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7 Lord of the Flies Relationships Oliver Twist the Tempest

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7 Lord of the Flies Relationships Oliver Twist the Tempest Overall Curriculum Map 2020-2021: English End of year skills & Seminal World Literature Poetry Canonical classic Shakespeare Knowledge Key Knowledge: 1. To begin to understand concepts/ ideas and the Lord of the Flies Relationships Oliver Twist The Tempest bigger picture of different writers and different time 7 Very Important Points bespoke to the Unit: Very Important Points (building on skills from Unit Very Important Points (building on skills from Units 1 & 2) Very Important Points (Builds on all year group skills) periods. INTRODUCE, BEGIN, APPLY, FORM, IDENTIFY. 1) DEEPEN, REVISIT, BROADEN, MASTER, REVISIT, MASTER, REVISIT. 2. To introduce students to relevant myths and DEVELOP, REVISIT, CONSOLIDATE, UNDERSTAND. legends (Linked to the theme of Conflict) • Aspects of structure only (opening/ ending) • Introduce the 5-minute journey plan for • Introduce Critical viewpoint scenarios by 3. Demonstrate understanding of motifs, symbols • Introduction to Show Not Tell. • Poetic conventions introduced. narrative writing. introducing supporting student and concepts. • Write effective narrative openings. • Develop knowledge of structure through • Develop knowledge of structural features from statements and then: How much do you 4. Apply the spelling patterns and rules set out in • Introduction to ISMELL through Imagine poetry form. different points of a text, not just beginning or agree? questions the English Appendix in the English Programmes of statements only. • Single poem analysis in written form. end. • Introduce dramatic conventions and how Study. • Language analysis. • Comparison of poetry through discussion • Introduce different structural features such as these support meaning and concepts of a • Figurative language through writing. only. perspective shift, time shift, zoom and pivotal text. • Summary skills through discussion only. • Introduce ideas on the shape and simple moment. • Introduce ensemble based drama Reading skills: • Tier 2 Vocabulary linked to text(s) rhyme schemes within the poems: ABAB, • Broaden skills and knowledge of motifs and activities which support learning. 1. Decode explicit meanings from a text. • Identify features of non-fiction texts: letter, AABB, half-rhyme, free verse. extended metaphors through reading texts • Develop regular opportunities for 2. To be able to form an opinion on a wide range of speech and article. • Begin to analyse language through single studied and embeddeding in creative writing. students to rehearse and perform key texts and ideas. 4. Begin to form implicit inferences from a text. • Introduce a variety of myths, legends and word focus and connotations by • Further develop Imagine statements that scenes from the play. 6. Use evidence from all texts to support choices. allusions linked to the text such as The exploding relevant phrases and contrast perfect scenario with worst case • Revisit and master structural features of 5. Develop an appreciation and love of reading Garden of Eden, Adam and Eve. quotations. scenario. a whole text: beginning, middle and end. through a range of challenging texts. • PCD activities will compliment knowledge, • Poety references and Tier 2 Vocabulary • Plan and construct a persuasive speech. • Master final stages of ISMELL non-writing 6. Read a wide range of fiction and non-fiction, skill and context from this unit and previous to inspire creative writing. • PCD activities will compliment knowledge, skill strategy to include cyclical structure and including in particular whole books, short stories, primary learning on SPAG and word types. • Introduce students to experimenting and context from this unit and previous unit. contrasting Imagine statements. poems and plays with a wide coverage of genres, • Answer weekly VIP assessments which with and writing their own poetry. • Answer weekly VIP assessments which • Master the narrative structure by historical periods, forms and authors. rigorously and repeatedly test short, • Introduce motifs and extended rigorously and repeatedly test short, medium polishing cyclical structure, embedded 7. Introduce comparison skills through discussion. medium and long term knowledge and metaphors in creative writing. and long term knowledge and understanding of motifs and extended metaphors, 8. Understand the purpose, audience and context of understanding of key contextual, • Introduce Imagine statements from the key contextual, conceptual, historical, political, figurative language and Show not Tell. all texts studied. conceptual, historical, political, allusional ISMELL non-fiction writing strategy. allusional and social factors of the text but also • Revisit poetry references to use in 9. Learn Tier 2 Vocabulary which is linked to the and social factors of the text but also • Develop new myths, legends and understanding of the writers’ choice of creative writing. range of texts studied and apply to contextual understanding of the writers’ choice of allusions linked to the text. language, vocabulary, spelling and vocabulary • Develop exam stamina nd resilience for understanding. language, vocabulary, spelling and • Plan and construct a formal letter. and questions linked to key characters, themes all students taking their end of Year 10. Idenity some poetic conventions and understand vocabulary and questions linked to key • PCD activities will compliment and plot devices. English exam. how these have been used. characters, themes and plot devices. knowledge, skill and context from this • PCD activities will compliment 11. Begin to read a text critically by understanding unit and previous unit. Knowledge and Context: knowledge, skill and context from this some of the effects of setting, plot and character. Knowledge and Context: Deepen short term and long term recall of key ideas, themes unit and previous unit. • Answer weekly VIP assessments which 12. Begin to understand aspects of structure in the Begin to develop short term and long term recall of key and concepts of Dickens the writer: • Answer weekly VIP assessments which rigorously and repeatedly test short, texts studied. ideas, themes and concepts of Golding the writer: Society and Class, Poverty, Criminality, Child abuse, Nature vs rigorously and repeatedly test short, medium and long term knowledge and 13. Develop short to long-term recall of key ideas and Democracy vs dictatorship; Civilisation vs savagery; The Nurture, Religion, Contrasting Regions, Fate and Free Will medium and long term knowledge and understanding of key contextual, themes in the texts studied. loss of innocence; The consequences of war; Human ,Identity, the failure of charity. understanding of key contextual, conceptual, historical, political, allusional 14. Practice spelling rules and strategies learned in nature; Good vs evil; Class system; Nazi Germany, the loss Revisit knowledge, themes, skills and context from previous conceptual, historical, political, allusional and social factors of the text but also each unit and through regular spelling tests and of the British Empire. units in PCD activities and to support new conceptual and social factors of the text but also understanding of the writers’ choice of interleaved PCD questions. Begin to form explicit inferences and opinions about the learning. understanding of the writers’ choice of language, vocabulary, spelling and texts studied. Develop explicit and implicit inferences about the texts language, vocabulary, spelling and vocabulary and questions linked to key Begin to form implicit inferences about the texts studied. studied. vocabulary and questions linked to key characters, themes and plot devices. Creative Writing skills: Identify symbolism, allegory foreshadowing, motif, tone. characters, themes and plot devices. Knowledge and Context: 1. Create a range of figurative language including Apply knowledge of writers’ methods: simile, metaphor, Supporting non-fiction texts to embed context: Further develop short to long term memory of key similes, metaphors, alliteration and personification. personification, imagery, alliteration, pathetic fallacy, Sketches from Boz, The Charity workers extract from A Knowledge and Context: ideas, themes characters and concepts of the poets: 2. Understand and apply different narrative juxtaposition. Christmas Carol. Begin to develop short term and long term recall of key Identify a range of poetic conventions. perspectives. ideas, themes and concepects of Shakespeare the Develop effects of language and become more forensic 3. Apply understanding of a motif in creative writing. Supporting non-fiction texts to embed context: Reading: writer: in single word analysis. 4. Apply and transfer Tier 2 Vocabulary from A text from the Telling Tales short story anthology. Develop structural features over a whole text or extract, not Jacobean supersitions and the supernatural, freedom Form explicit, and in some cases, implicit inferences and previous reading units into creative and transactional just from a certain point. and Confinement opinions about the texts studied. writing. Reading: Introduce structural methods such as: Empathy, Forgiveness, Justice, Repentance Develop knowledge of writers’ methods: simile, 5. Develop Show not Tell character description. Identify aspects of structure through (openings and metaphor, personification, imagery, alliteration, pathtic Perspective shift, time shift, pivotal moments, exposition, Nature vs Nurture. endings) using film/ media as inspiration. Exposition. fallacy, juxtaposition, extended metaphor and motif. denoument. Gender roles and religion.
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