Ht/topic (Y7/8) Overview Skills Wider reading Assessment 1. Conventions of Explore a range of 19th century fiction Key skill: Character/setting analysis 19th century extracts Reading (language th conventions through extracts, focusing Fast track 19th century novels – Dracula/Frankenstein analysis) 19 Century Fiction Supporting skills: on inference, language analysis in Modernised conventions (extracts from Gaslight etc.) (fiction reading) Inference and language analyis relation to character and setting and Non-fiction sources on prominent 19th century writers Comparison of conventions application of context. Culture capital (Dickens, Brontes, Hardy) Big idea: Fiction Theme and character analysis focus: life in the Victorian era Non-fiction sources on common 19th century themes reflects reality Academic language (sexism, class-divide etc.) Exploring context and applying to extracts Extracts/images from ‘Punch’ magazine 6 weeks Drama: given circumstances WoW – etymology/morphology Term 2 Term 2. Myths and Apply knowledge of using language for Key skill: Creative writing Extracts from modern M&L versions (Pandora’s Box) Creative Writing effect through creative writing of a Extracts from traditional M&L (Iliad and The Odyssey) (structure, Legends (creative Supporting skills: different genre, whilst mastering a range M&L poetry (‘Medusa’ by Duffy, ‘Failing and Flying’ by descriptive and writing) Exploring structure of writing skills. Culture capital focus: Jack Gilbert) narrative) Descriptive writing/ SPaG Greek Gods Non-fiction (origins of M&L) Big Idea: Description Narrative writing Shakespearian references to M&L is transportation Comparison of conventions Anthropomorphism in ‘The ‘The Boy, The Mole, The Fox Drama: super objective and the Horse’ WoW – etymology/morphology 3. Shakespeare’s Students have developed their inference Key skill: Theme analysis ‘Black’ song by Dave Reading (Theme skills and language analysis in Term 2; Maya Angelou analysis) The Tempest (play Supporting skills: students will now work towards Multicultural poetry reading) Theme and character analysis commenting on the effect of themes ‘I Am Malala’ NF article – ‘Was Shakespeare a Racist?’ explored in the play. Cultural capital: Non-fiction context resources Big Idea: With power Comparing and contrasting characters/themes prejudice, racism, supernatural ‘F*ck Shakespeare’ poem by Inua Ellams comes great Context responsibility Conventions/format of a play-script Drama skills WoW – etymology/morphology Term 3 Term 4. Success Stories Explore conventions of non-fiction. Key skill: Persuasive language writing Non-fiction extracts exploring school values Transactional Adapt writing skills from HT2 to produce Non-fiction extracts exploring local heritage/success writing: express (transactional Supporting skills: a transactional piece. Cultural capital stories your viewpoint on writing) Transactional writing focus: 21st century social Modern social movements (BLM/ feminism) a social movement Identifying and comparing viewpoint movements/reform Exploration of fictional characters (persuasive Big Idea: Think Big, Persuasive techniques/expressing viewpoint Extracts from ‘Touching the Void’ language, Chase Dream, Non-fiction conventions expressing Succeed Together Drama: Freeze frames and thought tracking arguments, WoW – etymology/morphology developed ideas) HT/topic (Y9) Overview Skills Wider reading Assessment 1 & 2 – Celebrating diversity Students will study the text Othello, focusing on Key skill: Character/setting/theme analysis Fiction examples: Formative context, characters, themes, language analysis and The Hate U Give Annotation of an Exploration of diversity & race. theory. Supporting skills: The Colour Purple extract exploring Inference and language analysis character “For you to be right, must I be Additionally, students will explore a range of Comparison of conventions Non-fiction examples: wronged?” fiction conventions through extracts, focusing on Theme and character analysis Long Walk to Freedom Summative ― Vineet Raj Kapoor language analysis and context. Academic language Becoming (Michelle Obama) Literature essay on Exploring context and applying to extracts character Finally, students’ language analysis will also be Drama: given circumstances Poetry examples: developed through study of unseen poetry. Not my Business Formative Key skill: Unseen poetry analysis Search for my Tongue Annotation of an Term 2 Term Cultural capital: Letter from God to Man (lyrics) Race, prejudice, intolerance, BLM Supporting skills: unseen poem WoW – etymology/morphology Exploring structure Inference and language skills Summative Academic language Literature essay on Exploring context and applying to poems unseen poem 3 – Creating a voice Students will find their ‘voice’ and experiment with Key skill: Creating a voice Fiction examples: Formative: language to draft fiction and non-fiction texts. Animal Farm Draft the opening of a Experimenting with language to create They will deconstruct existing texts and use what Narrative principle Of Mice and Men narrative – animal’s a voice through exploration of fiction they learn to hone their own writing; good readers Discourse markers Bob, No Ordinary Cat perspective. and non-fiction. should become good writers. Crafting a voice Characterisation Non-fiction examples: Summative: “All I have is a voice.” The theme of animals: writing as an animal/about Structure Newspaper articles (cruelty) Draft a narrative from ― W.H. Auden an animal – drawing on non-fiction. Can be Varied vocabulary an animal’s literal/twisted/dystopian etc. Devices for effect Poetry examples perspective. SPAG The Eagle Cultural capital: At Grass Empathy/animal rights The Tyger WoW – etymology/morphology Jabberwocky Term 3 Term 4 – Social change Students will study the text An Inspector Calls in its Key skill: Theme analysis/discursive writing An Inspector Calls Formative: entirety, focusing on context, characters, themes, Annotation of an Exploration of changing societal habits language analysis and theory. Supporting skills: 19th & 20th century social extract exploring and expectations. Inference and language analysis reform/movements theme Additionally, students will explore a range of non- Comparison of conventions (suffragettes/trade “Progress is impossible without change, fiction extracts to explore the theme of social Theme and character analysis unions/socialism/feminism) Summative: and those who cannot change their change. Academic language Draft a discursive minds cannot change anything.” – Exploring context and applying to extracts A Woman to her Lover piece linked to social George Bernard Shaw Cultural capital: Drama: given circumstances Porphyria’s Lover change Social change/reform/movement WoW – etymology/morphology WoW – etymology/morphology HT/topic Overview Skills/tasks to include Wider ‘reading’ e.g…. Assessment (Y10) Social Injustice Students will study the set text A Language: Literature: A Christmas Carol Formative Christmas Carol in its entirety, Annotation of an extract exploring focusing on context, characters, Reading aloud Reading aloud Gin Lane character Exploration of social themes, language analysis and Skim/scan reading Contextual information Non-fiction accounts of context inequality over time theory. Quote selection Literary devices with terminology Summative with particular Effective discourse markers (relevant to group) Modern articles Literature essay on character focus on poverty Additionally, students will explore a Word classes Recapping key quotations https://www.theguardian.com/books/2005/dec/24/fe and class. range of fiction conventions Language analysis (grids and Annotation of key quotes aturesreviews.guardianreview22 - Death, grotesquery, through extracts, focusing on paragraphs) A3 revision resources poverty and more death - A Christmas Carol seems an “The test of our language analysis and context. Structure analysis (grids and (characters/themes) unlikely festive offering. Yet few tales have had such progress is not paragraphs) Essay plans (grids) enduring appeal, says Michel Faber whether we add Students will hone their own Evaluation Language analysis Formative creative writing skills by utilising Terminology (relevant to group) Recap word classes https://www.oxford-royale.com/articles/dickens- more to the Language/structure analysis of an extract what is learned through analysis MASSIVE Literary theory – Marxism/feminism christmas-carol-lessons/#aId=8605e948-eeeb-487b- abundance of those and drafting their own fictional Vocabulary building Extract annotation ad2d-2246cfac9a7b – Does A Christmas Carol have Summative who have much; it is pieces. Planning for a range of images Practice paragraphs anything to teach us today? Draft own narrative piece whether we provide Narrative principle Essay planning enough for those Finally, students’ language analysis Essay writing https://www.bl.uk/articles- who have too little.” will also be developed through listing?related_to=11d4e59b-eab6-4807-b5f1- ― Franklin D. study of unseen poetry. 43186b4c9600 – British Library articles Roosevelt Power Students will study the set text Language: Literature: Macbeth Formative Macbeth in its entirety, focusing on Annotation of an extract exploring context, characters, themes, Reading aloud Reading aloud Extracts: theme Exploration of language analysis and theory. Skim/scan reading Contextual information I am Malala power, its Quote selection Literary devices with terminology I have a dream Summative accumulation & Additionally,