Perspectives: Narrative Origins

Overview

Students in Year 7 explore the foundational principles of storytelling by studying archetypal characters, Freytag's pyramid, and narrative structure. They learn how these elements contribute to the development of myths and narratives, focusing on classic literature.

Prior knowledge you will need for this unit…

This unit builds on students' primary school exposure to stories and basic literary elements, enhancing their understanding of narrative structures and character development.

New Knowledge you will learn in this unit...

Key Vocabulary: duality, divine, perception, narrative, archetype, inference.
Key Concepts: allusion, morality, conflict, gender, heritage.

We are excited to inform you about the new literary concepts your children will be exploring this term. They will delve into the study of archetypal characters in literature, learning to identify and analyse universal character types that recur across various stories and genres, such as the hero, the mentor, and the trickster.

Additionally, students will become familiar with Freytag's Pyramid, a framework for understanding the structure of a story. This includes analysing the exposition, rising action, climax, falling action, and resolution of narratives to better appreciate how stories are crafted.

Moreover, your children will be taught the key components of a topic sentence, which is essential for effective writing. They will learn how to construct clear and concise topic sentences that introduce the main idea of a paragraph and guide the reader through their writing.

We are confident that these skills will enhance their literary analysis and writing abilities, providing a strong foundation for their academic growth.

Skills you will develop this unit…

In this unit, your children will develop a range of valuable literary skills that will enrich their understanding and appreciation of literature. These skills include:

Explaining the Significance of Myths: Your children will learn to understand and articulate the importance of myths in literature and culture. They will explore how myths convey universal themes and human experiences, and how these stories continue to influence contemporary narratives.

Crafting Characters and Planning Narratives Using the Hero's Journey: Students will learn the art of character creation and narrative planning. They will study the hero's journey framework, a common narrative structure that outlines the typical adventures of a hero. This will enable them to create compelling characters and well-structured stories in their own writing.

Identifying Parts of Freytag's Pyramid in Texts: Your children will gain the ability to dissect stories using Freytag's Pyramid. They will learn to identify and analyse the exposition, rising action, climax, falling action, and resolution in various texts, enhancing their understanding of story dynamics and plot development.

Writing Topic Sentences: Students will be taught how to write clear and effective topic sentences. They will practise constructing sentences that succinctly introduce the main idea of a paragraph, helping them to organise their thoughts and communicate more effectively in their writing.

These skills will not only improve your children's literary analysis and writing abilities but also foster critical thinking and creativity.

Narrative: The Founding Principles of the Novel form

Overview

In this unit, students will explore an introductory novel, focusing on understanding the foundational elements of literature. They will engage with key vocabulary, concepts, and literary frameworks that will deepen their comprehension and analytical skills.

Prior knowledge you will need for this unit…

This unit builds on the knowledge and skills acquired during the previous myths unit. Your children have already learned about the significance of myths and the hero's journey framework. This background will support their understanding as they delve into the study of novels and narrative structures.

New Knowledge you will learn in this unit...

Key Vocabulary: Explicit teaching of central terms such as corruption, vulnerable, loyalty, imagery, protagonist, and antagonist. This vocabulary will be revisited to ensure a deep understanding.
Key Concepts: Exploration of themes like power, maturity, adversity, identity, and belonging.

In this unit, your children will gain a deeper understanding of how novels reflect the time they were written and the typical perspectives of that era. They will learn to distinguish between first and third person narrative voices, recognising the deliberate language choices writers make to create characters.
Additionally, they will be taught to identify the essential components of a thesis statement, building on their knowledge of crafting effective topic sentences.

Skills you will develop this unit…

In this unit, your children will develop a range of analytical and writing skills through their study of an introductory novel. These skills include:

Making Connections: Students will learn to make connections between textual references and the historical context in which the text was written. This will help them understand how the time and setting influence the themes and perspectives presented in the novel.

Narrative Analysis: They will be able to explain how narrative voice, combined with Freytag's Pyramid (which outlines the structure of a narrative including exposition, rising action, climax, falling action, and resolution), constructs a story. This will deepen their understanding of how stories are crafted and how different elements contribute to the overall narrative.

Interpretation of Language: Students will offer interpretations as to why a writer has chosen specific words to describe a character. This skill will enhance their ability to critically analyse language and understand the deliberate choices authors make to convey meaning and character traits.

Writing a Thesis Statement: They will independently write a thesis statement that answers a question about how a writer has constructed a character. This involves forming a clear and concise argument, supported by textual evidence, and will improve their ability to write structured and persuasive essays.

Shakespeare: Comedy

Overview

In this unit, students will explore the comedic elements of Shakespearean plays, focusing on understanding the conventions of Shakespearean comedy and how these conventions are applied in his works. This unit will delve into the key vocabulary, concepts, and literary frameworks that are central to understanding comedy in literature.

Prior knowledge you will need for this unit…

This unit builds on the narrative understanding your children gained from the previous novel unit. They will also draw upon their basic knowledge of Shakespeare acquired in primary school. This background will support their exploration of Shakespearean comedy, enabling them to build on their existing knowledge of narrative structures and character development.

New Knowledge you will learn in this unit...

Key Vocabulary: Explicit teaching of terms such as hierarchy, exploit, redemption, staging, juxtaposition, and metaphor. This vocabulary will be revisited to ensure deep understanding.
Key Concepts: Exploration of themes such as oppression, deception, love, identity, and relationships

Students will explore the main ideas relating to status, empire, hierarchy, and patriarchy within their historical and social contexts. Additionally, they will learn about the conventions of Shakespearean comedy and how figurative language is used to build characterisation. Furthermore, students will develop the ability to use a thesis statement to explore a writer's purpose, enhancing their analytical and writing skills.

Skills you will develop this unit…

In this unit, your children will develop a range of important skills through their study of Shakespeare's works. These skills include:

Analytical Writing: Students will learn to write sentences explaining why Shakespeare wrote ""The Tempest,"" relating it to the historical and social context of the time.

Application of Literary Conventions: They will be able to explain how the conventions of Shakespearean comedy can be applied to ""The Tempest,"" deepening their understanding of literary genres and techniques.

Language Analysis: Students will independently identify figurative language in an extract and make predictions about its effects, enhancing their ability to analyse and interpret literary texts.

Thesis Statement Construction: They will learn to write a thesis statement that answers a question about Shakespeare's intent, supporting their argument with clear, structured reasoning and textual evidence.

Poetry: The Founding Principles of Poetric form

Overview

In this unit, students will explore the foundational elements of poetry. They will learn key vocabulary and concepts that are central to understanding and appreciating poetic works. The unit will cover various literary devices, including extended metaphors, and will delve into the distinctions between verse and prose. Through this exploration, students will gain a deeper appreciation for the art of poetry and its expressive power.

Prior knowledge you will need for this unit…

This unit builds on the knowledge students gained from their previous study of Shakespeare, particularly focusing on metre and poetic form. Additionally, students will draw upon their basic understanding of poetry acquired in primary school. This background will support their exploration of more complex poetic structures and themes.

New Knowledge you will learn in this unit...

Key Vocabulary: Explicit teaching of terms such as context, intention, enjoyment, extended metaphor, verse, and prose. This vocabulary will be revisited to ensure deep understanding.
Key Concepts: Exploration of themes such as agency, morality, love, perception, and empathy.

Students build understanding of the distinction between verse (structured poetic language with rhythm and meter) and prose (regular written or spoken language). Additionally, they are exploring how extended metaphors develop throughout a poem to create vivid imagery and convey deeper meanings. They are also mastering the components of a thesis statement, including how to build on a topic sentence using appositives to add detail and clarity to their writing. These skills will enhance their ability to appreciate poetry and effectively communicate ideas in their studies.

Skills you will develop this unit…

In this unit, your children will develop important skills in their study of poetry:

Explaining Personal Response to a Poem:They will learn to articulate their own thoughts and feelings in response to a poem they haven’t encountered before. This skill encourages them to interpret and emotionally connect with the text.

Understanding and Applying Poetry Conventions:They will grasp the specific conventions of poetry and apply this knowledge to analyse and appreciate unfamiliar poems. This includes recognising rhyme, metre, structure, and other poetic devices that shape meaning and style.

Analysing the Effect of an Extended Metaphor:They will analyse how extended metaphors unfold in poems, exploring how these literary devices build imagery and deepen the poem’s themes. This skill fosters a deeper understanding of metaphorical language and its impact on poetic expression.

Writing a Thesis Statement Independently: They will independently craft thesis statements that express their personal response to a poem. This involves formulating a clear argument or interpretation supported by evidence from the poem, demonstrating their analytical and persuasive writing abilities.

Shakespeare: Tragedy

Overview

In Year 8, students will explore the concept of tragedy in literature, focusing on understanding and recognising big ideas within this genre. They will specifically delve into the themes of devotion, conflict, maturity, and the concept of tragedy itself. This unit builds on their previous study of Shakespeare in Year 7, where they learned about dramatic conventions and literary analysis

Prior knowledge you will need for this unit…

This unit builds on the foundational knowledge from Year 7, particularly their exploration of Shakespeare's comedic works. Students will expand their understanding of literary conventions such as soliloquies, tragic heroes, and the socio-cultural contexts that influence tragic narratives. They will also build on their skills in annotating texts and analysing quotations to support their interpretations.

New Knowledge you will learn in this unit...

Key Vocabulary: Explicit teaching of terms such as devotion, conflict, maturity, tragedy, tragic hero, and soliloquy. This vocabulary will be revisited to ensure deep understanding.

Key Concepts: Exploration of themes such as inevitability, religion, love, faith, and relationships. These concepts will be explored throughout the unit to deepen students' understanding of tragic narratives and their cultural implications.

Throughout this unit, students will acquire new knowledge about the inevitability of tragic outcomes, the role of religion and faith in tragic narratives, and the complexities of relationships portrayed in tragedies. They will explore how Shakespearean tragedy reflects the societal and historical contexts in which it was written, deepening their appreciation for the connections between literature and its cultural setting.

Skills you will develop this unit…

In this unit, your children will develop important skills in their study of Shakespeare:

Explaining Contextual Reflection in Shakespearean Tragedy: Students will learn to analyse why Shakespeare's tragedies reflect the societal, political, and cultural contexts in which they were written. This skill helps them understand how historical events and cultural norms influence literature, allowing them to appreciate the deeper layers of meaning in Shakespeare's works.

Applying Tragic Hero Conventions to Romeo in Romeo and Juliet:They will be able to identify and explain how Romeo embodies the characteristics of a tragic hero as defined by literary conventions. By using evidence from Romeo and Juliet, students will demonstrate their understanding of tragic flaws, noble stature, and the inevitable downfall of the protagonist.

Annotating and Explaining the Effects of Soliloquies: Students will independently analyse soliloquies in Romeo and Juliet, identifying the thoughts and emotions revealed by characters speaking alone on stage. This skill enhances their ability to interpret dramatic monologues, understanding their significance in revealing character motivations and advancing the plot.

Developing and Elaborating on Thesis Statements: They will learn to construct and refine thesis statements that articulate their interpretations of Romeo and Juliet. They will embed quotations from the play to support their arguments and comment on how these quotations contribute to the overall themes and messages of the work. This skill strengthens their analytical writing and critical thinking abilities, preparing them to engage deeply with literary texts.

Perspectives: Rhetoric

Overview

In Year 8, students will explore the concept of rhetoric, focusing on understanding and recognising big ideas within persuasive language and communication. They will delve into how language can be used to influence and persuade through techniques like ethos, logos, and pathos. This unit aims to develop their skills in analysing and crafting persuasive arguments.

Prior knowledge you will need for this unit…

This unit builds on the analytical skills developed in Year 7’s study of narrative origins, where students examined different perspectives and viewpoints in texts. Now, they will apply these skills to analyse how rhetoric shapes arguments and influences audiences in various contexts.

New Knowledge you will learn in this unit...

Key Vocabulary: Explicit teaching of terms such as propaganda, manipulation, compelling, ethos, logos, and pathos. This vocabulary will be taught explicitly and revisited to ensure deep understanding.

Key Concepts: Exploration of concepts such as agency, responsibility, hope, perception, and compassion. These concepts will be explored throughout the unit to deepen students' understanding of persuasive communication and its ethical implications.

Throughout this unit, students will learn about the power of rhetorical devices such as propaganda and manipulation in shaping public opinion. They will explore the Aristotelian triad—ethos (credibility), logos (logic), and pathos (emotion)—and how these elements are used to persuade audiences effectively. Additionally, they will understand the structure of persuasive arguments, including the six parts: introduction, narration, division, proof, refutation, and conclusion (peroration).

Skills you will develop this unit…

In this unit, your children will develop important skills in their study of rhetoric:

Identifying Rhetorical Devices in Propaganda:Students will learn to recognise and analyse how rhetorical devices, such as exaggeration or emotional appeals, are used to create persuasive messages in propaganda. This skill helps them critically assess information and understand the persuasive strategies employed in media and communication.

Analysing the Aristotelian Triad in Persuasive Texts:They will develop the ability to identify and evaluate the use of ethos (credibility), logos (logic), and pathos (emotion) in texts to persuade audiences. This skill enables students to dissect arguments and understand how different rhetorical appeals contribute to the effectiveness of persuasive communication.

Writing Independently Using Pathos and Emotive Language:Students will practise writing paragraphs that utilise pathos (emotional appeal) and emotive language to establish personal connections with readers. This skill enhances their ability to craft persuasive arguments that resonate emotionally and effectively convey their viewpoints or messages.

Planning a 6-Part Argument on Personal Topics:They will independently plan and structure persuasive arguments on topics of personal importance. This process involves organising their ideas coherently into six parts: introduction, narration, division (statement of issues), proof (arguments and evidence), refutation (addressing counterarguments), and conclusion (summing up the argument). This skill develops their ability to construct well-supported arguments and articulate their perspectives convincingly.

Narrative: Satire and Allegory

Overview

In Year 8, students will explore satire and allegory in literature, focusing on understanding and recognising big ideas through fictional narratives that serve as vehicles for social commentary. They will delve into how authors use characters, settings, and narrative structures to critique societal issues and explore deeper themes.

Prior knowledge you will need for this unit…

This unit builds on the foundational skills developed in Year 7’s study of narrative origins and exploration in novels. Students will apply their understanding of characterisation, setting, perspectives, and narrative structures to analyse how authors use satire and allegory to convey social and political messages. Additionally, their recent study of rhetoric will enable them to critically assess how novels function as social commentaries, recognising techniques such as propaganda and persuasive techniques within literary contexts.

New Knowledge you will learn in this unit...

Key Vocabulary: Explicit teaching of terms such as tyrannical, revolution, idealism, satire, allegory, and foreshadowing. This vocabulary will be taught explicitly and revisited to ensure deep understanding.

Key Concepts: Exploration of concepts such as corruption, deception, hope, faith, and community. These concepts will be central to their exploration of how authors use satire and allegory to comment on societal issues and convey deeper themes in literature.

Your children are learning about allegory in literature, understanding it as a fictional form used to convey social commentary through symbolic storytelling. They are exploring how characters can represent broader social issues within these narratives. Additionally, they are recognising how a cyclical narrative structure, often organised into five parts, creates a sense of inevitability in the storyline. They are also developing their skills in constructing critical interpretations by using ""because/but/so"" statements effectively in their writing. These skills deepen their understanding of literature and enhance their ability to analyse and interpret complex texts.

Skills you will develop this unit…

In this unit, your children will develop important skills in their study of satire and allegory through the vehicle of Animal Farm:

Explaining Animal Farm as Social Commentary: Students will learn to articulate how Animal Farm by George Orwell functions as a social commentary, supported by specific references from the text. This skill enables them to analyse how the novel critiques political systems and societal issues through allegorical storytelling.

Understanding Characters as Microcosms:They will explain how individual characters within Animal Farm serve as microcosms or symbolic representations of broader social or political concepts. This skill helps students understand how authors use characters to convey deeper themes and commentary on human behaviour and society.

Identifying Foreshadowing and Key Structural Moments:Students will identify and analyse key structural moments across Animal Farm that foreshadow significant events or the novel’s conclusion. This skill enhances their ability to analyse narrative structure, anticipate plot developments, and interpret the author's intentions.

Constructing Arguments Using ""Because/So/Should"" Sentences:They will use ""because/so/should"" sentences to construct coherent arguments supported by textual evidence from Animal Farm. This skill fosters their ability to develop persuasive arguments, demonstrate critical thinking, and effectively communicate their interpretations of the text.

Poetry: Developing Throughout Time

Overview

In Year 8, students will explore how poetry has evolved as a vehicle for social commentary over different periods of time. They will analyse how poets use language and form to reflect and respond to significant societal issues, thereby conveying big ideas through their work.

Prior knowledge you will need for this unit…

This unit builds upon the foundation laid in Year 7’s poetry unit, where students examined founding principles of poetry. Now, they will deepen their understanding by exploring how poetry serves as a medium for addressing and reflecting upon social issues across various historical contexts. Additionally, their understanding of semantic fields and the conventions of different poetic forms will support their analysis of how poets construct meaning and atmosphere.

New Knowledge you will learn in this unit...

Key Vocabulary: Students will learn vocabulary such as representation, identity, advocacy, symbolism, semantic field, and free verse. These terms are essential for understanding how poets convey complex themes and ideas through their choice of language and form.

Key Concepts: Concepts such as agency, morality, hope, identity, and culture will be explored. These concepts underpin the exploration of how poetry engages with and reflects broader societal concerns and values.

Students will gain new knowledge about how poems act as social commentary, the effects of different poetic forms on readers, the use of semantic fields to create atmosphere, and the selection of quotations to deepen analysis.

Skills you will develop this unit…

In this unit, your children will develop important skills in their study of poetry throughout time:

Explaining Poetry as Social Commentary: Students will develop the ability to articulate how poetry serves as a form of social commentary, supported by specific references from poems. This skill involves analysing how poets use language, imagery, and symbolism to reflect and critique societal issues, helping students understand the power of literature to provoke thought and discussion.

Comparing Effects of Different Poetry Forms:They will learn to compare and contrast the effects of different poetic forms, such as sonnets, free verse, or haiku. This skill enables students to analyse how the structure, rhythm, and rhyme scheme of a poem contribute to its meaning and emotional impact on readers.

Independently Annotating and Explaining Responses to Unseen Poems:Students will independently annotate unseen poems, identifying literary devices, themes, and the poet’s techniques. They will then articulate their personal responses, explaining how the poet's methods evoke specific emotions or ideas. This skill fosters their ability to engage deeply with unfamiliar texts and communicate their interpretations effectively.

Explaining the Effects of Writer's Methods on Audiences: They will analyse and explain how the techniques used by poets influence audiences and contribute to the overall message of a poem. This includes evaluating how choices in language, imagery, and structure shape the reader's understanding and emotional response. This skill develops their critical thinking and communication abilities, allowing them to interpret and discuss literature in a nuanced manner.

Perspectives: Crossing Divides

Overview

Year 9 students will delve into narratives that explore and challenge societal divisions and prejudices. They will analyse how authors use storytelling as a tool to convey messages about cultural heritage, identity, and social issues. The unit encourages students to critically evaluate how narratives can bridge or deepen divides within societies.

Prior knowledge you will need for this unit…

This unit builds on the foundation established in Year 7’s exploration of narrative origins, where students learned about different cultural perspectives and the varied purposes of narratives. Additionally, Year 8 expanded on these ideas by examining how narratives serve as social commentary, preparing students to analyse texts more deeply for their broader societal implications.

New Knowledge you will learn in this unit...

Key Vocabulary: Students will engage with vocabulary such as didactic, heritage, prejudice, perspective, motif, foil, and cyclical. These terms are central to understanding how narratives convey moral lessons, explore cultural backgrounds, and depict contrasting characters and themes.

Key Concepts: Concepts including ambition, legality, internalisation, faith, and belonging will be explored. These concepts underpin the analysis of how authors use narrative techniques to reflect and critique societal norms and divisions.

Students will gain new knowledge about how authors use narratives to impart didactic messages, represent societal constructs through characters, employ motifs and symbolism to evoke emotions and cultural significance, and evaluate authorial intent through the analysis of narrative methods.

Skills you will develop this unit…

In this unit, your children will develop important skills in their study of a text exploring differing perspectives:

Explaining Didactic Messages: Students will develop the ability to articulate and interpret the didactic messages embedded within texts they study. This involves understanding the author’s intention in conveying moral or instructional lessons, and linking these messages to specific historical, cultural, or societal contexts. By doing so, students learn to critically analyse literature beyond its narrative aspects, discerning its broader significance and impact.

Tracking Character Development as a Construct:They will track and explain how characters serve as constructs within texts, representing broader themes, conflicts, or societal issues. This skill involves analysing character arcs, motivations, and interactions across the narrative, thereby understanding how authors use characters to convey deeper meanings and perspectives.

Analysing Motif and Symbolism Independently: Students will independently identify, analyse, and interpret motifs and symbolism within texts. This involves recognising recurring symbols, themes, or literary devices used by authors to convey emotions, cultural values, or thematic significance. Through detailed analysis of authorial methods, students deepen their understanding of how symbolism enriches the narrative and enhances its meaning for readers.

Using Academic Verbs in Extended Writing: They will use a variety of academic verbs independently in extended writing to evaluate the writer's purpose. This skill requires students to employ precise language and critical thinking to assess an author’s intentions, stylistic choices, and thematic explorations. By using academic verbs such as critique, analyse, interpret, and evaluate, students develop the ability to construct well-supported arguments and articulate their insights effectively in written form.

Narrative: Social Justice

Overview

Year 9 students will explore narratives that delve into social justice issues, examining how authors use literature to critique societal norms and advocate for change. They will analyse texts that highlight marginalisation, prejudice, and ethical dilemmas, aiming to understand the impact of literature in addressing and reshaping perspectives on social issues.

Prior knowledge you will need for this unit…

This unit builds upon foundational concepts introduced in Year 7’s narrative origins, which explored diverse cultural voices and purposes in storytelling. Year 8 expanded on these ideas by examining narratives as vehicles for social commentary. Now, students will deepen their understanding by critically evaluating texts that go beyond commentary to actively critique societal injustices.

New Knowledge you will learn in this unit...

Key Vocabulary: Students will engage with vocabulary such as marginalised, dystopia, dehumanised, trope, non-chronological narration, and critique. These terms are central to understanding how authors portray and critique social issues in their works.

Key Concepts: Concepts including exploitation, morality, loss, prejudice, and culture will be explored. These concepts underpin the analysis of how narratives reflect and challenge societal norms, fostering discussions on justice, equity, and human rights.

Students will gain new knowledge about how authors intentionally use narratives to reflect and critique social issues, employing techniques such as non-chronological narration to deepen characterisation and explore unreliable perspectives. They will also learn to analyse language choices that create tone and atmosphere, and how arguments develop cohesively through extended responses.

Skills you will develop this unit…

"In this unit, your children will develop important skills in their study of a text exploring social justice:

Evaluating Writer's Portrayal of Social Issues: Students will learn to critically assess how authors depict social issues in their texts. They will use academic verbs such as critique, analyse, assess, and evaluate to judge the effectiveness and impact of an author's portrayal. This skill involves considering the author's intentions, the context in which the text was written, and how well the issues are presented and explored.

Selecting Key Structural Moments:They will independently identify and analyse significant structural moments within texts to understand how characters are developed. This involves recognising pivotal scenes, plot twists, or character interactions that shape the narrative and contribute to the overall themes and messages of the text.

Analysing Language Choices:Students will independently analyse specific extracts from texts, focusing on the author's language choices. They will employ the structured approach of what/how/why to explore how language creates meaning, sets the tone, and develops characters or themes within the narrative. This skill enhances their ability to interpret and articulate their insights into the subtleties of literary craftsmanship.

Building Extended Arguments:They will use academic verbs and structured argumentation to construct coherent and persuasive responses. This includes developing extended responses that explore how a text functions as a critique of societal norms and behaviours. By synthesising their analyses of language, structure, and thematic elements, students develop their ability to present well-supported arguments that reflect a deep understanding of the text's broader implications.

Shakespeare: The Tragic Protagonist

Overview

In Year 9, students will delve into the concept of The Tragic Protagonist. This unit focuses on understanding the conventions and complexities of tragic heroes in literature, particularly exploring how these characters embody timeless themes and provoke thought on the human condition.

Prior knowledge you will need for this unit…

This unit builds upon the foundational understanding of comedic and tragic conventions established in Year 7 and 8 respectively. Students will draw on their knowledge of Shakespeare's works, such as the structure of tragedies, the characteristics of tragic heroes, and how staging influences interpretation.

New Knowledge you will learn in this unit...

Key Vocabulary: Students will engage with terms like virtuous, ambition, hamartia (fatal flaw), aside, dramatic irony, and resolution, which are central to understanding tragic protagonists.

Key Concepts: Concepts explored include ambition, deception, hatred, hubris (excessive pride), and belonging, which are pivotal in shaping the tragic arcs of protagonists.

Throughout the unit, students will analyse how historical ideas, such as the Divine Right of Kings, influenced Shakespearean tragedies. They will explore different tragic heroes and their roles in conveying universal themes. Additionally, students will examine how soliloquies and staging impact character development and audience perception. They will also learn to construct coherent arguments in extended essays, synthesising their analyses and interpretations of texts.

Skills you will develop this unit…

In this unit, your children will develop important skills in their study of a text exploring the tragic protagonist:

Evaluation of Shakespearean Tragedy:Students will learn to critically evaluate why Shakespearean tragedies delve into profound themes related to the human condition. They will explore how these plays reflect on timeless issues such as fate, ambition, and moral dilemmas, gaining insights into their relevance across different historical periods.

Understanding Tragic Hero Conventions:Students will develop the ability to explain how different protagonists embody the conventions of a tragic hero in varying ways. They will analyse traits such as ambition, fatal flaws (hamartia), and the ultimate downfall, recognising how these elements contribute to the tragic arc and the broader themes explored in the plays.

Analysis of Soliloquies and Staging:Through independent analysis, students will explore the impact of soliloquies in Shakespearean drama. They will examine how these monologues reveal characters' inner thoughts and motivations, and they will also consider how staging choices influence the audience's interpretation of these characters and their development throughout the play.

Essay Planning and Writing:Students will collaboratively plan and independently write extended essays. They will learn to articulate a clear line of argument, supported by evidence from the text. This process includes synthesising their analyses of characterisation, themes, and dramatic techniques, aiming to convey insightful interpretations and evaluations of the plays' messages and significance.

Poetry: War and The Tragic Protagonist

Overview

In Year 9, students will delve into the themes of war and the tragic protagonist through poetry. This unit explores how poets use language to critique and reflect on social issues such as conflict, trauma, and disillusionment. Students will analyse how poets navigate these themes to convey deeper meanings and provoke thought.

Prior knowledge you will need for this unit…

This unit builds on foundational knowledge from previous years where students explored the principles of poetry (Year 7), examined poetry over time as a reflection of social issues and diverse voices (Year 8), and explored social critique through literary texts (Year 9). Students will now deepen their understanding by examining how poetry engages with themes of war and tragic protagonists.

New Knowledge you will learn in this unit...

Key Vocabulary: Students will engage with terms like trauma, disillusionment, sanctuary, allusion, tone, and repetition, which are central to understanding how poetry explores themes of war and the human condition.

Key Concepts: Concepts explored include revolution, responsibility, conflict, identity, and empathy, which are pivotal in shaping the themes and narratives of poems dealing with societal issues and personal experiences.

Throughout the unit, students will analyse how poets use various literary devices such as allusion and tone to critique social issues like war. They will explore the impact of repetition and imagery in conveying emotions and ideas. Additionally, students will develop their ability to compare and contrast poems using both/however structures, fostering nuanced interpretations and critical thinking skills. This exploration will enable students to construct well-supported arguments in their analytical and comparative poetry responses, synthesising their understanding of themes and techniques across different poems.

Skills you will develop this unit…

In this unit, your children will develop important skills in their study of war poetry:

Evaluating Social Issues: Students will learn to critically assess how poets effectively address and critique social issues using academic verbs such as analyse, evaluate, critique, and interpret. They will develop the ability to articulate their insights into how poets use language and form to convey meaningful messages about society.

Utilising Literary Techniques: Students will explore and apply literary techniques such as allusion and existing poetic forms in their own poetry compositions. By leveraging these techniques, students will enhance their ability to engage with established literary traditions while innovating within them to express their own perspectives and themes.

Independent Analysis: Students will independently analyse poems, examining the author's language choices and their impact. They will practice identifying and explaining the significance of what is said (content), how it is expressed (language), and why it matters (effect). This skill encourages deeper comprehension and interpretation of poetic texts.

Comparative Poetry Response: Students will plan and execute their own comparative poetry responses, structuring their ideas using logical connectors such as both/however. This task fosters the development of critical thinking skills as students compare multiple poems, discern similarities and differences, and construct coherent arguments supported by evidence from the texts.

Literature - An Inspector Calls

Overview

In this unit, students will delve into J.B. Priestley's play 'An Inspector Calls'. Set in 1912, the play explores the consequences of societal divisions, moral choices, and responsibility through the lens of the Birling family's encounter with Inspector Goole

Prior knowledge you will need for this unit…

This unit on 'An Inspector Calls' builds upon students' prior knowledge developed through their study of plays like Shakespeare, where they've learned about dramatic form and characterisation. Throughout the KS3 English curriculum, they've also explored texts as social commentary and critique, enhancing their ability to interpret literature through various perspectives. This foundation equips them to critically analyse Priestley's play, considering its themes of social class, moral responsibility, and the effects of historical context on character development and narrative structure.

New Knowledge you will learn in this unit...

Key Vocabulary: Allegory, microcosm, dramatic irony, didactic, foreshadowing, capitalism, socialism, patriarchy, bourgeoisie
Key Concepts: Responsibility, deception, social class, morality, relationships, gender, prejudice, identity, hierarchy, empathy

For AQA's study of 'An Inspector Calls', the most important knowledge centres around understanding themes like social responsibility, class distinctions, and moral dilemmas prevalent in Edwardian society. Students delve into Priestley's use of dramatic irony to critique capitalist ideologies and advocate for socialist principles, exploring how characters symbolise broader societal attitudes towards power and privilege. The play serves as both a didactic exploration and an allegory for societal inequalities, with themes of deception and foreshadowing enhancing its narrative depth. Analysis of microcosms within the play elucidates the broader socio-economic structures of the time, highlighting the impacts of patriarchy and bourgeoisie values. Understanding these elements equips students to critically examine Priestley's intentions and their relevance in shaping perspectives on morality, social justice, and human relationships.

Skills you will develop this unit…

Analytical Thinking and Interpretation: Students will develop the ability to critically analyse the text, identifying themes such as social responsibility and class divides. They will interpret the characters' actions and motivations, exploring how Priestley uses them to convey deeper societal messages.

Textual Evidence and Quotation Usage: Through close reading, students will learn to select and use precise textual evidence (quotations) to support their interpretations and arguments. This skill is crucial for developing a detailed and well-supported analysis in their written responses.

Contextual Understanding: Understanding the historical and social context of the play (Edwardian era, early 20th century) will be emphasized. Students will explore how these contexts influence the themes and characters, enriching their understanding of the play's broader implications.

Critical Evaluation and Personal Response: Students will develop their ability to formulate critical evaluations of the text, considering Priestley's intentions and the effectiveness of his techniques in conveying messages about morality and society. They will also learn to articulate their own personal responses to the play, forming informed opinions supported by textual evidence. This skill encourages a deeper engagement with literature and fosters independent thinking.

Literature - Power and Conflict Poetry

Overview

In this unit, students will explore a collection of 15 poems curated by AQA under the theme of power and conflict. These poems span different historical periods and perspectives, examining themes such as war, oppression, social injustice, and human relationships under pressure.

Prior knowledge you will need for this unit…

In this unit, students will explore a collection of 15 poems curated by AQA under the theme of power and conflict. These poems span different historical periods and perspectives, examining themes such as war, oppression, social injustice, and human relationships under pressure.

New Knowledge you will learn in this unit...

Key Vocabulary: dramatic monologue, petrarchan sonnet, pastoral ode, ballad, free verse, stanza, meter, enjambment, caesura, quatrain, octave, sestet, anaphora, didactic, patriotic, chartered, traumatic, monotony, allusion, allegorical, marginalised

Key concepts: conflict, oppression, exploitation, corruption, revolution, identity, hierarchy, responsibility, deception, loss

In the AQA 'Power and Conflict' poetry unit, students will explore themes such as conflict, oppression, exploitation, and corruption, understanding how these concepts shape human experiences and societal structures. They will study poems that delve into revolution and identity, examining the effects of hierarchy and responsibility on individuals and communities. Through analysing poetic techniques like dramatic monologues and sonnets, and key terms such as enjambment, caesura, and anaphora, students will gain a nuanced appreciation of how poets convey complex emotions and critiques. This unit builds on their KS3 poetry foundation, enhancing their critical evaluation skills and ability to interpret literature within historical, social, and cultural contexts.

Skills you will develop this unit…

Analytical Thinking and Interpretation: Students will develop the ability to critically analyse poems, identifying themes such as conflict, oppression, and exploitation. They will interpret the poets' use of language, form, and structure, exploring how these elements convey complex societal critiques and human experiences.

Textual Evidence and Quotation Usage: Through close reading, students will learn to select and use precise textual evidence (quotations) to support their interpretations and arguments. This skill is crucial for developing a detailed and well-supported analysis in their written responses, enabling them to articulate nuanced readings of the poems.

Contextual Understanding: Understanding the historical and social contexts of the poems will be emphasised. Students will explore how these contexts influence the themes and messages of the poems, enriching their understanding of the broader implications and significance of the poetic works within their respective eras.

Critical Evaluation and Personal Response: Students will develop their ability to formulate critical evaluations of the poems, considering the poets' intentions and the effectiveness of their techniques in conveying messages about power and conflict. They will also learn to articulate their own personal responses to the poems, forming informed opinions supported by textual evidence. This skill encourages a deeper engagement with literature and fosters independent thinking.

Literature - Macbeth

Overview

In this unit, students will delve into Shakespeare’s tragic play, Macbeth. They will explore the dark and ambitious world of Macbeth, examining themes such as power, ambition, fate, and the supernatural. Through detailed analysis, students will gain an understanding of the play’s complex characters and the moral and ethical questions it raises.

Prior knowledge you will need for this unit…

This unit builds on the foundational knowledge from Year 7's study of Shakespearean comedy, Year 8's exploration of Shakespearean tragedy, and Year 9's focus on the tragic protagonist. These prior studies have equipped students with an understanding of Shakespeare's language, dramatic techniques, and thematic exploration of human nature and societal issues.

New Knowledge you will learn in this unit...

Key Vocabulary: soliloquy, aside, tragic flaw, catharsis, dramatic irony, equivocation, foreshadowing, iambic pentameter, blank verse, ambition, fate, prophecy, supernatural, tyranny, regicide, guilt, hallucination

Key Concepts: ambition, fate, power, guilt, supernatural, tyranny, deception, conflict, morality, identity

In the AQA Macbeth unit, students will explore themes such as ambition, fate, power, and guilt, understanding how these concepts drive the characters' actions and the play’s plot. They will study how Shakespeare uses language, structure, and dramatic techniques to create meaning and evoke responses from the audience. This unit will enhance their appreciation of Shakespeare’s work and its relevance to contemporary issues.

Skills you will develop this unit…

Analytical Thinking and Interpretation: Students will develop the ability to critically analyse the text, identifying themes such as ambition, fate, and power. They will interpret the characters' actions and motivations, exploring how Shakespeare uses them to convey deeper societal messages.

Textual Evidence and Quotation Usage: Through close reading, students will learn to select and use precise textual evidence (quotations) to support their interpretations and arguments. This skill is crucial for developing a detailed and well-supported analysis in their written responses.

Contextual Understanding: Understanding the historical and social context of the play (Elizabethan era, Jacobean beliefs, and the Gunpowder Plot) will be emphasised. Students will explore how these contexts influence the themes and characters, enriching their understanding of the play's broader implications.

Critical Evaluation and Personal Response: Students will develop their ability to formulate critical evaluations of the text, considering Shakespeare’s intentions and the effectiveness of his techniques in conveying messages about morality and human nature. They will also learn to articulate their own personal responses to the play, forming informed opinions supported by textual evidence. This skill encourages a deeper engagement with literature and fosters independent thinking.

English Language Paper 1: Creative Reading and Writing Half term 1: Character and perspective Half term 2: Setting and tone

Overview

In this term, students will focus on analysing character and perspective within texts, using a range of contemporary and classic literature. They will hone their reading skills with a focus on structure and will develop their writing skills to communicate effectively and creatively.

Prior knowledge you will need for this unit…

This unit builds on the foundational skills from KS3, where students have engaged in narrative and descriptive writing, persuasive texts, and analytical skills. Year 7 introduced basic narrative structures, Year 8 developed persuasive and argumentative writing, and Year 9 focused on more complex analytical skills and text comparisons

New Knowledge you will learn in this unit...

Key Vocabulary: Explicit meaning, implicit meaning, synthesis, inference, textual evidence, subject terminology, writer's methods, structural features, language effects, perspectives, tone, style, register, coherence, cohesion, sentence demarcation, punctuation, ambitious vocabulary.

Key Concepts:

Reading:
Identifying and interpreting explicit and implicit information and ideas (AO1):
Students will learn to identify both the explicit content and the implicit meanings within texts. They will interpret the underlying messages and viewpoints conveyed by the writers.

Explaining, commenting on, and analyzing how writers use language and structure to achieve effects and influence readers (AO2):
Students will explore how different linguistic and structural techniques are used by writers to present their viewpoints and persuade their audience.

Comparing writers' ideas and perspectives across texts (AO3):
Students will compare and contrast how different writers present their viewpoints on similar topics, analyzing the effectiveness of their techniques and approaches.

Writing:

Communicating clearly, effectively, and imaginatively, adapting tone, style, and register for different forms, purposes, and audiences (AO5):
Students will practice writing texts that clearly and effectively convey a viewpoint. They will learn to adapt their writing style to suit different purposes and audiences, using an appropriate tone and register.

Using a range of vocabulary and sentence structures for clarity, purpose, and effect, with accurate spelling and punctuation (AO6):
Students will expand their vocabulary and experiment with varied sentence structures to enhance their writing. They will focus on accuracy in spelling, punctuation, and grammar to produce polished and engaging texts.

Skills you will develop this unit…

Analytical Thinking and Interpretation: Students will develop the ability to critically analyse texts, identifying and interpreting both explicit and implicit meanings. This includes understanding the structure of narratives and how different elements like linear/non-linear sequences, flashbacks, and shifts in perspective contribute to the overall storytelling. They will learn to synthesise textual evidence to support their interpretations and arguments.

Textual Evidence and Quotation Usage: A significant focus will be on selecting precise textual evidence to back up their analytical points. Students will learn how to judiciously use quotations and specific examples from texts to strengthen their arguments. This skill is crucial for writing well-supported analytical essays and for demonstrating a deep understanding of the material.

Critical Evaluation: Students will explore how writers' choices are influenced and how these choices impact the meaning and reception of texts. They will learn to evaluate texts critically, considering the writer’s intentions, the effectiveness of their techniques, and the historical, cultural, and social contexts that shape these works. This includes comparing different perspectives across texts.

Creative and Structured Writing: Students will enhance their writing skills, learning to communicate clearly and imaginatively. They will focus on structuring their writing effectively, using a variety of sentence types, and employing appropriate tone, style, and register for different forms and purposes. Emphasis will be placed on the use of ambitious vocabulary, correct grammar, and punctuation to produce polished and engaging texts.

English Language Paper 2: Viewpoints and Perspectives Half term 1: Rhetoric Half term 2: Representation and viewpoint

Overview

In this term, students will focus on analysing how different writers present their viewpoints and perspectives within texts. They will study a range of non-fiction and literary non-fiction texts to understand how writers convey their opinions, arguments, and viewpoints. Students will also develop their own writing skills to present a viewpoint effectively and persuasively.

Prior knowledge you will need for this unit…

The foundational skills from KS3, where students have engaged in narrative and descriptive writing, persuasive texts, and analytical skills. Year 7 introduced basic narrative structures, Year 8 developed persuasive and argumentative writing, and Year 9 focused on more complex analytical skills and text comparisons.

New Knowledge you will learn in this unit...

Key Vocabulary:
Explicit meaning, implicit meaning, synthesis, inference, textual evidence, subject terminology, writer's methods, structural features, language effects, perspectives, tone, style, register, coherence, cohesion, sentence demarcation, punctuation, ambitious vocabulary.

Key Concepts:

Reading:
Identifying and interpreting explicit and implicit information and ideas (AO1):
Students will learn to identify both the explicit content and the implicit meanings within texts. They will interpret the underlying messages and viewpoints conveyed by the writers.

Explaining, commenting on, and analyzing how writers use language and structure to achieve effects and influence readers (AO2):
Students will explore how different linguistic and structural techniques are used by writers to present their viewpoints and persuade their audience.

Comparing writers' ideas and perspectives across texts (AO3):
Students will compare and contrast how different writers present their viewpoints on similar topics, analyzing the effectiveness of their techniques and approaches.

Writing:

Communicating clearly, effectively, and imaginatively, adapting tone, style, and register for different forms, purposes, and audiences (AO5):
Students will practice writing texts that clearly and effectively convey a viewpoint. They will learn to adapt their writing style to suit different purposes and audiences, using an appropriate tone and register.

Using a range of vocabulary and sentence structures for clarity, purpose, and effect, with accurate spelling and punctuation (AO6):
Students will expand their vocabulary and experiment with varied sentence structures to enhance their writing. They will focus on accuracy in spelling, punctuation, and grammar to produce polished and engaging texts.

Skills you will develop this unit…

Analytical Thinking and Interpretation: Students will develop the ability to critically analyse non-fiction texts, identifying and interpreting both explicit and implicit meanings. This includes understanding how rhetorical strategies and structural elements like sequencing, flashbacks, and shifts in perspective contribute to the overall effectiveness of the text. They will learn to synthesize textual evidence to support their interpretations and arguments.

Textual Evidence and Quotation Usage: A significant focus will be on selecting precise textual evidence to back up their analytical points. Students will learn how to judiciously use quotations and specific examples from non-fiction texts to strengthen their arguments. This skill is crucial for writing well-supported analytical essays and for demonstrating a deep understanding of the material.

Critical Evaluation: Students will explore how writers' choices are influenced by their rhetorical goals and how these choices impact the meaning and reception of texts. They will learn to evaluate non-fiction texts critically, considering the writer’s intentions, the effectiveness of their techniques, and the historical, cultural, and social contexts that shape these works. This includes comparing different perspectives across texts.

Creative and Structured Writing: Students will enhance their writing skills, learning to communicate clearly and persuasively. They will focus on structuring their non-fiction writing effectively, using a variety of sentence types, and employing appropriate tone, style, and register for different forms and purposes. Emphasis will be placed on the use of ambitious vocabulary, correct grammar, and punctuation to produce polished and engaging texts. Students will practice using rhetorical devices to make their writing more compelling and convincing.

Literature - A Christmas Carol

Overview

In this unit, students will delve into:
Charles Dickens' classic novella, A Christmas Carol. They will explore the transformative journey of Ebenezer Scrooge, examining themes such as redemption, compassion, social injustice, and the Christmas spirit. Through detailed analysis, students will gain an understanding of the novella's complex characters and the moral and ethical questions it raises.

Prior knowledge you will need for this unit…

The foundational knowledge from Year 7's study of 19th-century fiction, Year 8's exploration of Victorian literature, and Year 9's focus on the social and historical context of the 19th century. These prior studies have equipped students with an understanding of Dickens' language, narrative techniques, and thematic exploration of social issues and human nature.

New Knowledge you will learn in this unit...

Key Vocabulary: Redemption, compassion, social injustice, Victorian society, narrative structure, symbolism, allegory, transformation, poverty, Christmas spirit, miser, philanthropy, supernatural, ghost, moral lesson.

Key concepts: responsibility, redemption, exploitation, compassion, oppression, love, loyalty, hierarchy, empathy, hope

Themes such as redemption, social criticism, and transformation, understanding how these concepts drive the characters' actions and the novella’s plot. They will study how Dickens uses language, structure, and narrative techniques to create meaning and evoke responses from the reader. This unit will enhance their appreciation of Dickens' work and its relevance to contemporary issues.

Skills you will develop this unit…

Analytical Thinking and Interpretation: Students will develop the ability to critically analyse the text, identifying themes such as redemption, social criticism, and transformation. They will interpret the characters' actions and motivations, exploring how Dickens uses them to convey deeper societal messages. Special focus will be placed on Scrooge's journey from miserliness to generosity.

Textual Evidence and Quotation Usage: Through close reading, students will learn to select and use precise textual evidence (quotations) to support their interpretations and arguments. This skill is crucial for developing a detailed and well-supported analysis in their written responses. They will practice integrating quotations seamlessly into their essays to strengthen their points.

Contextual Understanding: Understanding the historical and social context of the novella (Victorian era, Industrial Revolution, and social reform) will be emphasised. Students will explore how these contexts influence the themes and characters, enriching their understanding of the novella's broader implications. They will examine Dickens' critique of Victorian society and his advocacy for social change.

Critical Evaluation and Personal Response: Students will develop their ability to formulate critical evaluations of the text, considering Dickens' intentions and the effectiveness of his techniques in conveying messages about morality and human nature. They will also learn to articulate their own personal responses to the novella, forming informed opinions supported by textual evidence. This skill encourages a deeper engagement with literature and fosters independent thinking. Students will reflect on the relevance of the novella's themes in today's society.

Literature - Academic writing

Overview

This unit focuses on teaching essential academic writing skills needed for success in English Literature. Students will learn how to craft effective essays that demonstrate a deep understanding of literary texts and concepts.

Prior knowledge you will need for this unit…

Building on their accumulated academic writing skills over the past four years, students have been systematically learning how to write essays step by step. This unit consolidates their skills, aiming to integrate and refine their abilities to produce high-quality literary analyses.

New Knowledge you will learn in this unit...

Throughout this unit, students will explore key concepts such as:

Essay Structure: Understanding how to effectively structure an essay to meet specific task requirements.
Literary Analysis: Techniques for analysing characters, themes, and contexts within literary texts.
Comparative Analysis: How to effectively compare different texts or aspects within a text.
Referencing: Learning the importance of referencing sources correctly within their responses.
Context: Understanding the significance of historical, cultural, and authorial context in interpreting literature.
Levels of Response: Recognising the characteristics of Level 3, 4, 5, and 6 responses in English Literature assessments.
Key Vocabulary includes terms such as ""analysis"", ""reference"", ""context"", ""comparison"", and ""structure"".

In summary, this unit aims to equip students with the skills and knowledge necessary to write sophisticated literary essays that demonstrate a deep understanding of texts and concepts in English Literature.

Skills you will develop this unit…

Critical Thinking: Evaluating and interpreting literary texts from various perspectives.
Effective Communication: Articulating complex ideas clearly and coherently in written form.
Research Skills: Learning how to gather and integrate information from literary sources to support their arguments.
Time Management: Practicing efficient planning and organisation to meet deadlines and exam conditions.

Language - AQA Paper 1: Creative Reading and Writing Diagnostic Question by Question teaching

Overview

This term, students will engage in a diagnostic approach, revisiting and refining their skills through targeted practice on a question-by-question basis. The emphasis is on analysing characters and perspectives within texts, drawing from a mix of contemporary and classic literature. Reading skills will be honed, particularly in understanding textual structures, while writing skills will be developed to effectively communicate and express creativity.

Prior knowledge you will need for this unit…

Building upon recent mock examinations, this unit aims to reinforce and improve upon the skills assessed. Students will apply insights gained from these assessments to identify strengths and areas needing improvement. The foundation for this learning journey stems from Key Stage 3 (Years 7-9), where students have progressed through narrative and descriptive writing, persuasive texts, and advanced analytical skills, including text comparisons.

New Knowledge you will learn in this unit...

Key Vocabulary and Concepts:

Explicit meaning, implicit meaning: Differentiating what is explicitly stated versus what is inferred.
Synthesis: Combining information and ideas to form cohesive interpretations.
Inference: Drawing conclusions based on evidence and reasoning.
Textual evidence: Selecting and using quotes and examples to support arguments.
Writer's methods: Techniques such as structural features, language effects, and stylistic choices used by writers to convey ideas.

Throughout this term, students will:

Practise identifying and interpreting explicit and implicit information within texts (AO1).
Analyse how writers employ language and structure to achieve specific effects and influence readers (AO2).
Compare and contrast writers' ideas and perspectives across different texts (AO3).
This approach ensures students develop a thorough understanding of literary texts and refine their analytical skills.

Skills you will develop this unit…

During this unit, students will:

Refine their ability to critically analyse texts, focusing on character development and narrative perspectives.
Learn to select and utilise precise textual evidence effectively to substantiate their analytical points.
Develop their capacity for critical evaluation, considering the impact of authorial choices and contextual factors.
Enhance their creative and structured writing skills, adapting tone, style, and register for diverse forms and audiences.
Expand their vocabulary and experiment with varied sentence structures to enhance clarity, purpose, and impact in their writing.
By systematically addressing each question type and diagnostic feedback from recent assessments, students will consolidate their understanding and improve their performance in literary analysis and expressive writing.

Language - AQA Paper 2: Viewpoints and Perspectives Diagnostic Question by Question teaching

Overview

This term, students will engage in a diagnostic approach, revisiting and refining their skills through targeted practice on a question-by-question basis. The emphasis is on analysing characters and perspectives within texts, drawing from a mix of contemporary and classic literature. Reading skills will be honed, particularly in understanding textual structures, while writing skills will be developed to effectively communicate and express creativity.

Prior knowledge you will need for this unit…

Building upon recent mock examinations, this unit aims to reinforce and improve upon the skills assessed. Students will apply insights gained from these assessments to identify strengths and areas needing improvement. The foundation for this learning journey stems from Key Stage 3 (Years 7-9), where students have progressed through narrative and descriptive writing, persuasive texts, and advanced analytical skills, including text comparisons.

New Knowledge you will learn in this unit...

Key Vocabulary and Concepts:

Explicit meaning, implicit meaning: Differentiating what is explicitly stated versus what is inferred.
Synthesis: Combining information and ideas to form cohesive interpretations.
Inference: Drawing conclusions based on evidence and reasoning.
Textual evidence: Selecting and using quotes and examples to support arguments.
Writer's methods: Techniques such as structural features, language effects, and stylistic choices used by writers to convey ideas.

Throughout this term, students will:

Practise identifying and interpreting explicit and implicit information within texts (AO1).
Analyse how writers employ language and structure to achieve specific effects and influence readers (AO2).
Compare and contrast writers' ideas and perspectives across different texts (AO3).
This approach ensures students develop a thorough understanding of literary texts and refine their analytical skills.

Skills you will develop this unit…

During this unit, students will:

Refine their ability to critically analyse texts, focusing on character development and narrative perspectives.
Learn to select and utilise precise textual evidence effectively to substantiate their analytical points.
Develop their capacity for critical evaluation, considering the impact of authorial choices and contextual factors.
Enhance their creative and structured writing skills, adapting tone, style, and register for diverse forms and audiences.
Expand their vocabulary and experiment with varied sentence structures to enhance clarity, purpose, and impact in their writing.
By systematically addressing each question type and diagnostic feedback from recent assessments, students will consolidate their understanding and improve their performance in literary analysis and expressive writing.