a first person written record of a person's own life and experiences

demanding that people obey completely, without asking or caring about anyone else's opinions

the careful watching of a person or place, especially by the police or army

the act of gradually taking away someone else's rights, time, work or privacy

Analysing a dramatic description of an event

English

Exploring attitudes to teenagers across time

Applying reading strategies to non-fiction texts

Comparing ideas and advice on love in different centuries

Exploring how love has changed over time

Exploring vivid childhood accounts

Using juxtaposition and foreshadowing in childhood accounts

Understanding and planning open letters

Writing an open letter

Using and understanding irony in non-fiction writing

Writing humorously

Structural methods in a dramatic account

Withholding information and timing revelations

Using dialogue effectively

Analysing and improving an article

Using credible expert views in a non-fiction article

Planning an effective article

Writing an effective article

In 'Non-Fiction: Teenage Kicks', pupils evaluate how authors use language, to express similar or differing viewpoints. In 'Non-Fiction: Explorers', pupils analyse how historical or social context may lead to authors having differing views, on the same topics.

In 'Non-Fiction: Changing Views', pupils compare language choices used in non-fiction texts. In 'Non-Fiction: Teenage Kicks', pupils evaluate how authors use language to expresses similar or differing viewpoints.

In this unit, pupils develop their non-fiction reading and writing skills by looking at a collection of non-fiction texts about the theme of teenagers. They first build towards writing an open letter, before then looking at how they can write nuanced and sophisticated articles in an original voice.

Non-fiction: teenage kicks

Depiction or discussion of famine, disease, natural disasters.

Depiction or discussion of violence or suffering

Depiction or discussion of violence or fighting, including threats of violence or the aftermath of violence.

Which country does Hyeonseo Lee escape from as detailed in 'The Girl with Seven Names'?

discuss how the text made us feel personally

 analyse the historical context of the text

describe specific passages that resonated with us

compare the text to other works of literature

evaluate the writer's style and techniques

When we are explaining a personal response to a text, which two of the following should we do?

Match the words on the left with their synonyms on the right. 

consider its connotations and its links to theme and context.

consider the level of vocabulary sophistication.

investigate the origins of the words used.

Which of the following words could be used to describe the North Korean regime as detailed in 'The Girl with Seven Names'?

a figure of speech that involves an exaggerated statement

the creation of mental pictures in the mind of the reader

the repetition of consonant sounds at the beginning of words

Which of the following is the best definition of imagery in a text?

to introduce the main characters in detail

 to concisely summarise the entire plot of the story

 to provide background information or set the stage for the story

to conclude the story with an impactful resolution 

What is the usual function of a prologue?

Which of the following is a synonym for the word 'event'?

Which of the following is a synonym for 'dramatic'?

the main or most likeable characters in a story

the central idea or underlying message in a text

the setting or location where the story takes place

Which of the following is the best definition of a theme?

the use of exaggerated statements for effect

 using objects represent ideas or qualities

using words that sound like their meanings

Which of the following is the best definition of 'symbolism'?

Analysing a dramatic description of an event

Lesson outcome

Content guidance