shows or represents something through a description

pairs of words that work together to connect ideas in a sentence

can be used to compare ideas in a sentence and show similarities and differences

something that is genuine, real, or true to its original form or nature

Developing analytical responses

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

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.

Which text form does Mary Seacole use to convey her experiences?

To persuade and advocate for better nursing conditions.

To discuss the political situation of her time.

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

Which of the following is an example of a comparative conjunction used to identify a similarity?

Which type of conjunction comes in pairs and includes 'neither/nor' and 'whether/or'?

Seacole’s writing is more emotional than Nightingale’s.

Nightingale’s letter could be considered the most assertive of the two.

Seacole provides a personal account of her experiences.

Nightingale’s and Seacole’s texts are equally detailed.

Which of the following sentences includes tentative language?

Nightingale’s writing is arguably the most influential and most recognised.

Both Nightingale and Seacole offer vivid and personal accounts.

Nightingale’s writing is arguably the most detailed of the two.

Which of these sentences does **not** include a superlative?

Which form of text beginning with an 'a' can be described as 'a non-fictional account of a person's life written by that same person'?

Which famous nurses gained recognition for their efforts in The Crimean War? Mary Seacole and {{}}.

A written message from one person to another.

A text about a person's life written by themselves.

A piece of writing on a topic in a newspaper or magazine.

A detailed description of someone's life written by another person.

Match each form of text to the correct description.

Which of these sentences is written in the past tense?

Which perspective is typically used in autobiographical writing?

it entertains the reader in order to keep them engaged

it highlights the brutal reality of war and the intense suffering it causes

it offers practical advice on nursing and healthcare

Which sentence best describes the impact of Mary Seacole's and Florence Nightingale's use of graphic imagery in their writing?

Developing analytical responses

Lesson outcome

Content guidance