treating everyone fairly and giving them the same opportunities, rights, and respect

speaking up or supporting a cause, idea or group of people to bring about change

the belief in and advocacy for the social, political, and economic equality of all genders

in this context refers to the type of text e.g speech or article

Understanding what makes a persuasive speech

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

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

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

Which word beginning with 'f' refers to the type or style of a text e.g speech or letter?

treating everyone fairly and giving them the same opportunities and rights

the belief in the social, political, and economic equality of all genders

Which definition best describes the word advocacy?

Which of these words best describes Watson's use of tone in her 'HeForShe' speech?

Creates distance, making the argument formal and detached.

Engages the reader by making them feel personally addressed.

Reduces emotional impact, making the argument impersonal.

Weakens the appeal by focusing on the writer’s perspective.

In persuasive writing, the use of personal pronouns can significantly impact the reader's response. Which of the following best describes the effect of using a personal pronoun?

They provoke thought and create a call to action.

They are used to give credible evidence in the form of numbers.

They reveal Watson's personal experiences.

Which sentence best explains Watson's use of rhetorical questions  in her "HeForShe" speech?

Don't you want to be the voice for change?

I urge all of you, men and women, to come together to take a stand.

In which sentence is there a subordinate clause?

Which word can be described as 'to command respect or seem knowledgeable'?

Only 30 percent of her audience were male.

I believe that we can all work towards the same goal.

When are you going to acknowledge the problem?

Which of these is an imperative sentence?

The time to act is now, or our children will suffer.

15.5 millions girls will no longer have access to education.

Investing in education, which opens doors to opportunity, is crucial for all.

Which of the following sentences is an example of a compound sentence created by using a conjunction?

In a compound sentence, a conjunction is used to:

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