English

Considering ideas of rules and human nature in relation to 'Lord of the Flies'

An exploration of Chapter 1 of 'Lord of the Flies'

An exploration of Chapter 2 of 'Lord of the Flies'

An exploration of Chapter 3 of 'Lord of the Flies'

An exploration of Chapter 4 of 'Lord of the Flies'

An exploration of Chapter 5 of 'Lord of the Flies'

An exploration of Chapter 6 of 'Lord of the Flies'

An exploration of Chapter 7 of 'Lord of the Flies'

An exploration of Chapter 8 of 'Lord of the Flies'

An exploration of Chapter 9 of 'Lord of the Flies'

An exploration of Chapter 10 of 'Lord of the Flies'

An exploration of Chapter 11 of 'Lord of the Flies'

An exploration of Chapter 12 of 'Lord of the Flies'

Considering the presentation of Ralph in Golding's 'Lord of the Flies'

Considering Jack's dictatorial leadership and antagonism in 'Lord of the Flies'

Exploring Simon's role as an outsider and as Jack's foil in 'Lord of the Flies'

The dehumanisation and death of Piggy in Golding's 'Lord of the Flies'

Golding's use of setting in 'Lord of the Flies'

Exploring structure, allegory and genre in Golding's 'Lord of the Flies'

Golding's use of symbolism in 'Lord of the Flies'

Exploring Golding's message about human behaviour in 'Lord of the Flies'

Considering and understanding allusions in Golding's 'Lord of the Flies'

Planning a written response on human nature in Golding's 'Lord of the Flies'

Writing a response on human nature in Golding's 'Lord of the Flies'

In 'Lord of the Flies', students explore central questions about what gives us authority within society and whether power inevitably corrupts those who hold it. In 'Animal Farm: The Pigs and Power', students also explore the corrupting influence of power and question whether those who hold power are bound to abuse it. 

In 'A Monster Within', students look at villains in gothic fiction and, through their study of context, explore whether they are in fact made monstrous due to social fears and prejudices. In 'Lord of the Flies', students explore the powerful influence of social hierarchy and, using very different context, unpick what Golding's central message about human civilization might be. 

In this unit, pupils read and explore 'The Lord of the Flies' by considering Golding's message about human nature. They first read the novel, before analysing the characters Ralph, Simon, Jack and Piggy. They then look at setting and symbolism before planning and writing an essay on human nature.

'Lord of the Flies'

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

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

Crafting malevolent characters

Crafting physical description for malevolent characters

Using vocabulary effectively in fiction writing

Using figurative language effectively for character description

Contrasting characters: using juxtaposition

Crafting character through dialogue

Describing setting and developing tone

Using paragraphs effectively

Planning fiction writing about a malevolent character

Writing fiction about a malevolent character

In 'Malevolent Characters', pupils focus on a range of writing skills including how to describe the setting through action, create shifts in tone, paragraph effectively and use punctuation purposefully. In 'Science Fiction Writing', pupils further develop these writing skills, with a particular focus on the science fiction genre and how to write in this style. 

In 'Myths and Legends Re-Told', pupils explore the importance of narrative structure, looking at ways in which they can manipulate the traditional five-act structure. In 'Malevolent Characters', pupils delve deeper into the differences between narrative and descriptive writing, honing in on the skills needed to describe characters inspired by famous villains. 

In this unit, pupils create and write malevolent characters. They first look at the conventions of malevolent characters, before learning about the techniques they can use to present their malevolent characters. They finally plan and write their fiction with a malevolent character in it.

Malevolent characters: fiction writing

Understanding why people write about war

World War One: propaganda and trench warfare

Reading 'Propping Up the Line', a short story about World War One by Ian Beck

Analysing the presentation of the gas attack: Ian Beck's 'Propping Up the Line'

Ian Beck's ‘Propping Up The Line’: Alice’s experiences on the Home Front

The presentation of trauma in Ian Beck's short story, 'Propping Up the Line'

Symbolism and motif in Ian Beck's short story, ‘Propping Up The Line’

Vivid descriptive writing using Ian Beck's ‘Propping Up The Line’ as stimulus

Using sentence structure to create rhythm in writing about World War One

Reading Katherine Mansfield’s short story, ‘The Fly’ (1922)

Katherine Mansfield's 'The Fly' (1922): exploring character foils and symbolism

Exploring the presentation of the boss in 'The Fly' by Katherine Mansfield

Debating different interpretations of Katherine Mansfield’s ‘The Fly’

Creative writing in the third person inspired by Katherine Mansfield's 'The Fly'

Skim reading and close reading: Wilfred Owen’s 1917 letter to his mother

Letter writing: planning, using Wilfred Owen’s 1917 letter as stimulus

Writing a letter as a soldier in the trenches of World War One

Improving the style of a letter: sentence structure and rhythm

Skim reading and close reading: 'Testament of Youth' by Vera Brittain

Letter writing: planning, using Vera Brittain’s ‘Testament of Youth’ as stimulus

Writing a letter from the British home front: tone, audience and purpose

Improving a letter: deliberate verbs and precise adjectives

Comparing texts about World War One using comparative topic sentences

Comparing texts about World War One in comparative analytical paragraphs

In 'A World at War: Short Stories', pupils explore the reasons for writing war literature and how it seeks to convey the suffering of soldiers and civilians, in times of conflict. In 'Power and Conflict Poetry', students explore the many types of conflict that arise through war, with themes including patriotism, propaganda, fear, guilt and duty.

In 'The Tempest', pupils are encouraged to write from the viewpoint of Caliban and Ariel, adopting character voices in creative writing. In 'A World at War', pupils emulate the writing styles of the authors that they encounter, to create an authentic voice in their writing. 

In this unit, pupils explore and compare texts written about the First World War. They first read Beck's 'Propping up the line', Mansfield's 'The Fly' and Wilfred Owen's 1917 letter home to his mum. They finally read Brittain's 'Testament of Youth', and then plan and write a comparative response.

Literary perspectives from the First World War

Considering the relationship between the poetry of WW1 and the context

Understanding patriotism in Rupert Brooke’s ‘The Soldier’

Analysing the presentation of patriotism in Rupert Brooke’s ‘The Soldier’

Writing about patriotism in Rupert Brooke’s ‘The Soldier’

Understanding the concept of remembrance in John McCrae’s ‘In Flanders Fields’

Analysing John McCrae’s call to arms in ‘In Flanders Fields’

Writing about John McCrae’s ‘In Flanders Fields’ as a call to arms

Understanding ideas of Empire and colonialism in Naidu’s ‘The Gift of India’

Analysing the humanity and fragility of soldiers in Naidu’s ‘The  Gift of India’

Comparing views in ‘The Soldier’, ‘In Flanders Fields’ and ‘The Gift of India’

Writing a comparative response on perspectives of war and sacrifice in WW1 poems

In 'Unseen Poetry', pupils need to consider the choices made by a poet, to explain how they convey meaning without having context or prior knowledge of the poem to draw on. In 'A World at War: Poetry, pupils have several opportunities to write their own poems in the style of the war poems studied, which pushes them to consider the craft of writing poetry more closely. 

In 'Myths and Legends Re-Told', pupils explore the way that poets use imagery and structural features, to inspire their own choices in narrative writing. In 'A World at War: Poetry', pupils practise adopting Wilfred Owen's style in their own poetry and also use a range of literary techniques encountered through the different poems, to produce a piece of descriptive writing.

In this unit, pupils explore how poets responded to the horrors of the First World War. They first explore Brooke's 'The Soldier', before looking at McCrae's 'In Flanders Fields' and Naidu's 'The Gift of India'. They finally write a comparative response on perspectives of war and sacrifice.

Comparing poetry from the First World War

An introduction to slam poetry

Analysing and emulating the use of sound in slam poetry

Planning and creating a slam poem

Creating a dynamic slam poetry performance

In 'Creating and performing slam poetry' pupils hone their performance skills becoming more confident in the process of speaking in front of an audience. In 'Spoken language masters' pupils will refine their public speaking skills and challenge themselves to present in a developed and confident manner.

In 'Participating in effective debates', pupils continue to develop their spoken language skills by creating their own content for debates and confidently challenging other arguments. In 'Creating and performing slam poetry' pupils will continue to develop  confidence in their spoken language skills by creatively creating original slam poems and performing them.

In this unit, pupils learn about slam poetry and practise performing it. They first learn what slam poetry is, before analysing and emulating the sounds used in slam poetry. They then plan and create a slam poem, before then developing their performance of it.

Creating and performing slam poetry

An introduction to the play 'Small Island'

'Small Island': from page to stage

'Small Island': reading the start of Act Scene 1

'Small Island': exploring the theme of power through Little Hortense

'Small Island': tracking the events of Act 1 Scene 1

'Small Island': the significance of the hurricane

'Small Island': reading Act 1 Scene 2

Essay writing: using context in responses to ‘Small Island’

'Small Island': reading the beginning of Act 1 Scene 3

'Small Island': reading the end of Act 1 Scene 3

'Small Island': reading Act 1, Scenes 4-6

'Small Island': reading Act 1, Scenes 7 and 8

'Small Island': exploring Act 1 through the context of Windrush

Exploring and evaluating the importance of Act 1

Understanding questions and writing thesis statements on ‘Small Island’

'Small Island': reading Act 2, Scene 1

'Small Island': reading Act 2, Scenes 2 to 4

'Small Island': creating topic sentences and using quotes in essays

'Small Island': reading Act 2, Scenes 5 to 6

'Small Island': reading Act 2, Scenes 7 and 8

'Small Island': reading Act 2, Scenes 9 to 11

Introductions and conclusions in a 'Small Island' essay

Tracking characters and tension in 'Small Island'

Planning and writing a 'Small Island' essay

Refining and improving an essay on 'Small Island'

In 'Small Island', pupils explore the ways in which transferring Levy's novel onto the stage enables both the playwright and the director to powerfully evoke its ideas about race, identity and belonging. In 'Leave Taking', pupils build on their learning about the Windrush Generation to explore the cultural and generational conflicts, that can arise as a result of migration. 

In 'The Tempest', pupils examine the roles of Caliban and Ariel and how they are treated as outsiders, questioning who has a rightful claim to the island. In 'Small Island', pupils look at the play in the context of the Windrush generation and through the lens of key themes, including identity and belonging.  

In this unit, pupils explore the playtext adaptation of Andrea Levy's novel 'Small Island'. They first explore the transition from novel to stage, before reading the playtext in full and exploring key scenes in detail. They then plan and write an essay on the theme of 'hope' in the text.

'Small Island'

Introduction to 'Othello' and plot exploration

'Othello' and Aristotle's conventions of tragedy

'Othello' and Shakespeare's conventions of tragedy

Exploring Act 1, Scene 1 of ‘Othello’

Exploring Iago from ‘Othello’ as a Machiavellian villain

Exploring Act 1, Scene 3 of ‘Othello’

Written analysis of Othello in Act 1, Scene 3

Exploring Act 2, Scene 1 of Othello

Analysing Iago’s soliloquy in Act 2, Scene 3 of ‘Othello’

Analysing and writing about Iago from ‘Othello’

Exploring Act 3, Scene 3 of ‘Othello’

Exploring Act 4 Scene 1 of 'Othello'

Exploring Act 5, Scene 1 of ‘Othello’

Exploring the characterisation of Desdemona in ‘Othello’

Exploring Act 5, Scene 2 of ‘Othello’

Exploring Othello as a tragic hero

Constructing an argument about Othello as a tragic hero

Linking moments and quotations in 'Othello'

Exploring motifs in 'Othello'

Exploration of the theme of race in 'Othello'

Using context effectively to discuss ‘Othello’

Exploration of the theme of appearances and reality in 'Othello'

Analysis of the theme of appearances and reality in ‘Othello’

Exploration of the theme of jealousy in 'Othello'

Analysis of the theme of jealousy in 'Othello'

In 'Othello', pupils learn about the conventions of a tragic hero, which allows them to judge whether the protagonist is more a victim of his own hamartia or rather of external pressures and a racist society. In 'Macbeth: A Tragic  Hero', pupils evaluate whether Macbeth's downfall is caused by his own hubris or whether Lady Macbeth and wider society can be blamed. 

In 'The Language of Protest', pupils take inspiration from protest poetry and speeches, to write an opinion article. In 'Othello', pupils use their argumentative writing skills to compose letters in defense of Othello and to write speeches campaigning for racial equality. 

In this unit, pupils explore Shakespeare's 'Othello'. They start by learning about Aristotelian tragedy and how Shakespeare adapted it. They read long extracts from across the play, and consider the presentation of Othello, Iago and Desdemona. Finally, they look at key themes, such as jealousy.

'Othello'

English

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