a nonfiction account of something written from a person's memories

the tools a writer uses to create their work; structure and language choices are the most obvious examples

the character you adopt when writing a first person text

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

English

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

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

Depiction of war, threats of war, death or the aftermath of war.

Depiction or discussion of violence or suffering

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

they weren't sure if they would see their loved ones again.

they brought news of death or casualty from the front line.

they were employed, completing work outside of the home.

Match the sentence stems which present some of the experiences of those on the Home Front during WW1 to their endings .

In Vera Brittain's 'Testament of Youth', she states "Every ring at the door suggested a {{ }}, every telephone call a long-distance message giving bad news."

In Vera Brittain's 'Testament of Youth', the writer describes her "{{ }} tears" as she read her fiancé's letters from the front line.

I had little patience [...] for my mother's middle-aged acquaintances

 I dare not think too vividly of him just now

 I wandered with my basket of primroses up and down

Match each quotation from Vera Brittain's 'Testament of Youth' to its most powerful emotion.

In Vera Brittain's 'Testament of Youth', the writer recalls feelings that time passed slowly on the home front: "Morning [...] {{ }} on into afternoon."

In Vera Brittain's 'Testament of Youth', the writer states that during the war "Ordinary household sounds became a {{ }}."

Starting with the first, put these common features of letters in the order they would appear on a page.

Letters were an important method of communication during WW1. Most letters start with a greeting. Which greeting is accurately punctuated?

In 'Literary perspectives from the First World War', we look at an extract from Vera Brittain's memoir entitled '{{ }} of Youth', published in 1933.

Brittain hears of the deaths of her fiancé, brother and close friends.

Starting with the first, order these major events from Vera Brittain's life (a writer from the unit 'Literary perspectives from the First World War') chronologically.

Brittain sells primroses in the street, resenting those who commend her for it.

Brittain expresses anger at how young lives are being cut short.

Brittain anxiously waits for letters as signs that Roland is still alive.

Brittain says every household noise increases the tension she feels.

Brittain doesn't want to look at Roland's picture, convinced he is dead.

Brittain fears that, after the war, there will be a barrier between loved ones.

Brittain re-reads Roland's letters and cries.

Starting with the first, put these moments from an extract of Vera Brittain's 'Testament of Youth' in to chronological order.

In Vera Brittain's 'Testament of Youth', the writer describes the "{{ }} anxiety" she constantly felt when her fiancé was away fighting.

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

Lesson outcome

Content guidance