to unpick and examine a text in detail, considering a writer’s choice of language and intention

to provoke or bring out a feeling or emotion

the feelings or words associated with a word

Creating layered language analysis

English

Exploring historical attitudes and perspectives in non-fiction texts

Discussing historical and societal attitudes

Exploring historical perspectives of men

Exploring autobiographical texts

Considering alternative perspectives of war in non-fiction texts

Developing analytical responses

Identifying and analysing a writer’s perspective

Comparing the presentation of perspectives in non-fiction texts

Comparing tone and language choices in non-fiction texts

Reading and forming opinions on a 19th century text

Exploring a non-fiction text with multiple perspectives

Comparing and evaluating non-fiction texts

Creating comparative analytical paragraphs

Identifying and exploring complex ideas in a text

Planning an analytical response

Varying sentences and using anecdotes to express a viewpoint

Understanding what makes a persuasive speech

Persuasive writing: using credible and effective rhetorical devices

Developing a viewpoint using structural features

Writing a speech: openings and closings

Preparing to write a persuasive speech

Re-drafting a persuasive speech

Considering non-verbal features in presenting a speech

Preparing and delivering a powerful speech

In 'Women's rights across the ages', students look at the way language has evolved in the discussion of gender, from the 18th Century to today and to what extent this reflects changing social attitudes. In 'Macbeth: Lady Macbeth as Machiavellian Villain', students examine the play's unconventional female lead, considering how sympathetically she might be viewed by audiences across the ages. 

In 'Writing with passion', students complete the unit by writing an opinion article, protesting about something that they feel strongly about. In 'Women's rights across the ages', students practise voicing a strong personal viewpoint through a persuasive speech. 

In this unit, pupils read a wide range of non-fiction texts from across history that are centered around the topic of women's rights. They first read a range of texts and identify key themes and techniques within them, before then planning, writing, re-drafting and delivering their own speech.

Women's rights across the ages: non-fiction reading and writing

Historic or outdated representations of people that may portray inequality or injustice.

Depiction or discussion of discriminatory behaviour

Which word best matches the description of facilities in women's football clubs as basic, undeveloped, and inadequate?

Which of these words would **not** be considered a connotation of the word "rats"?

Here is a list of connotations: invisible, secretive, concealed. Pick the word which best matches these connotations.

evokes a feeling or reaction from the reader or audience

Which of the following would be useful to consider when looking for keywords in a text?

Which word beginning with 'e' can be described as: 'to provoke or bring out a feeling or emotion'?

a science fiction story set on a distant planet

a biography of a famous historical figure

Which of the following is an example of a non-fiction text?

senior citizens living in retirement communities

young adults eligible to vote in elections

travel bloggers documenting their adventures

Who is the intended audience for this persuasive article titled: "The Importance of Voting: Your Voice Matters"?

Which word beginning with 'f' refers to the type or style of a text e.g. speech or letter?

evaluating and interpreting a text's meaning

Which of the following answers best describe the term 'analysis' in an English lesson?

the individuals or groups of people presented in a text

the feelings and judgements expressed in a text

Which answers would help you explore the idea of representation in a text?

If you were considering the publication date of a text and how it informs the ideas expressed, you would be exploring ...

Creating layered language analysis

Lesson outcome

Content guidance