something that is very bad or deserving of condemnation

cold, bare or without any hope or encouragement

well-selected or chosen using good judgement

a noticeable and significant difference or inequality

Planning an analytical response

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

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Historic or outdated representations of people that may portray inequality or injustice.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

introduces the main ideas in your paragraph

the information you gather from the text e.g. quotations and key words

concludes the arguments or main ideas in your paragraph

Match the parts of the single paragraph outline to the correct definitions.

Which word can be used to describe something that is very bad or deserving of condemnation?

Which of these words is not a conclusive discourse marker?

Which one of the following success criteria does not belong in a topic sentence?

Which one of the following words would not complete this sentence about effective embedded quotes? Embedded quotes should be ...

They are analytically rich and have interesting features to comment on.

They are chosen from the breadth of the text and offer a range.

They are well selected and illuminate your point.

The come from a small, specific part of the text.

Select the statements that demonstrate you have used quotes judiciously.

to introduce the main idea in a paragraph

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

to provoke or bring out a feeling or emotion

the feelings or words associated with a word

Which of these definitions matches the word 'connotation'?

The way individuals, groups or a subject is presented in a text.

The feelings or judgements being expressed about the subject.

Whether the text is historical or from the present day.

Match the 'big idea' concept to the correct description.

'The women have to endure a "rudimentary" space to train.' What word type is the word "rudimentary" in this sentence?

evokes a feeling or reaction from the reader or audience

Which one of the following would not be useful to consider when looking for keywords to analyse in a text?

To explore the dietary habits of women footballers.

To inform readers about the challenges faced by women footballers.

To discuss the historical development of women's football leagues.

What is the primary purpose of this article: "EXCLUSIVE: Mice in the dressing rooms, makeshift lunches, and borrowed kit – uncovering the unseen struggles of women's football"?

Planning an analytical response

Lesson outcome

Content guidance