refers to writing where all of the separate parts are clearly connected and well structured

if something is emotive it provokes intense feelings or emotions

Developing a viewpoint using structural features

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

Creating layered language analysis

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

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Historic or outdated representations of people that may portray inequality or injustice.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

What does the term "emotive" mean in the context of writing?

Which **two** sentence starters would be the most useful to begin an anecdote?

Which word beginning with 'C' describes a piece of writing where all of the parts are clearly connected and well structured?

This is taken from Shakespeare's 'The Merchant of Venice':  "I'll have my bond; speak not against my bond:
I have sworn an oath that I will have my bond.” Which rhetorical device is being used?

Which rhetorical device involves the repetition of words or phrases at the start of successive clauses?

Which of these would **not** be considered a purpose of persuasive writing? 

Which of these tonal words could be considered the best way to engage or persuade an audience?

Which word can be described as: 'to create a bond or connection'?

Are you aware of the vital role women play in STEM?

Women excel in STEM, driving innovation and progress

Match the sentence type to the correct example.

Which word beginning with 'A' describes a short, interesting story?

When creating experts and statistics to use in your writing, they must be...

Developing a viewpoint using structural features

Lesson outcome

Content guidance