OCR GCSE English Literature Scheme of Work

Year 10 Specification/ Key Learning/Assessment Objectives Recommended teaching Assessment/homework Links to wider Topic Area activities and resources curriculum Autumn Component 02 Introduction to poetry at GCSE: OUP English Literature Textbook Exam-style analysis of a single Reading unseen Term 1 Section A Part a)  How to read and annotate a poem Chapter 3: Poetry poem (part b) texts (link to and Part b)  Making useful annotations Language 01  Approaching an unseen poem and Allowing pupils to approach each of Ongoing homework: pupils and 02) Conflict poetry developing a personal response the Conflict poems as an unseen complete a grid for each poem, cluster Introduction to conflict: facilitates development of once studied, summarising the Skills focus:  Explore and interpret a key theme examination skills important content (including AO1 and AO2 Study of individual poems: types of conflict), quotations  Develop personal responses and and features of language, critical reading skills Delivery guide: Responding to structure and form to  Explain and analysis how language, unseen texts encourage regular structure and form create effects consolidation and independent revision  Use relevant subject terminology Autumn half term Autumn Component 02 Continuation of study of individual poems: Delivery Guide: Comparing texts Exam-style comparative essay Reading unseen Term 2 Section A Part a)  Develop personal responses and (part a) texts; comparing and Part b) critical reading skills texts (link to  Explain and analysis how language, Ongoing homework: pupils Language 01 Conflict poetry structure and form create effects complete a grid for each poem, and 02) cluster  Use relevant subject terminology once studied, summarising the Comparing poems: important content (including Skills focus:  Develop comparative understanding of types of conflict), quotations AO1 and AO2; texts and features of language, comparison of  Engage with thematic links between structure and form to texts texts encourage regular  Compare ways in which writers consolidation and independent explore and present themes revision  Learn how to structure a comparison essay and develop writing skills

Version 1 1 © OCR 2017 Year 10 Specification/ Key Learning/Assessment Objectives Recommended teaching Assessment/homework Links to wider Topic Area activities and resources curriculum Spring Component 02 Introduction to the play/plot and concepts of Macbeth film [2015] dir. Justin Working towards the extract Skills focus: AO1 Term 1 Section B tragedy: Kurzel question: close analysis of a and AO2  Understand themes, ideas, issues, plot Macbeth film [1971] dir. Roman speech or specific moment Shakespeare, development Polanski Introduction to Macbeth  Pay closer attention to the structure of Macbeth film version of Chichester Ongoing homework (continues using context the play by understanding typical Festival Theatre production starring into Spring Term 2): complete (AO3) structure of a tragedy Patrick Stewart/Kate Fleetwood consolidation grid of  Introduction to characterisation of the [2011] dir. Rupert Goold development of Macbeth’s Creative writing tragic hero Ben Crystal, Springboard character after each Act, links to Language Working through the play: Shakespeare: Macbeth, Arden including key quotations/ 02  Act 1 / Act 2 / Act 3 Shakespeare (2013) aspects of language, structure  Reflect critically on key scenes and and form, as well as characters/relationship Creative approaches, e.g. Lady development of relationship  Analyse how Shakespeare uses Macbeth’s monologue following the with other characters language, structure and form by events of Act 1 Scene 7, Act 2 focussing on key soliloquies Scene 2 or Act 3 Scene 2  Learn/revise relevant subject Focus on the presentation of the terminology specific to studying supernatural/witches; character Shakespearean text development of Macbeth and Lady  Evaluate a variety of different valid Macbeth; relationships between responses to a text by exploring Macbeth/Lady Macbeth and different film versions or productions Macbeth/Banquo  Use relevant contexts to inform reading and personal response Explore different productions/  Structuring a written response to an interpretations of specific scenes, extract from the play e.g. comparing presentations of Act 2 Scene 3 and the discovery of Duncan)

Teach contexts as they arise, linked into specific scenes to avoid contextual research/knowledge being used as a “bolt on”

Spring half term

Version 1 2 © OCR 2017 Year 10 Specification/ Key Learning/Assessment Objectives Recommended teaching Assessment/homework Links to wider Topic Area activities and resources curriculum Spring Component 02 Continue working through the play: More developed focus on other Exam style assessment: Skills focus: AO1 Term 2 Section B  Act 4 / Act 5 characters, e.g. Macduff, Malcolm, choice of question and AO2  Continue to develop key skills as Lady Macduff Shakespeare, above Easter holiday homework: Introduction to Macbeth  Extending written responses to texts students read Kazuo Ishiguro’s using context  Structuring a written response to the Never Let Me Go and answer (AO3) discursive question; developing a comprehension questions on critical style in a personal response to each chapter whole text/task

Version 1 3 © OCR 2017 Specification/ Recommended teaching Links to wider Year 10 Key Learning/Assessment Objectives Assessment/homework Topic Area activities and resources curriculum Summer Component 01 Introduction to studying a modern novel: Close analysis of the opening section Exam-style comparison Reading unseen Term 1 Section A Part a)  Respond to conventions of narrative of the novel offers opportunity to question (part a) literary prose; and Part b) and characterisation; explore deeper introduce range of features and ideas comparing prose implications of narrative voice in the about the text texts (link to Kazuo Ishiguro, novel Language 02) Never Let Me Go Close analysis of key moments; mind- Introduce context: mapping of each moment to  Social/cultural; common situations and consolidate key quotations and Key skills: AO1 experiences significant words/phrases/sentences and AO2  Reflect critically on these experiences in the novel Delivery Guide: Never Let Me Go

Develop critical reading and personal response to the novel:  Part One and Part Two  Pay particular attention to the details of the text: very heavy word/sentence- level focus by looking at key moments over the first two parts of the novel

Develop prose comparison skills:  Understand how to structure a part a) response (comparison of novel extract with unseen prose extract)

Summer half term Summer Revision: Secure essay writing technique: OCR Specimen Paper (Component Mock examination: Key skills: AO1 Term 2 Component 2  Component 2 Section A Part a) 02): Component 02 and AO2 Section A and  Component 2 Section A Part b) http://www.ocr.org.uk/Images/169189- Section B  Component 2 Section B (extract-based unit-j352-02-exploring-poetry-and- Summer holiday homework: and discursive) shakespeare-sample-assessment- students read Charlotte Component 01 materials.pdf Brontë’s Jane Eyre and

Version 1 4 © OCR 2017 Year 10 Specification/ Key Learning/Assessment Objectives Recommended teaching Assessment/homework Links to wider Topic Area activities and resources curriculum Section A Part a) Work on developing effective revision complete active reading and Part b) strategies for the set texts. activities in reading comprehension pack Kazuo Ishiguro, End of Year 10 Mock Examination: Never Let Me Go Component 02 (2 hours)

Develop critical reading and personal response by completing the modern novel:  Part Three  Pay particular attention to the details of the text: very heavy word/sentence- level focus by looking at key moments over the first two parts of the novel

Version 1 5 © OCR 2017 Year 11 Specification/ Key Learning/Assessment Objectives Recommended teaching Assessment/homework Links to wider Topic Area activities and resources curriculum Autumn Component 01 Work through the novel, with a close focus on Women in the Nineteenth Century: Extract-based essay 19th Century texts Term 1 Section B key moments. Through study of key moments, research and production of an and contexts (link students will engage with key assessment academic poster – key contextual Ongoing homework: to Language 01) Charlotte Brontë, strands below. element for understanding the novel consolidation grids of key Jane Eyre Develop critical reading skills with exploration of as a social commentary: moments (OCR Let’s Take A Skills focus: AO1, genre: www.victorianweb.org is a very useful Moment resource) AO2, AO3  Bildungsroman resource for this  Gothic novel Creative writing  Romance The Brontë Parsonage Museum: (link to Language https://www.bronte.org.uk/ 02) Respond to setting and atmosphere:  Evaluate significance of settings in Quotation banks and lists of key relation to Jane’s developing character moments  Analyse words, sentences and techniques used to convey setting Delivery Guide: Jane Eyre

Develop personal responses to ideas, themes, Creative approaches: Jane’s characters and relationships childhood diary; descriptions of a place Evaluate the significance of context, discovering contexts through study of each moment Autumn half term Autumn Component 01 Consolidation of the novel through tracking of: See above Mock examination: Skills focus: AO1, Term 2 Section B  Themes Component 01 AO2, AO3  Relationships Revision: timed mind maps of key Charlotte Brontë,  Settings/episodes in Jane’s life journey moments from both novels; Jane Eyre  Language patterns quotations quizzes (e.g. “fill in the  Symbolism (e.g. Bertha, fire, etc.) blank”) Revision: Component 01 Revision of extract-based and discursive essay OCR Specimen Paper (Component Section A responses 01): http://www.ocr.org.uk/Images/169188- Year 11 December Mock Examination: unit-j352-01-exploring-modern-and- Component 01 (2 hours) literary-heritage-texts-sample- assessment-materials.pdf

Version 1 6 © OCR 2017 Year 11 Specification/ Key Learning/Assessment Objectives Recommended teaching Assessment/ homework Links to wider Topic Area activities and resources curriculum Spring Revision: Revise approaches to unseen poetry Exam-style questions; conflict Exam-style poetry part a) Comparison skills Term 1 Component 02 clusters from previous specifications responses (timed) (link to Language Section A Part a) Make sustained and developed comparisons and other current specifications 01 and 02) between unseen poetry and anthology poems make useful resources Approaches to unseen texts (Language 01 and 02 / Literature 01)

Spring half term Spring Revision: Revision of key moments of Macbeth; focus on OCR Practice Paper Set 1 Mock examination: Essay techniques Term 2 Component 02 refining essay/planning techniques for both (Component 02) Component 02 refined here Section B types of question support Component 01 Year 11 March Mock Examination: Section B Component 02 (2 hours)

Specification/ Recommended teaching Links to wider Year 11 Key Learning/Assessment Objectives Assessment/ homework Topic Area activities and resources curriculum Summer Revision: Revision of all set texts and final exam OCR Practice Papers Set 2, either to Exam practice Term 1 Component 01 preparation be used as extra mock questions (ALL) (personalised to take into account Component 02 students’ weaker sections) or (ALL) “talking” mock to refine timing, planning and essay techniques

Summer half term

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