the main idea or essence of something, often brief and in a simplified form

to be forceful, determined and extreme, sometimes using aggressive methods

a slogan is a memorable phrase used by a person, group, or company to convey a message or idea

something that is outdated, old-fashioned, or no longer in common use

having the freedom and independence to make your own decisions without being controlled by others

Identifying and analysing a writer’s perspective

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

Developing analytical responses

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

Historic or outdated representations of people that may portray inequality or injustice.

Depiction or discussion of discriminatory behaviour

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

Depiction or discussion of violence or suffering

In what year did Emmeline Pankhurst deliver her speech 'Freedom or Death'?

Which reading strategy can help you understand archaic texts and get the gist of the text?

In her speech 'Freedom or Death', Pankhurst's repeated use of war imagery is an example of ...

having the freedom and independence to make your own decisions

outdated, old-fashioned, or no longer in common use

acceptance of gender roles as natural and necessary

Which of these words does not connect to Pankhurst's use of the semantic field of conflict and violence?

If a text is written in 1913, it is from which century?

Which reading skill can help you before reading a complex text?

Which of these is **not** an example of contextual information?

Which one of these comparative conjunctions does **not** show difference? 

Contrastingly, Watson's sounds less confrontational.

Both Watson and Pankhurst describe attitudes towards gender inequality.

Which sentence does **not** use correlative or comparative conjunctions?

Acceptance of gender roles as natural and necessary.

Advocacy for equal rights and opportunities for all genders.

Rejection of traditional gender norms and stereotypes.

Promotion of women's empowerment and leadership roles.

In the 18th and 19th centuries what was the most common attitude towards gender inequality?

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