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English Language is the study of language and its importance in today’s society. Focusing on literacy skills and the ability to communicate confidently and fluently in reading, writing and speaking activities. Creativity and critical thinking encourage independent thinking and debate skills

Learning Journey

English Learning Journey ed July 2024

Curriculum Overview

Year 7	Term 1	Term 2	Term 3
Key Topic:	Myths Describing Setting (Modern Literature)	Romeo and Juliet Storytelling ‘Once’	Cultural Poetry Art of Rhetoric
New Knowledge:	What are myths, and why do they exist across cultures? What do ancient stories tell us about the people who told them? How do stories help us make sense of the world? What patterns and structures are common to myths? How do Greek myths act as a warning for human behaviour? Learn a range of new vocabulary including aetiological, archetypal, hubris, alluring, and many more. How do authors use language to make a setting feel real or imagined? Why is setting important in a story? What role does it play? How can we use different literary techniques to create atmosphere and mood in our descriptions? What makes a setting description effective and engaging for the reader? How do modern authors build upon or deviate from traditional methods of describing setting?	What are the conventions of a tragedy? What are the key themes explored in Romeo and Juliet, and why are they still relevant today? How does Shakespeare use language to create dramatic tension and engage the audience? What role do fate and individual choice play in the events of the play? How do the characters' relationships and motivations drive the plot? How does understanding the context of Elizabethan England enhance our understanding of the play? What makes Romeo and Juliet a tragedy? Why do we tell stories? What is the value of storytelling? How can we create believable and engaging characters? How can descriptive language bring our stories to life for the reader? What are the key elements of a compelling narrative structure? How does the punctuation of dialogue help the reader understand characters and their interactions? How can different sentence structures add variety and impact to our writing? How can we use the DR POISAM techniques effectively in our own narratives?	How do poets use language and structure to convey meaning and emotion? How do cultural experiences and perspectives shape poetry? What can we learn about different cultures through their poetry? How does a poem make us feel, and why? How can we articulate our personal response? What makes a powerful and engaging poetry performance? How can understanding poetic techniques enhance our appreciation of spoken word? What makes a speech persuasive and impactful? How do speakers connect with their audience on an emotional, ethical, and logical level? What are the key techniques used to influence an audience? How can understanding rhetoric help us to critically evaluate persuasive messages? How can we use language to inspire action and create change? What role does punctuation play in conveying tone and emphasis in persuasive writing?
Previous Knowledge Required:	Inference and decoding of older fiction texts Creating narrative structure – sequencing a story for effect Methods of storytelling from KS2 including mythological archetypes Focus on narrative voice Expressing understanding of what has been read Building empathy skills focusing on character actions and behaviours	Comprehension of plot, character, motivation, setting Awareness and understanding of word classes Identifying and discussing themes across a text Awareness and understanding of word classes Discussion and exploration of similes and metaphors Identifying how structure adds to the meaning of a text How writer’s experiences impact writing Describing setting Using DR POISAM Understanding basic structure of narratives Understanding that language is chosen intentionally by writers to achieve specific effects and making those choices for themselves	Using sentence structures for effect Planning writing to describe setting / character / atmosphere Proofread for expression, tenses and spelling Identifying and discussing themes across a text Awareness and understanding of word classes Discussion and exploration of similes and metaphors Identifying how structure adds to the meaning of a text How writer’s experiences impact writing Oracy skills
New Skills:	Retrieve information from texts. Make inferences and simple evaluations about characters. Write accurate thesis statements. Support thesis statements with evidence and inferences. Identify word classes accurately and comment on how different words shape our interpretations of a myth’s characters and moral messages. Use subject-specific vocabulary accurately in written and oral responses. Discuss the significance of storytelling in shaping identity and culture. Apply spelling, punctuation, and grammar rules to produce clear and coherent writing. Write simple, complex, and compound sentences with accurate verb and subject agreement. Write with accurate tenses and plurals. Correctly use commas for lists and clauses, and apostrophes for possession and contraction. Write 3 new sentence structures: 3 sentence structures: ‘2 pair’, ‘3 ed’, and ‘the more, the more’ Identify and explain the components of a metaphor: Vehicle, Ground, Tenor Identify and explain how authors use language to describe settings in modern texts. Explain the initial impact of a setting on a reader. Begin to analyse how setting contributes to the overall mood or atmosphere of a text. Recognize and name examples of the DR POISAM techniques in literary extracts. Begin to experiment with using the DR POISAM techniques in their own descriptive writing. Dynamic Verbs Repetition Personification Onomatopoeia Imagery Simile Alliteration Metaphor	Make deeper inferences about characters' motivations and feelings based on their dialogue and actions. Select the most appropriate quote to support an inference. Annotate and analyse key quotations to form inferences. Identify and describe basic dramatic devices (e.g., soliloquy). Construct basic analytical paragraphs using the PETAL structure, focusing on a single point with supporting textual evidence. Write 6 Didau inspired sentences: Sentence 2 (‘R+J explores ideas of… to…’ ‘X is presented as … when… which…’), Sentence 3 (‘Shakespeare refers to … as “”.’ ‘[Character] says, “”, conveying…’, ‘When [character] “…”, it shows…’) Sentence 4 (‘The [device] suggests…’ ‘The word “” evokes an image / atmosphere / feeling of…’) Explain a simple aspect of Elizabethan context and its relevance to the play (e.g., the importance of family honour). Define basic playscript terminology (e.g., act, scene). Plan and write a simple narrative with a beginning, middle, and end. Use concrete and abstract nouns effectively in their writing. Punctuate direct speech accurately. Use TiP ToP to write paragraphs. Identify and use examples of the DR POISAM techniques in their own narrative writing. Identify semantic fields and discuss their effect. Apply the ‘end loaded sentence- dramatic ending’, ‘semicolon split’, ‘three verb sentence’ Use a variety of sentence structures in their writing. Describe characters, settings, and events with increasing detail and vividness. Reflect on the impact of storytelling.	Write well-structured PETAL paragraphs that include a clear point, relevant evidence, identification of technique, detailed analysis, and a thoughtful personal response. Embed evidence into sentences. Identify and name a wide range of poetic devices in the poems studied. Analyse the effects of poetic devices on the reader by reflecting on their own emotional and intellectual responses to poetry. Write the 8 Didau sentences: Sentence 2 (‘By exploring /presenting…, the writer…’) Sentence 3 (‘The writer compares … to “…”.’ ‘When the text states, “…”, it reminds the readers…’ ‘The writer repeats “…” because…’) Sentence 4 (‘ This [device] conveys a sense of…’ ‘The writer uses [device] to make the reader think/feel…’, ‘The [device] establishes a ___ tone, which causes readers to…) Sentence 5 (‘Thus, the writer is drawing the reader’s attention to… to make them…’) Memorize and confidently recite or perform a chosen poem. Use appropriate vocal techniques (e.g., pace, volume, tone) to enhance their performance. Identify examples of ethos, pathos, and logos in speeches. Recognize and name examples of the ARID FOREST techniques in written and spoken texts. Anecdote Rhetorical Question Imperative / Imagery Direct address Facts Opinions Repetition Expert quote / Emotive language Statistics Triple structure Analyse the intended effect of rhetorical devices on an audience. Begin to incorporate ARID FOREST techniques into their own persuasive writing. Use commas and apostrophes correctly in their writing. Use exclamation marks and question marks effectively to convey tone and engage the reader. Explain how different rhetorical strategies aim to persuade an audience. Write 3 new sentence types: ‘colons to clarify’, ‘however after the subject’, ‘repeat and develop’
Links to the School Curriculum:	Drama Year 7 – History Of Theatre e.g.) Greeks M.F.L. Year 7 - Word classes	Ethics Year 9 - Natural and Moral Evil Drama Year 7 – Shakespeare Year 8 – “Hamlet” History Year 8 – Elizabethan England Geography Year 7 – Cities and Immigration	PSHCE
Independent Activities:	Read other Myths and Legends stories: “Percy Jackson and the Lightning Thief”, “Who Let the Gods out?”, “Underworld”, “Arthur – The Seeing Stone”. Watch any of the Percy Jackson movies. Read any other modern texts. Practice using DR POISAM techniques to write descriptively. Observe the world around you and write descriptions about what you see.	Read any other plays by Shakespeare. Read Mary and Charles Lamb’s adaptations of Shakespeare’s plays in prose. Read any other books in the “Once” series by Morris Gleitzman: “Then”, “Now”, “After”, “Maybe”, “Soon”, “Always”. Read any other poems by John Agard or Grace Nichols.	Writing competitions ask your English teacher for details. Engage with the PoetryByHeart website. Research influential speeches that changed the world. Watch news programmes or read news articles and consider how they use rhetoric to shape our opinions.
Web Links:	A podcast about myths and legends: https://www.mythpodcast.com/ Recommended reading: https://schoolreadinglist.co.uk/reading-lists-for-ks3-pupils/suggested-reading-list-for-year-7-pupils-ks2-age-11-12/ https://home.oxfordowl.co.uk/kids-activities/creative-writing/	Modern re-tellings on “Romeo and Juliet” https://www.jenryland.com/forbidden-love-ya-retellings-of-romeo-and-juliet/ https://www.morrisgleitzman.com/ Gleitzman's website	https://poetrybyheart.org.uk/ Poetry from different cultures https://literature.britishcouncil.org/writer/john-agard biography and works; https://literature.britishcouncil.org/writer/grace-nichols https://highspark.co/famous-persuasive-speeches/ https://www.bbc.co.uk/bitesize/articles/z6c48hv

Year 8	Term 1	Term 2	Term 3
Key Topic:	Romantic Poetry Transactional Writing	“Noughts and Crosses” play script Stone Cold	Villainous Descriptions Utopian and Dystopian Storytelling
New Knowledge:	What are the defining characteristics of Romantic poetry? How did the historical and social context of the Romantic era influence the poetry of Wordsworth, Blake, Coleridge, Shelley, and Byron? How do poets use structure to shape meaning and reader response? How can understanding a poet's life and context inform our interpretation of their work? In what ways can different poems explore similar themes using different techniques? How does the language of Romantic poetry evoke emotions and create vivid imagery? How do writers of letters, articles, and blogs effectively convey their message and persuade their audience? What are the key structural and linguistic features of effective transactional writing? How can we use language to raise awareness about social injustice and inspire action? How does understanding context enhance our understanding of a text’s impact? How do different sentence types and verb choices affect the tone and clarity of our writing? How can we use punctuation to add detail and nuance to our transactional pieces?	What are the key conventions and characteristics of dystopian literature, and how might these conventions affect an audience? How does the playscript format shape our understanding of the story and its characters compared to a novel? How does Cooke use dramatic techniques to create tension, convey meaning, and engage the audience? What are the central themes of Noughts and Crosses, and how are they explored through the characters and plot? How does the play invite us to reflect on issues of prejudice, power, and social injustice in our own world? How can we move beyond simply identifying techniques to offering insightful analysis of their impact on the audience and their significance in relation to context and potential authorial intention? How does Swindells use the dual narrative structure to create suspense and reveal character perspectives? What are the key themes explored in Stone Cold, and how effectively are they conveyed? How does the author create empathy for the characters, particularly Link and Shelter? What does the novel suggest about the causes and consequences of homelessness? How do the settings within the novel contribute to its overall meaning and atmosphere? How can we move beyond simply identifying literary techniques to analysing their complex effects and contributing to our overall understanding of the novel?	What makes a villain compelling and memorable? How can descriptive language reveal a character's inner nature and motivations? How can we move beyond simply stating a character is evil to showing their villainy through their actions and appearance? How can figurative language like zoomorphism create powerful and unsettling character descriptions? How can different sentence structures add variety and impact to our character portrayals? How can appositives, colons, and semicolons enhance the detail and flow of our descriptive writing? How can we effectively use DR POISAM techniques to bring villainous characters to life? What are the key characteristics and conventions of dystopian and utopian literature? How can we effectively structure a narrative using Freytag’s arc? How can careful attention to SPaG enhance the clarity and impact of our storytelling? What is the TipTop paragraphing technique, and how can it improve our writing? How can we consciously 'play with language' to create specific effects and engage our readers? How can DR POISAM techniques be used to build atmosphere and detail in dystopian and utopian worlds? What kinds of societies do dystopian and utopian narratives imagine, and what can these imagined worlds tell us about our own?
Previous Knowledge Required:	Understanding and decoding of older fiction texts and language change Knowledge of Prometheus from Myths unit Knowledge of a variety of poetic techniques form the Year 7 Cultural Poetry unit. ARID FOREST from the Year 7 Art of Rhetoric unit.	Students should be able to understand the essentials of drama performance from Year 7 “Romeo and Juliet” play script Understanding of the impact of context on a text Understanding of how to structure essays using PETAL Methods of storytelling from KS2 including mythological archetypes and Year 7 Myths Focus on narrative form and structure from Year 7 “Once”	Identifying and discussing themes across a text Discussion and exploration of similes and metaphors from Year 7 and KS2 Identifying how structure adds to the meaning of a text Understanding of the impact of context on a text How writer’s experiences impact writing Understanding of how to structure essays using PETAL
New Skills:	Identify and analyse the use of enjambment, caesura, and end-stopped lines in poems and explain their effect. Discuss how the structure of a poem contribute to its meaning and impact. Analyse poems’ language, form and structure using the PETAL structure, incorporating their own reader response. Compare and contrast two Romantic poems in terms of their themes, language, and structural features. Make informed statements about the potential intentions of the poets based on textual evidence and contextual understanding. Write 9 new Didau sentences: Sentence 2 (The writer challenges / contradicts / criticises / promotes / celebrates ideas about…’) Sentence 5 (‘Hence, the writer is challenging ideas about…’, ‘Consequently / Therefore, the writer is highlighting / promoting…’) Sentence 6 (‘Both texts explore…’ ‘In [text ], 1…; whereas, in [text 2]…’ ‘[Text 1point]. Likewise /Similarly /However / Contrastingly, [text 2 point]) Sentence 7 (‘At the time, [context];so, the writer…’ ‘In the Romantic era, writers thought / felt…, so…’ ‘[Context]; therefore, the writer might be trying to…’ Analyse model letters, articles, and blogs to identify their key features and persuasive techniques. Plan and write their own letters, articles and blogs for a specific audience and purpose. Effectively use ARID FOREST techniques in their transactional writing. Identify and correctly use active and passive voice. Convert direct speech into indirect speech and vice versa. Write sentences using appositives. Use a variety of sentence types to create impact and engage the reader. Identify and use modal, dynamic, and stative verbs appropriately. Use parentheses and dashes to add extra information and create specific effects in their writing. Structure their letters and articles logically and effectively. Write ‘the so, so, sentence’, ‘whoever / whenever / whichever’, and ‘the big because’ sentences.	Identify and analyse the formal features of the Noughts and Crosses playscript. Explain some of the key characteristics and themes of dystopian literature as they appear in the play. Begin to analyse how dramatic techniques (e.g., dialogue, stage directions, dramatic irony) contribute to the play's meaning and impact. Formulate their own interpretations of the play's themes and characters, supported by textual evidence. Begin to articulate their own critical perspective on the play's strengths and limitations. Make connections between the fictional world of the play and real-world issues of prejudice and social injustice. Use context to inform discussions on audience response and authorial intentions. Consider alternative interpretations. Write 5 Didau sentences: Sentence 1 ( ‘At a first glance, [X] is…, but on a deeper level…’) Sentence 2 (‘[Text] exemplifies/ reinforces /amplifies the theme of…’ ‘The writer shows [idea]… through [theme / character]… when [plot point]…) Sentence 7 (‘A contemporary reader might feel / think… because [explain context]’, ‘As [context], readers of the time might…’) Analyse the impact of the dual narrative structure in Stone Cold. Identify and analyse key themes within the novel, such as homelessness and social exclusion. Explore how Swindells uses language and structure to create empathy for the characters. Construct well-supported analytical arguments about the novel's characters, themes, and techniques. Begin to articulate their own critical responses to the novel and its social commentary. Write about alternative interpretations. Use context to inform comments about audience response and writers’ intentions. Write 4 new Didau sentences: Sentence 1 (‘X is simultaneously … and …’ , ‘ X is not only…, but also…’,), Sentence 4 (‘X could suggest, but it could further reveal…’, ‘The [device] establishes a … tone, which causes readers to…)	Recap and effectively use the Year 7 sentence structures in their writing. Learn and apply three new sentence structures to add variety to their writing. Begin to demonstrate the principle of 'show, don't tell' in their character descriptions. Understand and use zoomorphism to describe villainous characters. Identify and use appositives to add extra detail. Effectively integrate DR POISAM techniques into their descriptive writing. Understand and correctly use colons and semicolons to enhance sentence structure and clarity. Create detailed descriptions of villainous characters, focusing on their appearance, actions, and mannerisms. Write ‘simile start’, ‘adjective attack’, and ‘almost, almost, when’ sentences. Identify key conventions of dystopian and utopian literature in extracts. Plan and structure their own narratives using Freytag’s narrative arc. Correctly and effectively use parentheses, dashes, semicolons, colons, and apostrophes in their writing. Apply the TipTop paragraphing technique to create well-structured paragraphs. Correctly punctuate dialogue. Begin to consciously experiment with different language choices to achieve specific effects in their writing, drawing on ideas from Jenny Webb’s work. Integrate DR POISAM techniques effectively into their dystopian or utopian narratives. Create imaginative and detailed descriptions of dystopian or utopian settings and characters. Write 3 new sentence types: ‘prepositional push off’, ‘but none more than…’, ‘adverb snap’
Links to the School Curriculum:	History Year 8 – The Industrial Revolution	Drama Year 8 – Melodrama Year 10 – “Noughts and Crosses” History Year 7 – Tudors Geography Year 7 – Slums in Mumbai and Population	History Year 8- Henry III and Earl of Warwick
Independent Activities:	Read Dorothy Wordsworth’s journal. Take inspiration from the Romantics and go outside to appreciate nature- perhaps even try your own hand at writing a poem about the nature you observe. Research another poet: John Clare, Ben Johnson, Elizabeth Barrett Browning, Emily Dickinson, Robert Frost, Christina Rossetti, Edgar Allan Poe. Write letters to friends and family- perhaps even become a pen pal to someone. Read a blog about a topic you feel passionately about.	Read the novel “Noughts and Crosses or the rest of the series: “Knife Edge”, “Checkmate”, “Double Cross”, “An Eye for an Eye”, “Endgame”, ”Crossfire”. Read any other novels by Robert Swindells: “Room 13”, “Abomination”, “Daz 4 Zoe”. Novels on homelessness: “Trash” by Any Mulligan, “Find Layla” by Meg Elison, “Now is the time for running” by Michael Williams, “On the come up” by Angie Thomas.	Read any of the texts mentioned before looking at “Richard” III – e.g.) The Harry Potter novels, The Hobbit, watch “Jungle Book”, “Peter Pan”, “Matilda”, read a Marvel comic e.g.) Black Panther. Reading for pleasure: try Fantasy or Dystopia novels such as: the “Maze Runner” series, “Divergent” series, “City of Ember”, “The Giver”
Web Links:	https://www.bl.uk/romantics-and-victorians/articles/the-romantics https://www.bbc.co.uk/teach/class-clips-video/articles/zhv96v4 https://www.nshss.org/resources/blog/blog-posts/top-10-educational-blogs-for-teens/ https://www.bbc.co.uk/newsround	https://www.malorieblackman.co.uk/noughts-and-crosses-2/ https://www.shelter.org.uk/	https://www.shakespearesglobe.com/discover/blogs-and-features/2019/11/13/richard-iii-the-sequel/ https://www.shortlist.com/news/the-greatest-villains-of-literature

Year 9	Term 1	Term 2	Term 3
Key Topic:	Gothic Literature Dickensian Descriptions	War Poetry Rhetoric (‘Henry V’)	‘Of Mice and Men’ Traditions of storytelling
New Knowledge:	How did the Gothic genre emerge from Romanticism, and what key ideas did it inherit or reject? What are the common literary tropes found in Gothic literature, and what effects do they create? What is the epistolary form, and how does it shape the reader's experience of a Gothic narrative? How do Gothic writers use language to create atmosphere, suspense, and the uncanny? (Focus for Language Paper 1 Q2) How are Gothic narratives typically structured to build tension and impact? (Focus for Paper 1 Q3) What can Gothic literature tell us about the anxieties and preoccupations of the periods in which it was written? How can we effectively retrieve specific information from Gothic texts? (Focus for Language Paper 1 Q1)? How can we use the PETAL structure and new Didau sentences to construct insightful analytical responses to Gothic texts? How did Dickens create such vivid and memorable descriptions of Victorian London and its inhabitants? How can we effectively combine descriptions of setting and character to create a holistic impression? How can the strategic use of sentence structure and length enhance the impact of our descriptive writing? How can ASPICED sentence starters add variety and sophistication to our descriptions? How can understanding different types of verbs (mental, verbal, relational, material) make our descriptions more precise? How can we use DR POISAM techniques to bring our descriptions to life for the reader? How can punctuation be used creatively to enhance the rhythm and impact of descriptive passages? How can we structure our descriptive writing to create a clear and engaging picture for the reader in a GCSE context?	How do poets from different eras and conflicts represent the experience of war? What are the common themes and perspectives explored in war poetry? How do the form and structure of a poem contribute to its meaning and impact in the context of war? How does understanding the historical context of a war poem enhance our interpretation of it? What are the most effective strategies for comparing and contrasting different poems? How can we move beyond simply stating what a technique is to explain how and why it is significant in a war poem? How can we develop a more sophisticated and less formulaic approach to analysing poetry for comparison? How does Shakespeare use advanced rhetorical techniques to create persuasive arguments in Henry V? What are the key elements of a compelling and effective persuasive speech? How can we strategically employ advanced rhetorical devices to engage and convince an audience? How can we manipulate sentence structure and type to create specific persuasive effects in a speech? What makes a speech memorable and impactful in performance?	How does Steinbeck use language and structure to create compelling characters and a powerful narrative in Of Mice and Men? What are the key themes explored in the novella, and how are they presented to the reader? How might different readers respond to the events and characters in Of Mice and Men, and why? What might have been Steinbeck's intentions in writing this novella, considering its historical and social context? How does the context of the Great Depression and migrant workers inform our understanding of the characters and their struggles? How can we move beyond simply identifying literary techniques to evaluating their effectiveness and contributing to our overall interpretation of the text? How can we develop our own confident and insightful critical voice when analysing literature? How can we effectively adapt traditional fairytales for a modern audience or to explore new themes? How can a strong understanding of Freytag’s narrative arc help us to structure compelling stories? How can the strategic manipulation of sentence structure, type, and length enhance the impact of our narratives? How can we use paragraphing as a tool to control the pacing and focus of our storytelling? What are the key conventions of punctuating dialogue, and how can we use dialogue effectively to reveal character and advance plot? What makes a strong opening that hooks the reader, and a satisfying ending that provides closure? How can we creatively apply DR POISAM and ASPICED to bring our characters and settings to life? How can consistent accuracy in SPaG contribute to the overall professionalism and clarity of our narrative writing for a GCSE context?
Previous Knowledge Required:	Understanding and decoding of older fiction texts Language analysis PETAL writing Creating narrative structure – sequencing a story for effect Methods of storytelling from Years 7 and 8 Setting and character description from Years 7 and 8	Understanding and decoding Shakespeare’s language from Year 8 – “Heroes and Villains” Considering multiple interpretations Using context to support interpretations ARID FOREST Aristotelian triad from Art of Rhetoric unit	PETAL Using context Understanding of the conventions of a novel Narrative and descriptive writing: DR POISAM and ASPICED
New Skills:	Explain the basic relationship between Romanticism and Gothic literature. Identify and describe some common literary tropes found in Gothic texts. Define the epistolary form and identify its key features. Retrieve specific information from unseen Gothic extracts (Paper 1 Q1). Begin to analyse how writers use language to create atmosphere and effect in Gothic extracts (Paper 1 Q2). Begin to analyse how Gothic texts are structured to create specific impacts (Paper 1 Q3). Construct analytical paragraphs using the PETAL structure to explore language and structure in Gothic texts. Apply three new analytical sentence structures from David Didau within their PETAL paragraphs: Sentence 1 (‘Although X appears to be…, it is also…’, ‘Because [1st idea],[2nd idea]’, ‘Despite initially seeming…, we can also interpret X as…’) Analyse extracts of Dickens' writing to identify key descriptive techniques. Plan and write detailed descriptions that effectively combine setting and character. Apply DR POISAM techniques to create vivid and engaging descriptions. Learn and apply three new sentence structures to enhance their descriptive writing. Experiment with varying sentence types and length for specific effects. Utilize ASPICED sentence starters to create varied and interesting sentences. Identify and strategically use mental, verbal, relational, and material verbs in their descriptions. Demonstrate accurate and effective use of a wide range of punctuation, including parentheses, dashes, colons, semicolons, apostrophes, exclamation marks, question marks, and ellipsis. Structure their descriptive writing in a clear and coherent manner, considering the demands of GCSE Language Paper 1 Question 5. Write: 3 sentence structures: ‘the writer’s aside’, ‘past participle start’, ‘present participle start’	Identify and describe key themes and perspectives presented in different war poems. Begin to analyse how form enacts meaning. Discuss the potential effects of a poet’s structural choices. Learn and apply new, more advanced poetic terminology. Draw sophisticated comparisons between texts within and across a literary tradition Use context to explore alternative audience responses (contemporary vs modern) Integrate new advanced analytical sentence structures from David Didau into their comparative analysis: Sentence 6 (‘X is equally significant in both texts’, ‘X is explored/ presented as ____ in [text 1]. Conversely, in [text 2] it is…’) Sentence 7 (‘Contextually, [insert context], and so the writer [does X] in order to…’, ‘As [context], a contemporary audience would recognise… and feel…’, ‘Because [contemporary context], the original audience may…; however, because [modern context] we may now…’) Begin to construct analytical paragraphs using a 'what, how, why?' approach, moving beyond simple identification of techniques to explore their impact and significance in relation to war. Discuss how the historical context of a war might have influenced the poets and their poems. Write introductions (General Specific Thesis) and conclusions (Thesis Specific General) Identify and analyse advanced rhetorical techniques used in extracts from Henry V. Plan and write a persuasive speech on a topic of personal importance, incorporating rhetorical techniques. Deliver a persuasive speech with clear articulation, engaging delivery, and effective use of rhetorical devices. Define and write examples of advanced rhetorical terminology. Confidently explain and identify examples of ethos, pathos, and logos, and ARID FOREST techniques. Demonstrate accurate and effective use of a comprehensive range of SPaG in their written speeches. Write 3 new sentence structures: ‘Shakespearean would that I were’, ‘last word, first word’, ‘without, without’ Perform their speeches considering: confidence, fluency, projection, memorisation, expression, gestures, pace, stress, pause, answering and asking questions Reflect on and evaluate the effectiveness of their own and others' persuasive communication.	Evaluate and analyse the effectiveness of Steinbeck's language, form, and structure in creating character, atmosphere, and theme. Interpret complex aspects of the novella, offering well-supported arguments. Discuss potential reader responses to key moments and characters, justifying their reasoning. Offer informed interpretations of Steinbeck's potential authorial intentions, drawing on textual evidence and contextual understanding. Seamlessly integrate relevant contextual information into their literary analysis to deepen their interpretations. Construct sophisticated and insightful analytical paragraphs using the 'what? how? why?' framework and a confident academic style. Write introductions and conclusions using (General Specific Thesis) Fluently and effectively apply the full range of David Didau's analytical sentence structures to enhance their written analysis. New sentences: Sentence 8 (‘Even though it is possible to argue that [opposing idea], it is still the case that [your idea]’, ‘Although it may be suggested that…, one can also say /describe /argue that…’, ‘Whist one could argue…, it is also important to recognise…’, ‘While the writer may appear to be saying [idea 1], [idea 2] may provide a more insightful reading…’, ‘’[idea 1]; however, an alternative reading might be [idea 2].’) Sentence 7 (‘Because [context], we can infer…’, ‘[Context], which is significant because…’, ‘Knowing [context], our interpretation of X changes because…’) Develop their own independent critical voice when responding to the novella. Effectively adapt traditional fairytales, making deliberate creative choices. Plan and structure their own narratives using Freytag’s narrative arc. Fluently and strategically use all nine sentence structures in their narrative writing. Intentionally vary sentence types, structures, and lengths to create specific effects. Paragraph their writing purposefully to control pacing and focus. Accurately punctuate dialogue and integrate it effectively into their narratives. Experiment with and craft effective opening and closing sentences and paragraphs. Creatively and purposefully apply DR POISAM and ASPICED to enhance their descriptions. Demonstrate consistently accurate SPaG in their narrative writing. Create detailed and engaging narratives that effectively shape character, setting, and plot for a GCSE audience. Use the 3 new sentence structures: ‘as if pivot’, ‘as if avalanche’, ‘double adverb snap’
Links to the School Curriculum:	Drama Year 8 – Melodrama Ethics Year 9 - Natural and Moral Evil	History Year 9 – World War One and World War Two Drama Year 7 – Shakespeare Year 8 – “Hamlet” History Year 8 – Elizabethan England
Independent Activities:	Read “The Woman in Black” or any other gothic text. Watch “Oliver”, “Oliver Twist” or the BBC series “Dodger” (available on iPlayer). Read a novel by Dickens. Research a pro or anti war poet	Visit The National Arboretum Remembrance Day activities Research a pro or anti war poet Watch an adaptation of “Henry V”	Research The Great Dust, Black Lives Matter, read an article on George Floyd Read for pleasure
Web Links:	https://www.bbc.co.uk/bitesize/articles/z9cssk7 https://www.natgeokids.com/uk/discover/history/general-history/victorian-facts/ https://www.natgeokids.com/uk/discover/history/general-history/victorian-facts/ https://www.bbc.co.uk/bitesize/articles/z4j32sg	War Poetry https://www.poetryfoundation.org/poets/wilfredowen; https://www.poetryfoundation.org/poets/siegfried-sassoon Modern re-tellings on “Henry V” https://www.folger.edu/explore/shakespeares-works/henry-v/henry-v-a-modern-perspective/	https://www.history.com/topics/great-depression/dust-bowl https://ourfp.org/ https://www.johnspence.org.uk/parents/support-for-your-child/reading-at-john-spence/library-of-short-stories/years-9-11-short-stories/

Year 10	Term 1	Term 2	Term 3
Key Topic:	Language: Writing - Descriptive or Narrative Literature: “An Inspector Calls” by J.B. Priestley	Language: Reading – Writers’ Viewpoints and Perspectives Writing – To present a point of view Literature: “The Strange Case of Dr Jekyll and Mr Hyde” by Robert Louis Stevenson	Language: Reading – Explorations in Creative Reading Literature: AQA Anthology - Power and Conflict Cluster
New Knowledge:	Learn how to use register to match the specific audience Learn how to use appropriate linguistic features for effect Learn how to use a range of structural features to connect ideas and achieve overall impact and effect (using a range of discourse markers) Learn how to use sentence forms for effect Learn how to use sophisticated vocabulary for clarity, purpose and effect Learn how to compare characters and themes across a text examining how they change Learn about the social, historical and cultural context of Edwardian England Learn about the presentation of different emotions, attitudes and belief systems of Edwardian England Learn how to examine language choices that reflect themes (including: responsibility, duty, selfishness, generational divide, role of women, class divide, prejudices) Learn about the structure of a ‘well-made play’ Learn biographical details about J. B. Priestley and their significance on our understanding of the play	Learn how to read in different ways for different purposes, and comparing and evaluating the usefulness, relevance and presentation of content for these purposes; Learn how to identify bias and misuse of evidence, including distinguishing between statements that are supported by evidence and those that are not Learn how to reflect critically and evaluatively on text, recognising the possibility of different responses to a text Learn how to summarise ideas and information from a single text; synthesising from more than one text Learn how to evaluate a writer’s choice of vocabulary, form, grammatical and structural features analysing and evaluating how form and structure contribute to the effectiveness and impact of a text Learn how to write for impact: creating emotional impact; using language persuasively, including rhetorical devices (such as rhetorical questions, antithesis, parenthesis) Learn how to compare characters and themes across a text examining how they change Learn about the social, historical and cultural context of Victorian England Learn about the presentation of different emotions, attitudes and belief systems of Victorian England Learn how to examine language choices that reflect themes (including: identity, duality of human nature, equality, status) Learn about the narrative structure of the novel including multiple narrative voices, use of letters as dramatic devices, biased perspectives Learn biographical details about Stevenson	Learn how to read and evaluate texts critically and make comparisons between texts Learn how to select vocabulary, grammar, form, and structural and organisational features judiciously to reflect audience, purpose and context Learn how to write convincingly for different forms Learn how to maintain a consistent point of view; maintaining coherence and consistency across a text Learn how to compare two taught poems on a linked theme, attitude or emotion in examination conditions Learn about the social, historical and cultural context of different Literary Time Periods Learn about the presentation of different emotions, attitudes and belief systems across different Literary Time Periods Learn how to examine language choices that reflect themes (including: identity, powerlessness, conflicted emotions, displacement) Learn about the different types of poems Learn biographical details about Shelley, Blake, Wordsworth, Browning, Tennyson, Owen, Heaney, Hughes, Armitage, Weir, Duffy, Dharker, Rumens, Agard, Garland
Previous Knowledge Required:	Study of plays in KS3 Key terminology for play scripts from KS3 study Understanding of the class system and society during WWI from Year 9 War Poetry	Study of plays in KS3 Key terminology for play scripts from KS3 study Understanding of life during Victorian Era from Year 8 Welcome to Victorian England, Year 9 “The Invisible Man” and Year 9 Gothic	Study of poetry in KS3 Key terminology for poetry from KS3 study Understanding the different Literary Time Periods from KS3 study especially: Year 8 Cultural Poetry, Year 8 Welcome to Victorian England, Year 9 War Poetry
New Skills:	Descriptive writing skills: focusing on planning and organising ideas to adapt to audience and purpose Descriptive writing skills: focusing on use of simile, metaphor, alliteration and pathetic fallacy Experimentation with sentences structures: focus on parallel phrasing and one word sentences Punctuation: accuracy of speech punctuation, ellipsis Structure: focus on use of prepositional phrases Structure: focus on complex sentences Effective use of references to support interpretations Analysis of language: clear explanation of Priestley’s methods Analysis of language: effects and analysis of dramatic techniques Analysis of the effects of Priestley’s choices on the audience How to structure an analytical literature response Form: focus on well-made 3 act play, cyclical nature of the play, Contextual linking: life in Edwardian England focusing on class divide and political views of the era Contextual linking: learn about J. B. Priestley’s life and biographical details Genre: identify and analyse use of mystery conventions	Learn how to interpret implicit and explicit information and ideas Learn how to show clear synthesis of two texts on a common theme Learn how to show detailed understanding of different ideas and perspectives in two texts Learn how to write for impact: creating emotional impact; using language creatively, imaginatively Learn how to use register to match the specific audience Learn how to use appropriate linguistic features for effect Learn how to use a range of structural features to connect ideas and achieve overall impact and effect (using a range of discourse markers) Learn how to use sentence forms for effect Learn how to use sophisticated vocabulary for clarity, purpose and effect Precise use of references to support interpretations Analysis of language: clear and detailed explanation of Stevenson’s methods Analysis of language: effects and analysis of narrative techniques Analysis of the effects of Stevenson’s choices on the reader How to structure an analytical literature response Form: focus on use of letters as dramatic devices, use of three first person narratives Contextual linking: life in Victorian England focusing on class divide, ideas about reputation and status, conflict between science and religion, duality of human nature, identity Contextual linking: learn Stevenson’s life and biographical details Genre: identify and analyse use of gothic features, supernatural elements and sensationalism	Learn how to interpret implicit and explicit information and ideas Learn how to explain the effects of writer’s choices of language (words and phrases, language features and techniques, sentence forms) Learn how to explain the effects of writer’s choices of structural features (narrative hooks, a change in focus and punctuation) Learn how to write for impact: creating emotional impact; using language creatively, imaginatively Learn how to use register to match the specific audience Learn how to use appropriate linguistic features for effect Learn how to use a range of structural features to connect ideas and achieve overall impact and effect (using a range of discourse markers) Learn how to use sentence forms for effect Learn how to use sophisticated vocabulary for clarity, purpose and effect Precise use of references to support interpretations Analysis of language: clear explanation of imagery and structural features (including enjambment, caesura, juxtaposition) Analysis of language: effects and analysis of poetic techniques (including iambic pentameter, dactylic rhythm) Analysis of the effects of poets’ choices on the audience How to structure a comparative analytical literature response Form: focus on dramatic monologue, sonnet, free verse Contextual linking: life in Romantic England, Victorian England, WWI, Modern Era Contextual linking: focusing on identity, powerlessness, conflicted emotions, displacement and relevant biographical details Genre: identify and analyse use of poetic types
Links to the School Curriculum:	History PSHCE	M.F.L. Year 10 – Morality and topics such as: family, technology, festivals History Year 8 – Victorians Year 10 – Medicine	History PSHCE
Independent Activities:	Enter a writing competition – see your teacher or look on: https://schoolreadinglist.co.uk/competitions-for-children/childrens-writing-competitions/ Watch “Titanic” or “Downton Abbey” for further guidance and details about life in Edwardian England	Read any non-fiction texts by Charles Dickens Write a letter or speech to your Student Council about an aspect of school life that you think would improve the mental health of students Watch the film “Hulk” or “The Incredible Hulk” to see how physical and personality transformations impact on the original body / host	Based on the book you are currently reading writing the next 200 words in the style of the author or write the next 200 words from the perspective of a different or marginalised character Watch any of the named poets (Shelley, Blake, Wordsworth, Browning, Tennyson, Owen, Heaney, Hughes, Armitage, Weir, Duffy, Dharker, Rumens, Agard, Garland) performing their poems
Web Links:	https://www.bbc.co.uk/programmes/p00w6x0h https://sites.google.com/view/year-11-an-inspector-calls/social-and-historical-context	https://www.bbc.co.uk/bitesize/topics/z8642p3	Back