the most widely accepted or prevailing (idea or concept)

something that is different from what is usual or commonly chosen, offering another option or possibility

to be determined and persistent, not giving up easily

to support or argue in favor of something or someone

Considering alternative perspectives of war in non-fiction texts

English

Exploring historical attitudes and perspectives in non-fiction texts

Discussing historical and societal attitudes

Exploring historical perspectives of men

Exploring autobiographical 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

Subjects which particular individuals may be sensitive to, eg, adoption, migration, bereavement or death, divorce, poverty, deprivation.

Depiction or discussion of sensitive content

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.

During which war did Mary Seacole and Florence Nightingale gain fame for their nursing efforts?

To provide fictional stories about her life.

To advocate for the professionalisation of nursing.

To share her experiences as a nurse during the Crimean War.

To criticise the government's handling of the war.

What is the primary purpose of Florence Nightingale's 'Letter to The Times'?

both specifically address medical professionals

Which of these answers is **true** with regards to Mary Seacole's autobiography and Florence Nightingale's 'Letter to The Times'?

Which word beginning with 'a' can be described as: 'to support or argue in favour of something or someone'?

Which adjective could be used to describe Seacole and Nightingale and their approaches to nursing?

Wonderful Adventures of Mrs. Seacole in Many Lands

What is the title of Mary Seacole's autobiography?

 a fictional story written by an author about their life.

a biography of a person written by someone else.

a non-fictional account of a person's life written by that person.

a detailed account of historical events written by a historian.

In her autobiography, Mary Seacole uses the pronoun "I" to narrate her story. This means it is written in a {{}} person perspective.

In her autobiography, Mary Seacole states: "I attended to the wounds of many French and Sardinians." What tense is this sentence written in?

In her autobiography, Mary Seacole describes how "It was a fearful scene." What word type is the word "fearful" in this sentence?

What is the purpose of this text: a scientific paper discussing the effects of climate change on marine life?

Considering alternative perspectives of war in non-fiction texts

Lesson outcome

Content guidance