English Curriculum

Stradbroke High School Values:

Stradbroke High School students are:

1 Making a positive contribution to society

2 Achieving beyond their expectations

3 Developing independence, resilience and confidence

4 Expanding their horizons

Intent Implementation Impact TERM 1 Content to be achieved by the end of the term Suggested activities to help Suggested evaluation and Key skills demonstrated as a result of the intentions (Year 7) achieve our intent (including assessment methods (to extra-curricular include one formal opportunities) summative assessment) HALF TERM 1 Whole class drama work HALF TERM 1 HALF TERM 1 THE TEMPEST: (opening scene – the 3 written responses in The key skills of analysis: To read and study key extracts from ‘The shipwreck) best books: Characterisation Tempest’. Focus on characterisation of Prospero, Role play – hot seating Description of a storm at Evaluating a statement Miranda and Caliban, Pair work sea The intended audience To gain an initial understanding of the importance Close analysis Analysis of Prospero – The use of language and subject terminology of context in the study of a text. Class discussion scaffolded The use of structure and subject terminology To gain an initial awareness of The Globe theatre, Group work Response to a statement The context of the play and Shakespeare himself. Modelling about Caliban – Approaches to , including subject terminology To be introduced to the basics of language Scaffolding introduction to evaluation Creative writing focus: analysis including some language terminology. Peer assessment • Sensory language To be introduced to the basics of the role of HALF TERM 2 • Use of sentence forms for effect structure in a text. Starters: Formal Assessment – • Use of structure To produce a piece of descriptive writing which Private reading 8-mark language analysis • Planning a descriptive response will allow class teachers to make an initial Creative writing short task of an extract from a Conan Poetry focus: judgement about students. Recall of key words / ideas / Doyle short story – put in • Awareness of key devices terminology folders • Identify key ideas in a poem To study a poem and be introduced to key • Giving a personal response terminology. 3 written responses in Speaking and Listening: ‘The Sea’ by James Reeves best books: Let’s Think in English – The Bridge HALF TERM 2 • Creative writing – Role play SHERLOCK HOLMES: characterisation of a HALF TERM 2 To read and study the short story ‘The Speckled Victorian villain The key skill of analysis: Band’. • Pelaarcs analysis of Characterisation To explore, analyse then creatively imitate the presentation of H Stoner Exploring a writer’s choice of language characterisation of a key character in the story. • Diary entry for Dr Linking text to context To develop an awareness of the context of the Watson Using PELAARCS to structure language responses story – Victorian England – and how this context Introducing the idea of a conceptualised response to the links to the themes and characters. story as a whole To start to use PELAARCS as an approach to Creative writing focus: language analysis in a short extract of the story. • Vocabulary for effect To organise a class discussion to solve a murder • Devices for effect mystery. • Sentence forms – particularly sentence starters Poetry focus: • Identifying key ideas Identifying devices and techniques TERM 2 Content to be achieved by the end of the term Suggested activities to help Suggested evaluation and Key skills demonstrated as a result of the intentions (Year 7) achieve our intent (including assessment methods (to extra-curricular include one formal opportunities) summative assessment) HALF TERM 1 Pair work HALF TERM 1 HALF TERM 1 NON-FICTION/ FICTION EXTRACTS Close analysis 3 written responses in The key skill of analysis: (Victorian childhood / Dickens) Class discussion best books: Characterisation To read and study extracts from a range of texts, Group work • Analysis of Wackford Setting (exposition) both non-fiction and fiction, from the 19th Research Squeers description Identifying point of view / attitude century. Modelling • Creative writing Identifying methods used to put across a writer’s PoV. To gain a greater understanding of issues and Scaffolding (setting) – creating a Incorporating contextual comments into analysis (leading society in Victorian Britain, and the context of Role play – hot seating classroom with context when possible) Dickens’ writing about children. Debate • Identifying Mayhew’s Starting with a conceptualised comment – ‘Throughout ...’ To continue to develop language analysis skills, Script writing attitude to the Creative writing focus: watercress girls using PELAARCS. • Vocabulary for effect (including methods) To continue to develop creative writing skills, Starters: • Devices for effect

focusing on setting to create atmosphere. Private reading • Sentence forms – particularly sentence starters HALF TERM 2 To be aware of the differences between fiction Group reading of a short non- • Use of structural devices for effect 5 written responses in and non-fiction. fiction text + recall activity (4 Poetry focus: best books: To start to identify writer’s point of view and marks) • Identifying key ideas attitude (looking at Mayhew). Creative writing short task • Identifying devices and techniques To study a poem and be able to identify key ideas Recall of key words / ideas / • Diary entry for • Responding to a poem with growing confidence. terminology Schmuel Speaking and Listening: Short analysis – sentence • Letter from Bruno Let’s think in English (Child’s Play) HALF TERM 2 level • Analysis of the Role play ‘The Boy in the Striped Pyjamas’ description of the Feeding back research topics in groups To read the whole novel. prisoners and soldiers In addition: To gain an understanding of how a writer • Evaluation of the 500 Words Competition closes end Feb – all to enter structures a novel and the effect of basic father • Response to unseen structural devices (flashback, chronological, HALF TERM 2 poem omission, pivotal points, repetition, cyclical Evaluating the writer’s perspective

structure) The intended reader To gain an understanding (appropriate to age) of The use of language the context of the novel The use of structure To produce a range of creative responses using The context of the novel the voice of Bruno and Schmuel, showing To develop an increasing conceptualised response understanding of characters, plot and context. Creative writing focus: To respond to / evaluate a statement about • Vocabulary for effect Bruno’s father • Sentence forms – particularly sentence starters To study a poem – ‘Back in the playground Blues’ • Use of appropriate layout for letter and diary by Adrian Mitchell • Conventions of letter and diary

Poetry focus: • Responding to an unseen poem • Identifying key ideas • Identifying devices and techniques • Responding to a poem Speaking and Listening: Role play – court scene activity (Teachit) Performing scripts Let’s Think in English (Sredni Vashtar) TERM 3 Content to be achieved by the end of the term Suggested activities to help Suggested evaluation and Key skills demonstrated as a result of the intentions (Year 7) achieve our intent (including assessment methods (to extra-curricular include one formal opportunities) summative assessment) HALF TERM 1 Sequencing HALF TERM 1 HALF TERM 1 CONTINUATION OF TERM 2 Cloze exercise Formal written The key skills of analysis: To read and respond to several Poems from Other Creative imitation assessment - 15-mark Identifying key ideas in each poem Cultures, including ‘Blessing’ and ‘Island Man’ Modelling literature style response Exploring the structure of each poem Scaffolding To respond to the key ideas in each poem and Pair and group discussions on ‘The Boy in the Striped Responding critically to a poem – linking use of language identify both language and structural devices Role play Pyjamas’ and structure to the poet’s ideas To produce a short response to a poem which Poetry focus: meets Literature AO1 and AO2 Starters: 3 written responses in • Responding to a variety of poems To use creative imitation to produce own version Private reading best books: • Identifying key ideas of ‘Island Man’ as ‘Suffolk girl/ boy’ Creative writing short task • Response to a poem • Identifying devices and techniques Recall of key words / ideas / • Own version of ‘Island • Linking enjambment and caesura to ideas HALF TERM 2 terminology Man’ • Exploring the use of form / stanzas WRITER’S VIEWPOINT / PERSUASIVE WRITING To read and respond to a range of texts exploring HALF TERM 2 HALF TERM 2 writers’ viewpoint and attitude Formal assessment - 24 The key skills of analysis: To identify and then use a range of persuasive mark written speech to be Evaluating the writer’s perspective devices (List of 3 (triplets), rhetorical question, assessed using AO5 The intended reader direct address, hyperbole, repetition, emotive (content and organisation) The use of language language, counterargument, statistics, expert – to be put into The use of structure witness, opinion as fact, alliteration) assessment folder – The form of a text To analyse the impact of persuasive methods in a 06/07/20 Creative writing focus: range of non-fiction texts (theme of • Vocabulary for effect homelessness/ refugee) Speaking and listening • Sentence forms – particularly sentence starters To produce own persuasive speech on a chosen assessment – formal • Use of a range of persuasive devices and techniques topic persuasive speech to class • Conventions of a speech, leaflet and newspaper article To write a formal persuasive response which links on subject of own choice. • Language (sentence stems) useful for persuasive texts to the topic To be assessed using • Layout and form To study a poem which links with the topic – modified sheet (GCSE) and Poetry focus: ‘Give’ by graded Distinction/ Merit/ • Identifying key ideas Pass. Assessment sheet to • Exploring Armitage’s use of vocabulary for effect be put into assessment • Identifying devices and techniques folders. • Exploring the use of voice in a poem Speaking and Listening: 2 written responses in Save my Dog activity (Teachit) best books: Formal speech to class – assessment • Newspaper report on Let’s Think in English (Alma) homework using ‘Uniform’ article as a model • Text for a leaflet for a charity

TERM 4 Content to be achieved by the end of the term Suggested activities to help Suggested evaluation and Key skills demonstrated as a result of the intentions (Year 8) achieve our intent (including assessment methods (to extra-curricular include one formal opportunities) summative assessment) HALF TERM 1 Whole class discussion Half term 1 The key skills of analysis: LAMB TO THE SLAUGHTER Role play – hot seating 3 written responses in Characterisation To read and study a short story. Focus on Pair work best books: Evaluating a statement characterisation and structure. Close analysis • Analysis of the The intended audience To gain an initial understanding of the Class discussion opening linking The use of language and subject terminology importance of context in the study of a text. Group work context to The use of structure and subject terminology To gain an initial awareness of structure within a Modelling characterisation. The context of the story text. Scaffolding • Creative writing Approaches to poetry, including subject terminology To develop language analysis including some Peer assessment response – writing the Creative writing focus: more sophisticated language terminology. exposition for their • Vocabulary choices for effect own short story. To be introduced to a range of structural Starters: • Use of sentence forms for effect • Analysis of an extract techniques, using subject terminology with Private reading • Use of structure from ‘The Landlady’. confidence. Creative writing short task • Planning a short story

To produce a piece of creative writing, focusing Recall of key words / ideas / Poetry focus: Half term 2 on using structure to engage the reader. terminology • Awareness of key devices Formal Assessment – a To read and explore structure and language in Group reading of a short non- • Identify key ideas in a poem monologue (24 marks) – ‘Uneasy Homecoming’. fiction text + recall activity (4 • Giving a personal response week beginning 4th To study a poem and give a personal response. ‘A marks) Speaking and Listening: November. To be put into Case of Murder’ – detailed activity available. Creative writing short task Let’s Think in English assessment folders Short analysis – sentence

HALF TERM 2 level Half term 2 3 written responses in best MONOLOGUE WRITING The key skill of analysis: books: To read and study the monologue ‘The Outside Characterisation • Creative writing – Dog’. Exploring a writer’s choice of language developing own character Explore the use of monologue in an extract from Exploring use of stage directions (description) ‘The Hunger Games’ Using PELAARCS to structure language responses • Pelaarcs analysis of To develop an awareness of monologue. Developing the idea of a conceptualised response extract from monologue To understand the importance of stage Evaluating a statement and responding to it • Response to ‘’ directions. Creative writing focus: To evaluate a character. • Vocabulary for effect To use Pelaarcs to explore an extract of the text. • Devices for effect To produce and develop a character. • Sentence forms – particularly sentence starters and use of sentence fragments TERM 5 Content to be achieved by the end of the term Suggested activities to help Suggested evaluation and Key skills demonstrated as a result of the intentions (Year 8) achieve our intent (including assessment methods (to extra-curricular include one formal opportunities) summative assessment) OF MICE AND MEN Pair work Formal Assessment – a 30 The key skill of analysis: To study the complete novel: ‘Of Mice and Men’. Close analysis mark literature response Characterisation To read the whole novel. Class discussion using an extract and whole Evaluating the writer’s perspective To gain an understanding of how a writer Group work text – focus on Curley’s The intended reader structures a novel and the effect of basic Research Wife – open book. To be The use of language structural devices (flashback, chronological, Modelling put into assessment The use of structure omission, pivotal points, repetition, cyclical Scaffolding folders. Week beginning The context of the novel structure) Role play – hot seating 2nd March. To develop an increasing conceptualised response To gain an understanding of the context of the Debate Starting with a conceptualised comment – ‘Throughout ...’ novel and how this links to the characters and Researching context – Great 5 written responses in Summary and inference skills plot. Depression and Dust Bowl best books: Creative writing focus: To produce a range of creative responses using Peer assessment • Analysis of Strange Fruit • Vocabulary for effect the voice of different characters in the novel – • Creative writing - Crooks’ • Devices for effect with a particular focus on Curley’s Wife. Starters: diary entry • Sentence forms – particularly sentence starters To respond to and evaluate a statement. Private reading • Letter – Curley’s wife to a • Use of structural devices for effect To summarise differences between characters – Group reading of a short non- friend • Conventions of diary and letter writing Slim and Curley fiction text + recall activity (4 • Identifying and Poetry focus: To study a poem / song lyrics – ‘Strange Fruit’ - marks) summarising the • Identifying key ideas Meeropol Creative writing short task differences between • Identifying devices and techniques Recall of key words / ideas / Curley and Slim • Responding to a poem terminology • How does Steinbeck • Linking to context Short analysis – sentence present Lennie in the Speaking and Listening: level novel? Model for Role play assessment task. Feeding back research topics in groups Debate – Curley’s dog In addition: 500 Words Competition closes end Feb – all to enter TERM 6 Content to be achieved by the end of the term Suggested activities to help Suggested evaluation and Key skills demonstrated as a result of the intentions (Year 8) achieve our intent (including assessment methods (to extra-curricular include one formal opportunities) summative assessment) HALF TERM 1 Role play HALF TERM 1 HALF TERM 1 WOMEN IN SHAKESPEARE Pair work 3 written responses in The key skills of analysis: To study a number of extracts focusing on the Close analysis best books: Characterisation role of women. Class discussion • Diary entry for Lady Evaluating the writer’s perspective To explore the witches and Lady Macbeth. Group work Macbeth The intended audience To gain an understanding of the role of women in Research • Analysis of The use of language Jacobean / Elizabeth England. Modelling presentation of Lady The use of structure Scaffolding Macbeth in Act 1 The context of the play To gain an understanding of attitudes to Role play – hot seating • Evaluation of Act 1 To develop an increasing conceptualised response witchcraft and its political causes. Debate Scene 1 – presentation Understanding the writer’s intentions To produce a range of creative responses using Creative imitation of the witches Use of rhyme and rhythm the voice of women in Shakespeare’s plays. Use of dramatic devices To respond to and evaluate a statement about Starters: HALF TERM 2 Creative writing focus: Lady Macbeth. Private reading Formal assessment – 12- • Vocabulary for effect To explore the presentation of Juliet and women Creative writing short task mark language analysis of • Conventions of diary in ‘Romeo and Juliet’. Recall of key words / ideas / a Gothic extract. To go into Poetry focus: terminology assessment folders. W/b • Responding to an unseen poem HALF TERM 2 Short analysis – sentence 03/06/20. • Identifying key ideas WOMEN AND THE GOTHIC GENRE level • Identifying devices and techniques To read and respond to a range of texts exploring Group reading of a short non- 3 written responses in • Responding to a poem the Gothic Genre: fiction text + recall activity (4 best books: Speaking and Listening: The Woman in Black marks) • Analysis of description Role play as Lady Macbeth Frankenstein of Woman in Black Discussion Poetry – ‘’/ ‘Porphyria’s Lover’ • Gothic description – Let’s think in English To gain an understanding of the features of establishing setting • Gothic writing, its origins and its key ideas and Creative response HALF TERM 2 using Frankenstein as influences. The key skills of analysis: a stimulus To analyse extracts from a range of texts, using Evaluating the writer’s perspective subject terminology with confidence and The intended reader developing detailed analysis. The use of language To write a Gothic mini-saga using conventions of The use of structure Gothic genre Gothic features and devices To write a Gothic description showing Creative writing focus: understanding of genre • Vocabulary for effect • Sentence forms – particularly sentence starters • Use of a range of features and techniques • Conventions of Gothic genre • Developing use of sophisticated vocabulary Poetry focus: • Identifying Gothic features • Exploring Browning’s use of vocabulary for effect • Identifying devices and techniques • Exploring the use of voice in a poem Speaking and Listening: Let’s Think in English

TERM 7 Content to be achieved by the end of the term Suggested activities to help Suggested evaluation and Key skills demonstrated as a result of the intentions (Year 9) achieve our intent (including assessment methods (to extra-curricular include one formal opportunities) summative assessment) HALF TERM 1 Students will produce a series HALF TERM 1 HALF TERM 1 To read and study key extracts from The Lord of of practise attempts in their Assessment - end of The key skills of Analysis: the Flies – focus on the characterisation of: Ralph, folders to demonstrate their October – 20 marks Characterisation Piggy and Jack AND evaluating the writer’s understanding of: Evaluation of the writer’s Evaluating the writer’s perspective perspective. Characterisation perspective (Paper 1 Lang.) The intended reader To read an unbridged version of the text Evaluation The use of language To produce some analytical responses about the A writer’s use of language HALF TERM 2 The use of structure writer’s intentions and how language is being and structure To produce a set of The context of the novel used to present some of the key characters. comparative responses Implementation: that demonstrate their HALF TERM 2 HALF TERM 2 Role play ability to effectively The key skill of comparison: English Language Paper 2 Pair work compare the writer’s Evaluating the writer’s perspective Questions 2 and 4 Close analysis perspectives. Identifying similarities and differences within two 19th, 20th A comparison of fiction and non-fiction relating to Class discussion or 21st Century extracts. the theme of: War and Disaster Group work Using images of modern and WW1 war related Research led PPT images to aid their contextual understanding. TERM 8 Content to be achieved by the end of the term Suggested activities to help Suggested evaluation and Key skills demonstrated as a result of the intentions (Year 9) achieve our intent (including assessment methods (to extra-curricular include one formal opportunities) summative assessment) HALF TERM 1 Pair work HALF TERM 1 HALF TERM 1 The study of ‘Power and Conflict’ poems based Close analysis To produce a set of The key skill of comparison AND analysis: on the theme: Class discussion comparative responses Evaluating the writer’s perspective The reality of war: Group work that demonstrate their Identifying similarities and differences within two poems The Charge of the Light Brigade Research led PPT ability to effectively from the cluster. Exposure presentations compare the writer’s Identifying a poet’s use of language and structure Bayonet Charge Round robin perspectives of war. Remains To have produced some HALF TERM 2 analytical responses that The key skills of Analysis: The study of 2x unseen poems that relate to demonstrate their growing Characterisation war. understanding of poetic Evaluating the writer’s perspective techniques and the poets’ The intended reader HALF TERM 2 intentions of poems that The use of language To study of the complete novel: ‘The Strange they have never studied. The use of structure Case of Dr. Jekyll and Mr Hyde’ The context of the novel HALF TERM 2 Early March – Assessment – A comparative response to question relating to how war has been presented in two poems. (30 marks) Students will produce a series of practise attempts in their folders that demonstrate their understanding of: Characterisation Setting A writer’s use of language and structure Context The intended reader TERM 9 Content to be achieved by the end of the term Suggested activities to help Suggested evaluation and Key skills demonstrated as a result of the intentions (Year 9) achieve our intent (including assessment methods (to extra-curricular include one formal opportunities) summative assessment) Continue the study of the complete novel: ‘The Pair work Assessment – before May The key skills of Analysis: Strange Case of Dr. Jekyll and Mr Hyde’ Close analysis half term – full Jekyll and Characterisation Comparing an extract from Jekyll and Hyde with Class discussion Hyde question. Evaluating the writer’s perspective the poem: London looking at the how the setting Group work The intended reader of London is presented in both extracts. Research led PPT To produce a comparative The use of language presentations response that The use of structure The study of ‘Power and Conflict’ poems based Round robin demonstrates their ability The context of the novel on the theme: to effectively compare the Loss and Absence: writer’s perspectives of the The key skill of comparison AND analysis: London setting: London. Evaluating the writer’s perspective Exposure (revision) Identifying similarities and differences within two poems Poppies To produce a comparative from the cluster. The Emigree response that Identifying a poet’s use of language and structure Kamikaze demonstrates their ability to effectively compare the The study of 2x unseen poems that relate to writer’s perspectives of: theme of: loss. Loss

Poetry comparison practice To have produced some analytical responses that demonstrate their growing understanding of poetic techniques and the poets’ intentions of poems that they have never studied.

TERM 10 Content to be achieved by the end of the term Suggested activities to help Suggested evaluation and Key skills demonstrated as a result of the intentions (Year 10) achieve our intent (including assessment methods (to extra-curricular include one formal opportunities) summative assessment) The study of the complete play: Role play Students will produce a The key skills of Analysis: RL – ‘The Curious Incident of the Dog in the Pair work series of practise attempts Characterisation Night Time’ Close analysis in their folders that Evaluating the writer’s perspective RS – ‘An Inspector Calls’ Class discussion demonstrate their The intended reader Creative writing: Group work understanding of: The use of language Descriptive writing Research led PPT Characterisation The use of structure Persuasive writing Setting The context of the novel To compare some fiction relating to the theme of: A writer’s use of language The key skill of comparison AND analysis: Travel writing and structure Evaluating the writer’s perspective Context Identifying similarities and differences within two extracts To explore the skills required for effective The intended reader Identifying a writer’s use of language and structure descriptive/narrative Assessment: The skill of creative writing: To use prompt images relating to Travel writing October – Full question of Selecting appropriate vocabulary to produce some descriptive writing ready for Modern Text Using varied sentence lengths their Qu 5 - 40 mark question. Using a range of punctuation To produce a set of Creating a structure that has impact Language Paper 1 Creating tone responses that Varying sentences for effect demonstrates their ability to effectively compare the writer’s use of: Language Structure

AND To evaluate the writer’s perspective To produce some creative writing that demonstrates their ability to: Vary sentences Use sophisticated vocabulary Accurately implement a range of creative techniques Use varied punctuation for effect TERM 11 Content to be achieved by the end of the term Suggested activities to help Suggested evaluation and Key skills demonstrated as a result of the intentions (Year 10) achieve our intent (including assessment methods (to extra-curricular include one formal opportunities) summative assessment) The study of a complete Shakespeare play: Role play Assessment – End of Feb – The key skills of Analysis: ‘Romeo and Juliet’ Pair work Hall – Paper 1 Lit. J and H Characterisation OR Close analysis AND Shakespeare Evaluating the writer’s perspective ‘Macbeth’ Class discussion Students will produce a The intended reader Group work series of practise attempts The use of language The study of ‘Power and Conflict’ poems based Research led PPT in their folders that The use of structure on the theme: demonstrate their The context of the novel Identity understanding of: Characterisation The key skill of comparison AND analysis: The Charge of the Light Brigade (revision) Setting Evaluating the writer’s perspective Poppies (revision) A writer’s use of language Identifying similarities and differences within two poems The Emigree (revision) and structure from the cluster. Kamikaze (revision) Context Identifying a poet’s use of language and structure Checking out my History The intended reader

The study of 2x unseen poems that relate to the theme of: IDENTITY

Poetry comparison practice Content to be achieved by the end of the term Suggested activities to help Suggested evaluation and Key skills demonstrated as a result of the intentions achieve our intent (including assessment methods (to extra-curricular include one formal opportunities) summative assessment) TERM 12 Language Paper 2 Role play Hall – Year 10 Mock – The skill of creative writing: (Year 10) Question 5 – Persuasive writing Pair work Language Paper 1 only. Using language to represent their intended reader Using extracts to revise their understanding of Close analysis To produce a range of Effectively using persuasive techniques persuasive devices Class discussion persuasive pieces that Varying sentences lengths Group work demonstrate their Using language to represent their assigned genre Creative writing – writing a number of genres Research led PPT understanding of: The key skill of comparison AND analysis: with the purpose to: persuade Genre Evaluating the writer’s perspective The intended reader Identifying similarities and differences within two poems Performing their Speaking and Listening exam Persuasive techniques from the cluster. Sentence variation Identifying a poet’s use of language and structure The study of ‘Power and Conflict’ poems based Language choices on the theme: Varied punctuation for The effects of war: effect. The charge of the light Brigade Exposure (revision) To produce a comparative Bayonet Charge (revision) response that Remains demonstrates their ability Poppies (revision) to effectively compare the War photographer writer’s perspectives of: Kamikaze (revision) The effects of war

The study of 2x unseen poems that relate to: To have produced some war analytical responses that demonstrate their growing understanding of poetic techniques and the poets’ intentions of poems that they have never studied.

TERM 13 Content to be achieved by the end of the term Suggested activities to help Suggested evaluation and Key skills demonstrated as a result of the intentions (Year 11) achieve our intent (including assessment methods (to extra-curricular include one formal opportunities) summative assessment) Language Paper 2 – section A Role play Lit 2. Hall – Full Mock – The key skill of comparison: Non fiction – 19th, 20th and 21st C extracts Pair work November Evaluating the writer’s perspective Close analysis Identifying similarities and differences within two 19th, 20th The study of ‘Power and Conflict’ poems based Class discussion To practise the skills or 21st Century extracts. on the theme: Group work required to effectively: Power of nature: Research led PPT Compare The key skill of comparison AND analysis: Ozymandias Identify writers’ Evaluating the writer’s perspective The Prelude perspectives Identifying similarities and differences within two poems Exposure (revision) Analyse a writer’s use of from the cluster. Storm on the Island language Identifying a poet’s use of language and structure Tissue Kamikaze (revision) To produce a comparative Poetry comparison practice response that demonstrates their ability to effectively compare the writer’s perspectives of: The power of nature

TERM 14 Content to be achieved by the end of the term Suggested activities to help Suggested evaluation and Key skills demonstrated as a result of the intentions (Year 11) achieve our intent (including assessment methods (to extra-curricular include one formal opportunities) summative assessment) The study of four ‘Power and Conflict’ poems Role play 1st week of Feb – Lang 2. The key skill of comparison AND analysis: based on the theme: Pair work Complete Paper – Hall - Evaluating the writer’s perspective The Power of humans Close analysis Mock Identifying similarities and differences within two poems Ozymandias (revision) Class discussion from the cluster. London (revision) Group work To produce a comparative Identifying a poet’s use of language and structure My Last Duchess (revision) Research led PPT response that Storm on the island (revision) demonstrates their ability Tissue (revision) to effectively compare the Checking out me History (revision) writer’s perspectives of: Poetry comparison practice The power of humans.

TERM 15 Content to be achieved by the end of the term Suggested activities to help Suggested evaluation and Key skills demonstrated as a result of the intentions (Year 11) achieve our intent (including assessment methods (to extra-curricular include one formal opportunities) summative assessment) Revision: Role play GCSE EXAMS All skills required for the examination Jekyll and Hyde – character and theme Pair work Practice papers AND Romeo and Juliet - character and theme Close analysis questions in class Curious/Inspector - character and theme Class discussion Language paper 1 – complete papers and specific Group work questions that are identified as a weakness. Research led PPT Poetry – unseen Poetry – comparison Language Paper 2 - complete papers and specific questions that are identified as a weakness.