferences and predictive skills Analysis of language: annotation and analysis of imagery Analysis of language: biased perspective and presentation of Scrooge How to structure an analytical response: use of topic sentences and careful selection of textual details Comparative skills: focusing on how feelings and attitudes are presented across a text Form: focus and exploration of the structure of myths, short stories and play scripts Contextual linking: life in Victorian England Genre: identify and analyse use of play conventions Research – word meanings, etymology Writing to persuade using persuasive techniques (GRIPPER 3P) Writing for a variety of different purposes and audiences and perspectives Extending punctuation knowledge and application	Use of effective evidence to support inferences and predictive skills Inference of feelings and emotions Analysis of language: annotation and analysis of imagery and narrative voice How to structure an analytical response: use of topic sentence How to structure an analytical response: comment / exploration of a writer’s intention Form: focus and exploration of the structure of a novel Genre: identify and analyse use of genre conventions Research – word meanings, etymology Descriptive writing skills: focusing on planning and organising ideas to adapt to audience and purpose Descriptive writing skills: focusing on use of simile, metaphor and alliteration Consolidation of sentences structures: focus on comma splicing Punctuation: accuracy of speech punctuation Structure: focus on use of prepositional phrases Structure: focus on complex sentences Communication skills: focus on clarity of verbal instructions Communication skills: working as part of a team, effective listening skills	Analysis of language: annotation and analysis of feelings and emotions and narrative voice How to structure an analytical response: focus on developed examination of writer’s presentation of character and expressing critical views to create a debate Contextual linking: exploration and examination of issues such as: immigration, multi-cultural Britain, colonialism, ethnicity, traditions Contextual linking: examination of the significance of context on a text, such as: identity, power, prejudice, social injustice, discrimination, isolation Form: focus and exploration of the structure of poems Genre: identify and analyse use of genre conventions Use of effective evidence to support inferences and predictive skills Inference and exploration of feelings and emotions Analysis of language: annotation and analysis of characterisation and narrative voice How to structure an analytical response: focus on use of topic sentences and linking ideas to the task How to structure an analytical response: focus on developed examination of writer’s presentation of character Form: focus and exploration of the structure of a novel Genre: identify and analyse use of genre conventions Research – word meanings, etymology
Links to the School Curriculum:	Drama Year 7 -History Of Theatre e.g.) Greeks M.F.L. Year 7 - Word classes	PSHCE	Geography Year 7 – Cities and Immigration
Independent Activities:	Read other Myths and Legends stories: “Percy Jackson and the Lightning Thief”, “Who Let the Gods out?”, “Underworld”, “Arthur – The Seeing Stone”. Watch any of the Percy Jackson movies. Read any other texts by Charles Dickens e.g.) the short story “The Signalman”. Texts inspired by “A Christmas Carol”: “The Miracle of Ebenezer Street”, “The Last of the spirits”. Read “When Hitler stole pink rabbit” – Judith Kerr
Web Links:	Summaries of 6 stories inspired by 'A Christmas Carol' https://bookriot.com/a-christmas-carol-retellings/https://www.english-heritage.org.uk/learn/story-of-england/victorian/	https://www.morrisgleitzman.com/https://home.oxfordowl.co.uk/kids-activities/creative-writing/	https://literature.britishcouncil.org/writer/john-agard https://literature.britishcouncil.org/writer/grace-nichols

Year 8	Term 1	Term 2	Term 3
Key Topic:	Non – fiction Survival Class Reader – “Stone Cold” by Robert Swindells	Villains in literature “Noughts and Crosses” play script	Cultural identity – poetry focus ‘Welcome to Victorian Society’
New Knowledge:	Learn about language use in non-fiction texts Learn about biased perspective Learn about the purpose, impact and value of non-fiction texts Learn about resilience and survival Learn about the experiences of people during World War II during The Blitz Learn about the Arctic expeditions Learn about how heroes and villains are presented Learn about how language choices create themes, ideas and feelings Learn how to make inferences about the structure of a novel Learn about genre conventions Learn how to express critical opinions Learn about the significance and impact of context on our understanding of a text Learn about the issues, prejudices and stigma surrounding homelessness and homeless people	Learn about the characterisation of heroes and villains across a range of texts and genres Learn about the characterisation of Richard III Learn about how language choices create biased perspective Learn how to make inferences about the structure of a Shakespearian tragedy Learn how to express critical opinions and judgements based about historical figures Learn what life was like in Renaissance England and male abuse of power and corruption Learn about the significance and impact of context on our understanding of a text Learn about the characterisation of ‘star crossed lovers’ Learn about the differences between a novel and a play script Learn about dramatic techniques Learn about dystopia texts Learn about social hierarchy and segregation Learn what life is like for people discriminated due to their culture or ethnicity Learn about the significance and impact of context on our understanding of a text	Learn about the Romantic Literary time periods Learn how to examine poetic language features Learn about the effect of structure of poems Learn about effective research skills Learn about effective presentation skills Learn about what life was like in different time periods Learn biographical details about Masefield, Wordsworth, Keats and Browning Learn about the impact of the Victorian Era on our lives today (inventions, innovations etc.) Learn about the association of Leamington Spa with elephants Learn about social mobility through class divide and hierarchy Learn how children were treated during the Victorian Era Learn about ideas surrounding The British Empire Learn about Victorian attitudes focusing on identity, power and sense of home
Previous Knowledge Required:	Understanding and decoding of older fiction texts and language change Creating narrative structure – sequencing a story for effect Methods of storytelling from KS2 including mythological archetypes and Year 7 Quest SoW Focus on narrative voice from Year 7 “Once”, “A Christmas Carol” play script, Class Reader	Students should be able to understand the essentials of drama performance from Year 7 “A Christmas Carol” play script Knowledge of how to decode older texts Understanding of the impact of context on a text Understanding of how to structure essays using PETAL	Identifying and discussing themes across a text (all Year 7 SoW) Discussion and exploration of similes and metaphors from Year 7 and KS2 Identifying how structure adds to the meaning of a text (all Year 7 texts) Understanding of the impact of context on a text (Year 7 Poetry) How writer’s experiences impact writing (all Year 7 SoW) Understanding of how to structure essays using PETAL (Year 7 SoW)
New Skills:	Use of precise evidence to support inferences and predictive skills Analysis of language: identifying techniques and annotation Analysis of language: focus on persuasive techniques How to structure an analytical response: use of topic sentences, careful selection of textual details and expanding ideas about the effect on the reader Comparative skills: focusing on how feelings and attitudes are presented in a precise way Form: focus on PAF (Purpose, Audience, Format) of non-fiction texts Contextual linking: life in WWII and The Blitz Contextual linking: learn about the challenges of Artic expeditions Genre: identify and analyse use of genre conventions of non-fiction texts Research – word meanings, etymology Use of precise effective evidence to support inferences and predictive skills Building empathy skills focusing on character actions and behaviours to offer critical responses Analysis of language: annotation and analysis of imagery Analysis of language: biased perspective and the effects of dual narration How to structure an analytical response: use of topic sentences, careful selection of textual details and expanding ideas about the effect on the reader Form: focus and exploration of the structure of modern novels (handling of time) Contextual linking: life for homeless people Contextual linking: issues regarding the armed forces Research – word meanings, etymology Writing for a variety of different purposes and audiences (letter writing, diary entries) Extending punctuation knowledge and application	Use of precise evidence to support inferences and predictive skills Analysis of language: identifying techniques and annotation Analysis of language: focus on imagery and emotive words How to structure Comparative skills: focusing on how villains are presented in different texts (e.g. childhood stories, fantasy stories) Form: focus on biased narration and genre conventions to manipulate the reader Contextual linking: life in Elizabethan England Contextual linking: learn about The War of The Roses Genre: identify and analyse use of genre conventions of Young Adult fiction and introduction to Shakespearian tragedy Research – word meanings, etymology Use of precise effective evidence to support inferences and predictive skills Building empathy skills focusing on character actions and behaviours to offer critical responses Analysis of language: annotation and analysis of imagery Analysis of language: biased perspective and the effects of emotive language How to structure an analytical response: use of topic sentences, careful selection of textual details and expanding ideas about the effect on the audience Form: focus and exploration of the use of play conventions Contextual linking: issues surrounding racism and prejudice Contextual linking: issues regarding young people – rebellion, political conflict Research – word meanings, etymology Writing critical responses and beginning to develop evaluation skills	Analysis of language: annotation and analysis of feelings and emotions and poet’s perspective How to structure an analytical response: focus on developed examination of writer’s use and effect of imagery How to structure a persuasive response: application of persuasive techniques Contextual linking: introduction to Romantic Era Contextual linking: examination of the significance of context on a text, such as: identity, power, prejudice, social injustice, discrimination, isolation Form: focus and exploration of the structure of poems – especially sonnet form, rhyme and rhythm, iambic pentameter Creative thinking: poetry writing Critical thinking: presentation skills Analysis of language: annotation and analysis of feelings and emotions to reveal Victorian attitudes How to structure an analytical response: focus on developed examination of writer’s use and effect of language and structure Contextual linking: introduction to Victorian England (through social issues, literature, art, lifestyle) Contextual linking: examination of the significance of context on a text, such as: duty, loyalty, poverty, treatment of children, gender Form: focus and exploration of the structure of a range of texts Creative thinking: poetry writing, monologue, writing to describe Critical thinking: presentation skills on persuasive task
Links to the School Curriculum:	Geography Year 7 – Slums in Mumbai and Population	Drama Year 8 – Melodrama Year 10 – “Noughts and Crosses” History Year 7 - Tudors	History Year 8 – Jack The Ripper and The Industrial Revolution
Independent Activities:	Watch a Bear Grylls documentary. Read any other novels by Robert Swindells: “Room 13”, “Abomination”, “Daz 4 Zoe”. Novels on homelessness: “Trash” by Any Mulligan, “Find Layla” by Meg Elison, “Now is the time for running” by Michael Williams, “On the come up” by Angie Thomas.	Read any of the texts mentioned before looking at “Richard” III – e.g.) The Harry Potter novels, The Hobbit, watch “Jungle Book”, “Peter Pan”, “Matilda”, read a Marvel comic e.g.) Black Panther. Read the novel “Noughts and Crosses or the rest of the series: “Knife Edge”, “Checkmate”, “Double Cross”, “An Eye for an Eye”, “Endgame”, ”Crossfire”.	Research another Romantic Poet: John Clare, Ben Johnson, Elizabeth Barrett Browning, Emily Dickinson, Robert Frost, Christina Rossetti, Edgar Allan Poe. Watch “Oliver”, “Oliver Twist” or the BBC series “Dodger” (available on iPlayer).
Web Links:	Watch video clips on Scott’s Artic expedition: https://bookriot.com/a-christmas-carol-retellings/ Documentary on Great Explorers https://www.shelter.org.uk/	https://www.morrisgleitzman.com/https://www.shortlist.com/news/the-greatest-villains-of-literature https://www.malorieblackman.co.uk/noughts-and-crosses-2/	https://literature.britishcouncil.org/writer/john-agard https://literature.britishcouncil.org/writer/grace-nichols

Year 9	Term 1	Term 2	Term 3
Key Topic:	Gothic Literature War Poetry – predominantly World War One Poetry	“Romeo and Juliet” by Shakespeare “The Invisible Man” by H. G. Wells	The Power of Language “Of Mice and Men” by John Steinbeck
New Knowledge:	Learn about how gothic texts use supernatural elements, present gender roles, present the conflict between good and evil in older and modern texts Learn about how language choices create atmosphere, setting and extreme emotions Learn how to make inferences about characters and tropes of a gothic text Learn how to express critical opinions Learn about the significance and impact of gothic genre on our understanding of a text Learn about the context of World War One and the features of Modern Literature Learn how to examine poetic language features including: caesura, enjambment Learn about the effect of structure of poems Learn about effective research skills Learn about what life was like in different time periods and about different beliefs Learn biographical details about Owen, Pope, McCrae, Sassoon, Brittain, Mew, Duffy, Carson, Armitage	Learn about the conventions of a tragedy Learn about how language choices create family dynamics, themes and extreme emotions Learn how to make inferences about characters and tropes of a tragedy Learn about genre conventions in a Shakespeare play Learn how to express critical opinions Learn about the significance and impact of Elizabethan England on our understanding of a text Learn about the conventions of a science-fiction text Learn about how language choices create themes and setting Learn how to make inferences about characters and tropes of a science fiction text Learn about genre conventions in a Victorian novel Learn how to express critical opinions Learn about the significance and impact of Victorian England on our understanding of a text	Learn about the conventions of tragic realist fiction Learn about how language choices create power dynamics, themes and extreme emotions Learn how to make inferences about characters and tropes of a tragedy Learn about genre conventions in a novella Learn how to express critical opinions Learn about the significance and impact of 1950s America on our understanding of a text Learn about the conventions and purpose of non-fiction texts: speeches, articles, blogs, letters Learn about biased perspective Learn about rhetoric and persuasive features Learn how to identify changes in language choices based on identity, geographical location, job Learn about language to protest (environmental issues, animal cruelty, discrimination, inequality) Learn the conventions of documentary writing
Previous Knowledge Required:	Understanding and decoding of older fiction texts Creating narrative structure – sequencing a story for effect Methods of storytelling from Years 7 and 8	Understanding and decoding Shakespeare’s language from Year 8 – “Heroes and Villains” Understanding of Victorian society from Year 8 The presentation of unlikeable characters from Years 7 and 8 study	Understanding and decoding non-fiction texts from Year 8 Understanding of the conventions of a novel from Years 7 and 8
New Skills:	Analysis of language: annotation and analysis of emotions and narrative perspective How to structure an analytical response: focus on developed examination of writer’s use and effect of structure Contextual linking: contrasting Victorian texts to Modern Literature Contextual linking: examination of the significance of context on a text, such as: identity, gender, mental health Form: focus and exploration of the structure of novels Creative thinking: poetry writing Analysis of language: annotation and analysis of emotions and poet’s perspective How to structure an analytical response: focus on developed examination of writer’s use of poetic form Contextual linking: introduction to World War One (through social issues, politics, trench warfare) Contextual linking: examination of the significance of context on a text, such as: duty, loyalty, patriotism, jingoism Form: focus and exploration of the structure of poems – especially sonnet form, rhyme and rhythm, iambic pentameter Creative thinking: poetry writing Critical thinking: comparison and connections between two poems	Analysis of language: annotation and analysis of emotions and connection to conventions of a tragedy How to structure an analytical response: focus on developed examination of writer’s style and form Contextual linking: embedding of issues examined Elizabethan England Contextual linking: examination of the significance of context on a text, such as: duty, loyalty, love Form: focus and exploration of the structure of play scripts – especially prose versus poetry, use of scenes, function of The Chorus Analysis of language: annotation and analysis of emotions and narrative perspective How to structure an analytical response: focus on developed examination of writer’s use and effect of structure Contextual linking: analyse the impact and effect of supernatural elements Contextual linking: examination of the significance of context on a text, such as: identity, gender, mental health Form: focus and exploration of the structure of novel	Analysis of language: focus on persuasive techniques How to structure a piece of documentary writing Form: focus on PAF (Purpose, Audience, Format) of non-fiction texts Contextual linking: learn about the impact and reasons for language change Genre: identify and analyse use of genre conventions of non-fiction texts Research – word meanings, etymology Analysis of language: annotation and analysis of emotions and narrative perspective How to structure an analytical response: focus on developed examination of writer’s use and effect of structure and form Contextual linking: analyse the impact and effect of pathetic fallacy, objective and factual narration Contextual linking: examination of the significance of context on a text, such as: identity, gender, mental health racism. Migrant workers, The Great Depression Form: focus and exploration of the structure of novel
Links to the School Curriculum:	History Year 9 – World War One and World War Two Drama Year 8 – Melodrama	Ethics Year 9 - Natural and Moral Evil Drama Year 7 – Shakespeare Year 8 – “Hamlet” History Year 8 – Elizabethan England	M.F.L. Year 8 – Environmental and Global Issues Geography Year 8 – Climate Change – The impact of pollution
Independent Activities:	Read “The Woman in Black” Visit The National Arboretum Remembrance Day activities Research a pro or anti war poet	Watch an adaptation of “Romeo and Juliet” Read another H. G. Wells novel such as: “The War of the Worlds”, “The Time Machine”	Read an opinion piece of writing – this can be from a newspaper or a website Watch a documentary Research The Great Dust, Black Lives Matter, read an article on George Floyd
Web Links:	War Poetry: https://www.poetryfoundation.org/poets/wilfredowen https://www.poetryfoundation.org/poets/siegfried-sassoon	Modern Re-tellings of Romeo and Juliet: https://www.jenryland.com/forbidden-love-ya-retellings-of-romeo-and-juliet/	Dust Bowl

Year 10	Term 1	Term 2	Term 3
Key Topic:	Language: Writing - Descriptive or Narrative Literature: “An Inspector Calls” by J.B. Priestley	Language: Reading – Writers’ Viewpoints and Perspectives Writing – To present a point of view Literature: “The Strange Case of Dr Jekyll and Mr Hyde” by Robert Louis Stevenson	Language: Reading – Explorations in Creative Reading Literature: AQA Anthology - Power and Conflict Cluster
New Knowledge:	Learn how to use register to match the specific audience Learn how to use appropriate linguistic features for effect Learn how to use a range of structural features to connect ideas and achieve overall impact and effect (using a range of discourse markers) Learn how to use sentence forms for effect Learn how to use sophisticated vocabulary for clarity, purpose and effect Learn how to compare characters and themes across a text examining how they change Learn about the social, historical and cultural context of Edwardian England Learn about the presentation of different emotions, attitudes and belief systems of Edwardian England Learn how to examine language choices that reflect themes (including: responsibility, duty, selfishness, generational divide, role of women, class divide, prejudices) Learn about the structure of a ‘well-made play’ Learn biographical details about J. B. Priestley and their significance on our understanding of the play	Learn how to read in different ways for different purposes, and comparing and evaluating the usefulness, relevance and presentation of content for these purposes; Learn how to identify bias and misuse of evidence, including distinguishing between statements that are supported by evidence and those that are not Learn how to reflect critically and evaluatively on text, recognising the possibility of different responses to a text Learn how to summarise ideas and information from a single text; synthesising from more than one text Learn how to evaluate a writer’s choice of vocabulary, form, grammatical and structural features analysing and evaluating how form and structure contribute to the effectiveness and impact of a text Learn how to write for impact: creating emotional impact; using language persuasively, including rhetorical devices (such as rhetorical questions, antithesis, parenthesis) Learn how to compare characters and themes across a text examining how they change Learn about the social, historical and cultural context of Victorian England Learn about the presentation of different emotions, attitudes and belief systems of Victorian England Learn how to examine language choices that reflect themes (including: identity, duality of human nature, equality, status) Learn about the narrative structure of the novel including multiple narrative voices, use of letters as dramatic devices, biased perspectives Learn biographical details about Stevenson	Learn how to read and evaluate texts critically and make comparisons between texts Learn how to select vocabulary, grammar, form, and structural and organisational features judiciously to reflect audience, purpose and context Learn how to write convincingly for different forms Learn how to maintain a consistent point of view; maintaining coherence and consistency across a text Learn how to compare two taught poems on a linked theme, attitude or emotion in examination conditions Learn about the social, historical and cultural context of different Literary Time Periods Learn about the presentation of different emotions, attitudes and belief systems across different Literary Time Periods Learn how to examine language choices that reflect themes (including: identity, powerlessness, conflicted emotions, displacement) Learn about the different types of poems Learn biographical details about Shelley, Blake, Wordsworth, Browning, Tennyson, Owen, Heaney, Hughes, Armitage, Weir, Duffy, Dharker, Rumens, Agard, Garland
Previous Knowledge Required:	Study of plays in KS3 Key terminology for play scripts from KS3 study Understanding of the class system and society during WWI from Year 9 War Poetry	Study of plays in KS3 Key terminology for play scripts from KS3 study Understanding of life during Victorian Era from Year 8 Welcome to Victorian England, Year 9 “The Invisible Man” and Year 9 Gothic	Study of poetry in KS3 Key terminology for poetry from KS3 study Understanding the different Literary Time Periods from KS3 study especially: Year 8 Cultural Poetry, Year 8 Welcome to Victorian England, Year 9 War Poetry
New Skills:	Descriptive writing skills: focusing on planning and organising ideas to adapt to audience and purpose Descriptive writing skills: focusing on use of simile, metaphor, alliteration and pathetic fallacy Experimentation with sentences structures: focus on parallel phrasing and one word sentences Punctuation: accuracy of speech punctuation, ellipsis Structure: focus on use of prepositional phrases Structure: focus on complex sentences Effective use of references to support interpretations Analysis of language: clear explanation of Priestley’s methods Analysis of language: effects and analysis of dramatic techniques Analysis of the effects of Priestley’s choices on the audience How to structure an analytical literature response Form: focus on well-made 3 act play, cyclical nature of the play, Contextual linking: life in Edwardian England focusing on class divide and political views of the era Contextual linking: learn about J. B. Priestley’s life and biographical details Genre: identify and analyse use of mystery conventions	Learn how to interpret implicit and explicit information and ideas Learn how to show clear synthesis of two texts on a common theme Learn how to show detailed understanding of different ideas and perspectives in two texts Learn how to write for impact: creating emotional impact; using language creatively, imaginatively Learn how to use register to match the specific audience Learn how to use appropriate linguistic features for effect Learn how to use a range of structural features to connect ideas and achieve overall impact and effect (using a range of discourse markers) Learn how to use sentence forms for effect Learn how to use sophisticated vocabulary for clarity, purpose and effect Precise use of references to support interpretations Analysis of language: clear and detailed explanation of Stevenson’s methods Analysis of language: effects and analysis of narrative techniques Analysis of the effects of Stevenson’s choices on the reader How to structure an analytical literature response Form: focus on use of letters as dramatic devices, use of three first person narratives Contextual linking: life in Victorian England focusing on class divide, ideas about reputation and status, conflict between science and religion, duality of human nature, identity Contextual linking: learn Stevenson’s life and biographical details Genre: identify and analyse use of gothic features, supernatural elements and sensationalism	Learn how to interpret implicit and explicit information and ideas Learn how to explain the effects of writer’s choices of language (words and phrases, language features and techniques, sentence forms) Learn how to explain the effects of writer’s choices of structural features (narrative hooks, a change in focus and punctuation) Learn how to write for impact: creating emotional impact; using language creatively, imaginatively Learn how to use register to match the specific audience Learn how to use appropriate linguistic features for effect Learn how to use a range of structural features to connect ideas and achieve overall impact and effect (using a range of discourse markers) Learn how to use sentence forms for effect Learn how to use sophisticated vocabulary for clarity, purpose and effect Precise use of references to support interpretations Analysis of language: clear explanation of imagery and structural features (including enjambment, caesura, juxtaposition) Analysis of language: effects and analysis of poetic techniques (including iambic pentameter, dactylic rhythm) Analysis of the effects of poets’ choices on the audience How to structure a comparative analytical literature response Form: focus on dramatic monologue, sonnet, free verse Contextual linking: life in Romantic England, Victorian England, WWI, Modern Era Contextual linking: focusing on identity, powerlessness, conflicted emotions, displacement and relevant biographical details Genre: identify and analyse use of poetic types
Links to the School Curriculum:	History PSHCE	M.F.L. Year 10 – Morality and topics such as: family, technology, festivals History Year 8 – Victorians Year 10 – Medicine	History PSHCE
Independent Activities:	Enter a writing competition – see your teacher or look on: https://schoolreadinglist.co.uk/competitions-for-children/childrens-writing-competitions/ Watch “Titanic” or “Downton Abbey” for further guidance and details about life in Edwardian England	Read any non-fiction texts by Charles Dickens Write a letter or speech to your Student Council about an aspect of school life that you think would improve the mental health of students Watch the film “Hulk” or “The Incredible Hulk” to see how physical and personality transformations impact on the original body / host	Based on the book you are currently reading writing the next 200 words in the style of the author or write the next 200 words from the perspective of a different or marginalised character Watch any of the named poets (Shelley, Blake, Wordsworth, Browning, Tennyson, Owen, Heaney, Hughes, Armitage, Weir, Duffy, Dharker, Rumens, Agard, Garland) performing their poems
Web Links:	https://www.bbc.co.uk/programmes/p00w6x0h https://sites.google.com/view/year-11-an-inspector-calls/social-and-historical-context	https://www.bbc.co.uk/bitesize/topics/z8642p3	https://www.bbc.co.uk/bitesize/topics/z8642p3

Year 11	Term 1	Term 2	Term 3
Key Topic:	Language: Writing - Descriptive or Narrative Reading – Explorations in Creative Reading Literature: Shakespeare text	Language: Reading – Writers’ Viewpoints and Perspectives Writing – To present a point of view Literature: Unseen Poetry	Language: Revision of all language questions Literature: Revision of all literature texts
New Knowledge:	Learn how to read and evaluate texts critically and make comparisons between texts Learn how to summarise and synthesise information or ideas from texts Learn how to select vocabulary, grammar, form, and structural and organisational features judiciously to reflect audience, purpose and context Learn how to write convincingly for different forms Learn how to maintain a consistent point of view; maintaining coherence and consistency across a text Learn how to compare characters and themes across a text examining how they change Learn about the social, historical and cultural context of Renaissance England (Elizabethan or Jacobean depending on the play studied) Learn about the presentation of different emotions, attitudes and belief systems Learn how to examine language choices that reflect themes (including: responsibility, duty, conflict, ambition, loyalty, role of women, class divide, prejudices) Learn about the structure of a Shakespearian play Learn about the genre of the play (tragedy or comedy depending on the play) Learn biographical details about Shakespeare and their significance on our understanding of the play	Learn how to reflect critically and evaluatively on text, recognising the possibility of different responses to a text Learn how to evaluate a writer’s choice of vocabulary, form, grammatical and structural features: explaining and illustrating how vocabulary and grammar contribute to effectiveness and impact, using linguistic and literary terminology accurately to do so and paying attention to detail; analysing and evaluating how form and structure contribute to the effectiveness and impact of a text Learn how to write for impact: creating emotional impact; using language persuasively, including rhetorical devices (such as rhetorical questions, antithesis and parenthesis). Learn how to compare two unseen poems on a linked theme, attitude or emotion in examination conditions Learn about the social, historical and cultural context of Modern Literature Learn how to examine language choices that reflect themes, attitudes and emotions Learn how to identify and examine structural features to reflect themes, attitudes and emotions	This term is focused on consolidation and reflection of previous learning from the beginning of Year 10. New knowledge will only occur if your child needs to complete any learning tasks due to absence.
Previous Knowledge Required:	Study of plays in KS3 and “An Inspector Calls” from Year 10 Key terminology for play scripts from KS3 study Understanding of the class system and society during Elizabethan England from Year 8 Villains and Year 9 “Romeo and Juliet”	Study of poetry in KS3 and Year 10 Power and Conflict Poetry Key terminology for poetry from KS3 study Understanding the different Literary Time Periods from KS3 study especially: Year 8 Cultural Poetry, Year 8 Welcome to Victorian England, Year 9 War Poetry	Summary skills, Analysis of language to persuade, comparison of different attitudes Descriptive Writing, Persuasive Writing Study of “An Inspector Calls”, “The Strange Case of Dr Jekyll and Mr Hyde”, Power and Conflict Poetry, Shakespeare text and Unseen Poetry.
New Skills:	Thoughtful and critical use of references to support interpretations Precise analysis of language: confident and developed examination of Shakespeare’s methods Considered and exploratory analysis of language: effects and analysis of dramatic techniques Considered and exploratory analysis of the effects of Shakespeare’s choices on the audience How to structure a critical analytical literature response Form: developed analysis of a Shakespearian play and considered appreciation of the use of 5 act structure Contextual linking: life in Renaissance England focusing on class divide, role of women, attitudes towards reputation / status and political views of the era Contextual linking: learn about Shakespeare’s life and biographical details Genre: identify and analyse use of tragedy or comedy conventions (depending on the play studied)	Apt textual details / references integrated into interpretations Detailed analysis of the effects on language of an unseen poem Detailed analysis of the effects of structure of an unseen poem Detailed analysis of the effects of form of an unseen poem Thoughtful comparison of poets’ methods to compare two unseen poems Relevant and apt use of subject terminology	Apt and effective revision skills and strategies. These could include: Mind maps Flash cards Quizzing Paired / group revision Using exam questions and mark schemes Re-doing an exam question you were unhappy with Planning responses Podcasts Re-reading any of your literature texts
Links to the School Curriculum:	Drama Year 7 – “Macbeth”	History PSHCE
Independent Activities:	Enter a writing competition – see your teacher or look on: https://schoolreadinglist.co.uk/competitions-for-children/childrens-writing-competitions/ Research on The Royal Shakespeare Company website	Read any opinion pieces in ‘The Guardian’ or ‘The Telegraph’ newspapers or read a blog on a topic that interests you. Read any poems by: William Blake, John Keats, Christina Rossetti, Thomas Hardy, Maya Angelou, Jo Shapcott, Wendy Cope, Tony Harrison, Sophie Hannah, Owen Shears, Brian Patten	Revision and consolidation learning
Web Links:	Macbeth: https://www.bbc.co.uk/bitesize/topics/zgq3dmnMuch Ado About Nothing: https://www.bbc.co.uk/bitesize/topics/z3wyk7h	https://www.bbc.co.uk/bitesize/guides/z3gfg82/revision/1 https://www.bbc.co.uk/bitesize/guides/zs4rg82/revision/3	BBC Bitesize Revision YouTube clips on specific texts and / or aspects of the exam

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