English

In 'Animal Farm: Barriers to Leadership', pupils evaluate the different types of leadership styles presented in the novella. In 'Animal Farm: Lies and Deception', pupils explore how key images, such as food and the windmill, are used a symbols of the lies and deceit of the pigs.

In 'Animal Farm: The Pigs and Power', pupils develop a clear understanding of the plot, main characters and themes of the novella. In the second exploration unit, 'Animal Farm: Barriers to Leadership', pupils undertake more nuanced analysis of the pigs grasp for power.

In this unit, pupils learn about how Priestly questions societal expectations of gender and class in 'An Inspector Calls'. They look at three female characters, Sheila, Mrs Birling and Eva, and also explore how masculinity is presented. They finally plan and write an essay on the topic.

Modern text: first deep dive

In this unit, pupils look at different types of leadership in 'Animal Farm'. They first look at Mr Jones, before analysing how education affects leadership and submission. They then practise elements of essay writing, before writing an analytical paragraph about violence and control in the novella.

In 'Macbeth: A Tragic Hero', pupils become more critical of Macbeth, analysing the role he plays in his own downfall. In 'Macbeth & Masculinity: The Struggle for Power', pupils explore how Macbeth's insecurity surrounding his masculinity is his hamartia.

In 'Macbeth: Lady Macbeth as a Machiavellian Villain', pupils focus on the role that Lady Macbeth plays in the downfall of her husband. In 'Macbeth: A Tragic Hero', pupils become more critical of Macbeth's own decisions, evaluating whether he could be considered a tragic hero.

In this unit, pupils analyse how Macbeth is presented as a tragic hero. They first deepen their understanding of Shakespearean tragedy and tragic heroes, and then use this knowledge to analyse key scenes from the play. Finally, they prepare an essay on how Macbeth is presented as a tragic hero.

Shakespeare: first deep dive

In this unit, pupils look at the interplay between violence, honour, and masculinity in 'Romeo and Juliet'. They look at key scenes, and what they reveal about key male characters, before finally looking at how to use context and quotations effectively in an analytical essay.

In 'A Christmas Carol: a ghost story', pupils explore the novella in the context of the gothic tradition and in particular examine the characterisation of the ghosts and the gothic settings. In 'A Christmas Carol: A Christian Parable', pupils focus on the Christian foundations of the story and on the use of Christian imagery throughout to gain a more nuanced understanding of the writer's message.

In 'A Christmas Carol: a Gothic Tale', pupils explore the conventions of the Victorian gothic and the ways in which Dickens appropriates this for his tale. In 'A Monster Within', pupils learn about the gothic genre by comparing a series of gothic villains.

In this unit, pupils consider how and why Dickens presents 'A Christmas Carol' as a ghost story. They look at the novella as a gothic text and then the ghosts in detail. They then write a critical response about how Dickens uses the ghosts to deliver his message about social responsibility.

Nineteenth century text: first deep dive

In 'Jekyll and Hyde: the Divided City', pupils explore how the city of London is used as a symbol of Jekyll's duplicitous life. In 'Jekyll & Hyde: Society as the Villain', pupils critically analyse the role the Victorian patriarchy and the class system plays in Jekyll's demise.

In 'Jekyll & Hyde: Duality and Evil', pupils explore how Jekyll creates Hyde to explore his deepest and darkest desires. In 'Jekyll & Hyde, the Divided City', pupils explore how Stevenson uses the setting of London to symbolise the duality of Jekyll.

In this unit, pupils explore the importance of settings in 'Jekyll and Hyde'. They first look at how Stevenson subverts our expectations of gothic settings, before looking at different settings and motifs in the novella. They finally do a detailed analysis of the 'Incident at the window' extract.

In 'Edexcel Belonging Poetry continued', pupils used a range of reading skills to aid the supported decoding of challenging poems. In 'Unseen Poetry', pupils use these reading skills to decode texts with independence.

In 'Edexcel Belonging Poetry', pupils compared the language, form and structure of a variety of poems connected by the themes of culture and belonging. In 'Edexcel Belonging Poetry continued', pupils work on making more nuanced comparisons, focusing on the three final poems: *Kumukanda*, *In Wales, wanting to be Italian* and *Us*.

In this unit, pupis read and analyse three poems from the 'Belonging' anthology. Pupils complete two lessons about each poem: one on understanding and one on analysis. At the end of the unit, pupils analyse themes from across the anthology and practise crafting a sophisticated comparative essay,

Poetry anthology: continued study

In 'Edexcel Belonging Poetry', pupils compared the language, form and structure of a variety of poems connected by the themes of culture and belonging. In 'Edexcel Belonging Poetry continued', pupils work on making more nuanced comparisons focusing on the final three poems: *Poppies*, *Catrin* and *Cousin Kate*..

In this unit, pupis read and analyse three poems from the 'Conflict' anthology. Pupils complete two lessons about each poem: one on understanding and one on analysis. At the end of the unit, pupils analyse themes from across the anthology and practise crafting a sophisticated comparative essay,

In 'AQA Power and Conflict Poetry continued', pupils used a range of reading skills, to aid the supported decoding of challenging poems. In 'Unseen Poetry', pupils use these reading skills to decode texts with independence. 

In this unit, pupils prepare for the unseen poetry in their Literature GCSE by reading poems, studying different poetry methods, and developing personal responses. They start by looking at ideas in single poems, before developing their comparative skills and writing comparisons of two unseen poems.

Unseen poetry

In this unit, pupils explore the importance of lies and deception in 'Animal Farm'. They first look at deception, before developing their analytical skills by practising selecting judicious quotations and weaving context into their responses. They finally plan an essay on lies and propaganda.

Modern text: second deep dive

In 'Macbeth: a tragic hero', pupils become more critical of Macbeth, analysing the role he plays in his own downfall. In 'Macbeth & masculinity: the struggle for power', pupils explore how Macbeth's insecurity surrounding his masculinity is his hamartia.

In this unit, pupils analyse the importance of masculinity to Macbeth's downfall. They first explore the role of kingship, the importance of the chivalric code, Macbeth's lack of heir, and the feminine influences on him. Finally, they write nuanced responses about masculinity as Macbeth's hamartia.

Shakespeare: second deep dive

In this unit, pupils explore the presentation of Juliet's agency in 'Romeo and Juliet'. After recapping Juliet's character and conceptualising agency, they look at five scenes through the prism of Juliet's agency. At the end, they learn how to use tentative language to write about female agency.

In this unit, pupils explore how the society the characters of 'Jekyll and Hyde' inhabit affects their interpretation of them. They first look at structure and the Gothic, before thinking carefully about how to use context. They then look at hypocrisy and write an essay about it in the novella.

Nineteenth century text: second deep dive

In 'A Christmas Carol: a ghost story', pupils apply their understanding of the gothic genre to the text, exploring the reasons why Dickens chose to write this as a ghost story. In 'A Christmas Carol: A Christian Parable',  pupils look at the Christian roots of this tale to gain a more nuanced understanding of Dickens' social and moral purpose in writing the novella.

In this unit, pupils consider whether Dickens presents 'A Christmas Carol' as a Christian parable. They look at Dickens as a Christian writer, Marley's ghost, Tiny Tim and Dickens' use of allusion. They think about charity in the novella and write an essay about whether the novella is hopeful.

 In ‘The language of Change’ pupils develop an understanding of how to generate interesting content, including the use of rhetorical devices and structure to organise and present their ideas. In ‘Spoken Language Masters’, pupils learn the value of public speaking and focus on developing their verbal skills to become confident and articulate speakers. 

In this unit, pupils develop their confldence in delivering speeches. They first focus on finding a topic for a presentation, before building confidence and stronger vocal techniques. They finally deliver their presentations.

Spoken language masters: refining public speaking skills

In 'Fiction: Books that Changed My World', pupils explore how authors use language for effect in their writing. In 'Fiction: Inner Musings', pupils develop focus on using author's language choices to make nuanced evaluations about a text..

In 'Fiction: Science Fiction', pupils identify and comment on recurring images and symbolism in texts. In 'Fiction: Books that Changed my World', pupils explore multiple interpretations of an author's language choices.

In this unit, pupils read extracts from some impactful books to inpsire their own writing. Within each of the five extracts, they identify and analyse a key technique before emulating it in their own piece of writing. At the end of the unit, they craft the opening to an impactful narrative.

Fiction: books that changed my world

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

In 'Fiction: Inner Musings', pupils develop narrative writing skills. In 'Writing Masters', pupils experiment using language and structure to write interesting and creative texts.

In 'Fiction: Books that Changed My World', pupils explore how authors use language for effect in their writing. In 'Fiction: Inner Musings', pupils develop focus on using author's language choices to make nuanced evaluations about a text.

In this unit, pupils explore and practise emulating a range of different narrative voices. They explore narrative voice in 'Alias Grace', 'The Yellow Wallpaper' and 'Klara and the sun' before crafting their own narrative voices. At the end of the unit, they write a narrative with a compelling voice.

Fiction: inner musings

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 the same topics.

In this unit, pupils develop their non-fiction reading and writing skills by looking at non-fiction texts about explorers. They first conceptualise travel writing, before building towards making concise and developed comparisons between texts. They finally create a compelling account about a place.

Non-fiction: explorers

In this unit, pupils refine proficiency and flair as writers. Across fiction and non-fiction writing forms, they develop techniques that give them greater depth and flair in their writing. At the end of the unit, they write a narrative informed by emotion-led plot and detailed descriptions.

Writing masters

In this unit, pupils learn about the importance of guilt in 'Macbeth'. They first conceptualise guilt within 'Macbeth', before exploring light, the supernatural, sleep and blood as symbols of guilt in the play. They finally write a nuanced and tentative argument about the role of guilt in the play.

Shakespeare: the third deep dive

In this unit, pupils explore the tragedy of societal expectations in 'Romeo and Juliet'. They look at the problem through a range of different prisms, including the tension between individualism and the status quo. They plan and write an essay on Shakespeare's presentation of societal expectations.

In this unit, pupils explore Dickens’ use of religious ideas in order to explore themes of charity and morality, considering how he encourages Christian readers to show compassion to the poor.

In this unit, pupils explore how Dickens presents 'A Christmas Carol' as a critique of dominant Victorian values. They first look at how he presents Victorian London, before looking at how he depicts poverty, suffering, wealth and status. They then look at what Dickens is critiquing in the novella.

Nineteenth century text: third deep dive

In 'Jekyll and Hyde': society as the villain, pupils explore Stevenson’s use of certain characters and motifs to depict society as the villain in the novella. They dive into elements of the Gothic and analyse Stevenson uses hypocrisy and the character of Utterson to critique Victorian attitudes to social class.

In this unit, pupils explore 'Dr Jekyll and Mr Hyde' within the context of the Industrial Revolution. They first look at the importane of technology and industrialisation within the period and novella, before looking at the social consequences and implications of the Industrial Revolution.

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