English

(highlighting indicates assessment focus for that half term)

Assessment focus –Narrative Writing & Reading Assessment

A: the use of fictional worlds and speculative technology in a science fiction novel.

Examples: The Time Machine, H G Wells / Frankenstein, Mary Wollstonecraft Shelley / Twenty Thousand Leagues Under the Sea, Jules Verne.

B: the use of setting and the supernatural in a Gothic novel to create mood and atmosphere. Examples: The Signalman, Charles Dickens / Dracula, Bram Stoker / Rebecca, Daphne du Maurier.

C: the use of character description and extremes in children’s literature. Examples: Oliver Twist, Charles Dickens / Alice’s Adventures in Wonderland,  Lewis Carroll / Treasure Island, Robert Louis Stevenson

Literacy –

1. MOT/dictation baseline testing

2. Weekly literacy lesson

3. Spelling test

Assessment focus:

Persuasive Writing.

A: the use of linguistic devices, structure and tone in an article / advert / charity appeal editorials.

Examples: inequality, UNICEF / conflict and violence / climate emergency, Greta Thunberg.

B: the use of linguistic devices, structure and tone in a speech.

Examples: Barack Obama / Tony Blair / Kamala Harris.

C: the use of linguistic devices, structure and tone in protest songs and poetry.

Examples: Living for the City, Stevie Wonder / Freedom, Beyoncé / American Idiot, Green Day.

Literacy –

1. MOT/dictation baseline testing

2. Weekly literacy lesson

3. Spelling test

Assessment Focus:

Reading Response

Extract – retrieval, inference, deduction,

Language, structure, tone.

A: Use of contrast in a dystopian novel and comparison with different societies. Example:

Divergent / Northern Lights  /The Maze Runner

Extracts from: The Chysalids /Never Let Me Go

B:Social issues portrayed in a dystopian novel.

Example: The Hunger Games / Miss Peregrine’s Home for Peculiar Children (full class reader)

Extracts from: Nineteen Eighty Four

 /There Will Come Soft Rains

C: Use of hierarchy within a dystopian novel.

Examples: Noughts and Crosses / Hitchhiker’s Guide to the Galaxy (full class reader)

Extracts from:

Animal farm / Mockingjay /

Harrison Bergeron

Literacy –

1. MOT/dictation baseline testing

2. Weekly literacy lesson

3. Spelling test

Assessment Focus:

Transactional Writing

A: Historical figures

The use of questioning, structure, linguistic devices and tone in an article.

Extracts from:

Nelson Mandela

Anne Frank

Malcolm X

Roald Dahl

War Horse.

B: Sporting heroes

The use of linguistic devices, questioning, structure and tone in an informal letter. Extracts from: Tyson Fury, Victoria

Jessica Ennis Hill, Pendleton, David Beckham, Usain Bolt

C: Celebrity figures

The use of questioning, linguistic devices, structure and tone in a review.

Extracts from

Jason Fox (SAS)

Gordon Ramsay

Michelle Obama

Dave Grohl

Drake

Literacy –

1. MOT/dictation baseline testing

2. Weekly literacy lesson

3. Spelling test

(Also covered in Drama at this point) – Study the relevance and openness of the plays to inspire thought and how his themes invite reinvention.

Assessment focus:

Extract Reading & Analysis

A: the use of language, structure, tone to convey loyalty, freedom, compassion and betrayal in

 The Tempest.

B: the use of language, structure, tone to convey racial prejudice, manipulation, and jealousy in Othello.

C: the use of language, structure, tone to convey friendship, love, relationships and revenge in Romeo and Juliet.

Literacy –

1. MOT/dictation baseline testing

2. Weekly literacy lesson

3. Spelling test

Assessment focus:

Poetry Reading Analysis & Creative Writing

A: Use of language and structure in Pastoral Poetry. Examples: Fern Hill, Dylan Thomas / The Garden Guest by Laura Davies / The Shroud of Colour, Countee Cullen.

B: Use of language, theme and structure in Ballads.

Examples: The Lady of Shallot, Tennyson / The Rime of the Ancient Mariner, Samuel Taylor Coleridge / Robin Hood, An Outlaw, James Henry Leigh Hunt

C: Use of language, theme and structure in War Poetry. Examples: What Were They Like?, Denise Levertov / War Photographer, Carol Ann Duffy / Mental Cases, Wilfred Owen.

Literacy –

1. MOT/dictation baseline testing

2. Weekly literacy lesson

3. Spelling test

/Texts/Extracts

·         Cirque du Freak C

·         Frankenstein A

·         Dracula – Oxford script A

·         The Savage B

·         Holes C

·         The Breadwinner A

·         The Outsiders B

·         The Running Man C

·         Ostrich Boys C

·         Thousand Acres B

·         Dr Faustus C

·         Poetry Anthology

·         Hugo C

·         Only Ever Yours A

2. Victorian concept: ‘invention of childhood’, helpless child characters and education laws. Issues raised in texts about the treatment of children – use of moral lessons in texts.

Opportunities for Peer Assessment.

3. Narrative structure: Freytag’s pyramid. Study of elements of a story.

4. Adventure and mystery purpose in literature & imagery and setting.

5. The good, the bad and the ugly: characters in Victorian texts and use of imagery.

6. Understand elements of the Gothic tradition: pathetic fallacy, historical settings, dramatic events occur & the supernatural.

7. Science & religion: Darwin’s theory of evolution. Origin of Species 1859 created debate.

8. Independent research of real adventures during the 19th century – exploration and colonialism.

9. Analyse / create / continue an example of Victorian genre.

2. Public Memory: repetition of phrases and symbolism in speeches and rhetorical devices.

3. Communication Today: how dialogues of power continue to evolve through technology but can also manifest harmfully.

Opportunities for Peer Assessment.

4. Language and Gender: history of gender inequality, The Suffragettes, the Women’s Movement in the late 1960s and 1970s, and culture of domesticity.

5. Political Language: analysing the ‘metaphoric lens’ and war metaphor.

6. Language and Social Movements: how the tactics that marginalised groups were used to seek political change. Civil Rights, opposing the Vietnam war, LGBTQ+ and Black Lives Matter

7. Analyse independently the use linguistic devices and use examples in their persuasive writing.

8. Speed Debating to run through ethos, pathos, and logos with a set of argumentative prompts.

2: Apply and extend use of imaginative vocabulary and comment of the writer’s use of language.

3: Explore how writers create impressions and analyse effects of language, sentence types and structure.

4: To evaluate the use of stylistic features. How has the author used language and structure to enhance his descriptions?
What features has he used most? Why? How effective are these features?

Opportunities for Peer Assessment.

5: To explain how mood and atmosphere is created using language and structure. Make links to other texts or genre conventions.

6: To explore and analyse how sentence structure can be used to affect meaning,

7: To explain how mood and atmosphere is created using language and structure.

8: Reflection and consolidation of key term, vocabulary and progress made.

Reading response assessment.

change if used in different contexts.

2: Identify features in autos/bios. Appraise a text quickly, deciding on its value or usefulness.

Understand underlying themes, causes and points of view.

3: Understand how writers use different structures and narrative perspectives to create coherence & impact.

4: Study the features of various types of transactional writing depending on A/B/C scheme. Either letter, review, article. Analyse and evaluate effectiveness by assessing examples using specific criteria given.

5: Exploration of various examples and evaluate effectiveness. Analyse effective questioning techniques. Begin to conduct more research on chosen figure in order to construct your own piece of writing.

6: Shape & organise own text coherently.

Use different narrative techniques to engage and entertain the reader.

Opportunities for Peer Assessment.

7: Assessment: Use paragraphs to achieve pace and emphasis. Revisit successful examples and evaluate own work.

8: Write own short biography of chosen person and present orally.

2. Genres of Shakespeare’s plays: comedies, tragedies, histories and (for Measure for Measure and The Tempest) problem plays.

3. Plot analysis of play: main themes, characters and setting.

4. Language and meaning: Shakespearean words and phrases.

Opportunities for Peer Assessment.

5. Shakespearean structural features: sonnet, iambic pentameter and quatrains.

6.  The conventions of script-writing and to apply them in our own writing.

7. The relevance of Shakespeare to the modern world: study modern interpretations / performances.

8. Analyse and research the role of an actor.

2. Styles of poetry: study different examples – Haiku, limerick, sonnet, epic, narrative, blank verse and free verse.

3. Imagery and technique: analysing and writing metaphor, personification and simile poems.

Opportunities for Peer Assessment.

4. Themes and viewpoints: important messages to nonsense poems.

5. Structure and form: how they convey clarity on the message and meaning of the poem.

6. Rap: study and identify poetic devices, rhythm, pace and their purpose.

7. Poetry & the Visual Arts: influences and connection between poets and paintings.

8. Narrative poetry: turning a poem into a story.

compare

interpret

context

conflict

ambiguity

structure

imply

paragraph

illustrate

evaluate

appropriate

analyse

characteristic

justify

independent

simplify

society

conformity

portray

qualities

philosophy

correspond

research

implement

coordinate

generation

antagonist

principal

demonstrate

heritage

— = part of departmental termly list and Frayer model display

dauntless

fearless

sagacious

wise

grotesque

bizarre

macabre 

tangible

decorum

gothic

exorcism

transformations

unreliable narrator

Industrial Revolution

British Empire

Unnatural

tricolon (Rule of Three)

alliteration

assonance

assertion

statistics

repetition

emotive appeal

hyperbole

juxtaposition

metaphor

onomatopoeia

oxymoron

dystopian

utopian

idyllic

harmonious

foreboding

unpleasant

foreshadowing

atmosphere

abnegation

erudite

candour

amity

technology

android

protagonist

autobiography

biography

opinion

experiences

oppression

beliefs

ideology

influences

opposite

sincerity

humility

generation

communicate

philosophy

heritage

conscience

foot / feet

quatrain

iambic

rhyming couplet

stanza

blank verse

split line

dramatic irony

bombast

you and thou

aside

soliloquy

monologue

tragedy

allegory

ambiguity

anthropomorphism

Harlem Renaissance

Countryside bucolic

canon

carpe diem

Cockney School of Poets

Concrete poetry

didactic

doggerel / cliché

eclogue  / short

enjambment

objectivism

villanelle

Adaptive learning by year target grade and expression

Some ambitious vocabulary & language devices.

Writing is mostly controlled, clear and has some detail.

Content is organised, has shape & direction.

Vocabulary is beginning to develop with some use of language devices.

Writing has some control, clearness & some content is relevant & sometimes clear.

There is some range of vocabulary.

Writing is sometimes controlled & clear.

Content is sometimes relevant with obvious ideas.

Use relevant words.

Content is well judged, detailed, shaped & convincingly developed.

Some ambitious vocabulary & language devices.

Shows a straightforward awareness of the purpose and some connection with the audience.

Content is relevant & sometimes clear.

There is some range of vocabulary.

Answer is focused on the task and shows some awareness of the audience.

Content is sometimes relevant.

Use relevant words

Use critical analysis and show a perceptive understanding of the extract / text.

Use all your quotes / evidence effectively.

Analyse and evaluate language, structure and form.

Use a thoughtful approach and show a secure understanding of the extract / text.

You use most of your quotes / evidence effectively.

Analyse some language, structure and form.

Use a straightforward approach and show an understanding of key parts of the extract / text.

Use quotations / evidence.

Make some reference to the meanings and effects of language, form and structure.

Use some quotes / evidence.

Refer to a meaning or an effect created by language, form and structure.

Content is well judged, detailed, shaped & convincingly developed.

Some ambitious vocabulary & language devices.

Shows a straightforward awareness of the purpose and some connection with the audience.

Content is relevant & sometimes clear.

There is some range of vocabulary.

Answer is focused on the task and shows some awareness of the audience.

Content is sometimes relevant.

Use relevant words

Use all your quotes / evidence effectively.

Analyse and evaluate language, structure and form.

Use a thoughtful approach and show a secure understanding of the extract / text.

You use most of your quotes / evidence effectively.

Analyse some language, structure and form.

Use a straightforward approach and show an understanding of key parts of the extract / text.

Use quotations / evidence.

Make some reference to the meanings and effects of language, form and structure.

Use some quotes / evidence.

Refer to a meaning or an effect created by language, form and structure.

Use all your quotes / evidence effectively.

Analyse and evaluate language, structure and form.

Use a thoughtful approach and show a secure understanding of the extract / text.

You use most of your quotes / evidence effectively.

Analyse some language, structure and form.

Use a straightforward approach and show an understanding of key parts of the extract / text.

Use quotations / evidence.

Make some reference to the meanings and effects of language, form and structure.

Use some quotes / evidence.

Refer to a meaning or an effect created by language, form and structure.

Refer to historical context.

Students should be able to utilise their prior knowledge of heroic figures and villains and apply these concepts to Gothic characters and settings.

This unit is taught now because the characters and stories of the Gothic genre are engaging, unusual and intriguing. There are elements of peril and fear that relate directly to classic childhood stories, such as Little Red Riding Hood.

This unit is taught now because students are fully embedded in their English curriculum and this allows the development of their confidence in using language in powerful ways. This skill is a bedrock for all other English communication skills.

This unit is taught now because it further develops students’ knowledge and understanding of how to analyse a text in detail and think carefully about how perspectives and viewpoints are conveyed in a text both visually and linguistically. Reading for deeper meanings, including the ability to read metaphor and symbolism, is a prerequisite for success in English and is taught here in a challenging yet accessible way.

This unit is taught now because students have already explored how writers create characters, mood and emotion in fictional characters and have the chance to apply these analytical skills looking at ‘real life writing’. They also get the opportunity to write about themselves, using these aforementioned skills.

This unit is taught now because the work of Shakespeare is challenging and our students are able to build upon their prior knowledge of gothic and dystopian texts.

Both Shakespeare and poetry are core texts at GCSE and this is a fitting introduction to the skills needed in the latter years of school.

This unit is taught now because poetry is core at GCSE and this is a fitting introduction to the skills needed in the latter years of school.

Learning will take place through well-structured, differentiated lessons delivered at an appropriate pace using challenge and assessment for learning. Engaging starters to provide social, cultural and educational opportunities for learning. Lessons are scaffolded to promote challenge and differentiation by outcome, as neither the English Language or English Literature terminal exams are tiered. All our Schemes of Learning provide modelling of reading and writing examples to develop appropriate exam-related skills.

Baseline Literacy M.O.T.

Levelled assessment each half term.

Use of DIRT marking to allow reflective learning.

Following Whole School Literacy Policy as displayed in all classrooms and:

• Use capital letters and full-stops correctly.
• Use commas and apostrophes correctly.
• Spell regular words correctly.
• Use homophones correctly.
• Use a wider range of vocabulary.
• Use semi colons and colons.
• Use clear sentences.

Social: Speaking and Listening formal tasks and presentations, along with group discussions on a wide range of topics.

Moral: Through topical issues such as: discrimination, mental health and sexism.

Cultural: Through Poetry from Other Cultures, History of the English Language and various texts of fiction and non-fiction.

Spiritual: A sense of wonder in the diversity of linguistics, literature and a love of learning.

Flight paths in the cover of exercise books as well as SIMS Tracking System and regular subject data analysis.

English Language & Literature

Term 2

1

Year 10

Study Text: A Christmas Carol

Study Text: The Woman in Black and/or and various texts to go with exam prep

Optional Study Text:  The Book Thief

Year 11

Reading Skills

Writing Skills

Language Component 2 (19^th and 21^st Century Non Fiction Reading and Transactional/Persuasive Writing)

Writing Skills

Functional Skills

A Christmas Carol

Poetry Anthology

(one poem per week)

Poetry Anthology

(one poem per week)

Revision of Literature texts

Poetry Anthology

(one poem per week)

(Components 1 and 2)

Revision of Texts

Poetry revision

Literature question on A Christmas Carol

Literature extract exam practice

Unseen poetry response