English

The novel:

• Boy in the Striped Pyjamas 

Cultural context:

• WW2, discrimination, prejudice, dictatorship, propaganda, injustice, culture and racism, tyranny, morality, anti-semitism, characterisation, juxtaposition.
• Urbanisation, the natural world, predator/pre

• Studying the social and historical context of the novel.
• Understanding the key themes that are prominent throughout the novel such as friendship.
• Understanding the plot of the novel.
• Non- Fiction element will be studied and embedded into the learning journey. 
• All assessment objectives will be met AO1-AO6. 
• Analytical skills studied and applied to a fiction text.
• Identifying and analysing the language used by the author for effect (PEALSE structures).
• Interpreting and analysing how key themes are presented throughout the novel such as friendship.
• Non – Fiction element embedded into the learning journey: newspaper article, diary entry, letter writing and a book review. 

KS2 English: SPAG

Childhood Poetry

• Poetic terms, themes and issues. Structure.  

Victorian Childhood 

• Victorian England, poverty, power struggle. Injustice, conflict 

Poetry

• Understanding poetic techniques. 

Victorian Childhood 

• Analytical skills but adapted to mostly non-fiction texts. 

• PEALSE: writer’s purpose & effect on reader of non-fiction texts.
• Grammar and spelling.

Oliver Twist

• Cultural context, Victorian England.

Speaking and listening

• Utopia and Dystopia 

Oliver Twist

• Cultural context, Victorian England, orphans, childhood, abuse of power, injustice and violence in literature

Utopia/Dystopia

• Genre, structure, setting, pathetic fallacy, innocence, identity, utopian and dystopian features; hyperbole, characterisation, sensory data, metaphor, semantic field, foreshadowing, word classes, Victorian England, sentence structures 

Oliver Twist

• Retrieval, language analysis, embedding quotations.

Utopia/Dystopia

• How writers create mood and atmosphere; how tension is built up; evaluating features of dystopian and utopian literature.
• How writers link characters and scenes; evaluating evidence; descriptive writing; using PEALSE; speculating about writer’s purpose; comparing texts; planning and presenting ideas verbally 

The novel:

• Private Peaceful 

• Understand: the plot of a novel using a flashback structure and two-time frames; social context of WW1; characters and themes. 
• Analyse: how writers achieve effects using language and structure; how readers respond to characters in texts; how the novel is structured; the writer’s purpose and message.
• Produce: autobiographical writing; a piece of writing to argue; analytical PEALSE paragraphs. 

• PEALSE structure, characters, themes, plot, and language.

• PEALSE structure, characters, themes, plot, and language, writing skills (autobiographical.)

Our Day Out

Romeo and Juliet

• Introduction to R & J Analysis of structure,

• ODO- Understanding of script form, use and effect of pathos, humour, imagery, understanding of Socialism and Capitalism 
• R&J- Introduction to Shakespeare; gender roles in 16th Century; key vocabulary; society values; themes of love/family/violence/ 
• Religion. 
• ODO- Reading analysis of play structure, character, and context. 
• Inference based on language devices – metaphor, simile, personification etc. 
• Write empathetically as a character. 
• R&J- Language analysis; developing AO1-AO6 skills; writing to explain; linguistic skills through key vocabulary; rhetoric skills through writing and analysing extracts.
• Oracy through reading aloud and taking notice of stage direction

• PEALSE structure, analysis of purpose, audience, and form

• PEALSE: Literary devices, effect on audience as opposed to reader, grammar, and spelling

Poetry: People and Places

• Understand: poetic structure; poetic voice/tone/atmosphere; poetic devices; poet’s purpose and message; cultural context. 
• Analyse: how poets achieve effects using language and structure; how readers respond to poems; how writers’ express purpose and message.
• Produce: a spoken response to ideas in poems (speech/debate/discussion 

• Poetic techniques, cultural influences.

The Novel: 

• Of Mice and Men: Other (American) Cultures and traditions.
• Exploring the roles of gender stereotypes.
• Disability, prejudice, themes, and issues of 19th century America. 

Other Cultures Poetry:  

• Compare how poets present their ideas. Identify a writer’s perspective and explain how it is communicated. 

• American dream, itinerant workers, the American west, capitalism, racism, sexism, discrimination.
• Exploitation.
• Mental and physical disability.
• Racial tensions, equality, climate change, women’s rights, suffragettes, WW2, slavery, American history.
• Social class 
• Decoding language, analysing the different themes, issues, and characters.
• Diary entries, foreshadowing, letter writing.
• Looking at the structure of the novel. Symbolism.
• Pre 19th C context. American Culture 

• Decoding content.
• Analysing characters, themes, issues, symbolism.
• Reading and writing skills.
• PEALSE structure. 

• AO1 – AO6 skills

Non-fiction writing

• A selection of speeches/articles/letters, variety of themes, including racism, prejudice.

• Non-fiction – studying non-fiction writing through articles/speeches/letters and watching/listening to these to identify techniques.
• Several themes covered including racism, equality, WW2, climate change. 
• Literacy Criticism 
• Rhetorical analysis 
• Literary interpretation.

• PEALSE paragraphs

• Through Non-Fiction SoL: AO1-AO6 skills.
• Identifying effective language and the spoken word. 

Victorian Gothic 

• Victorian England, gender roles, horror genre, supernatural outliers. Appearance 

The Tempest:

• How does Shakespeare use language and structure to create an engaging story in The Tempest?
• How can rhetoric be used to make a persuasive speech?

The Tempest: 

• Supernatural in Shakespearean era, The Tempest, Persuasive writing techniques.
  Analyse the language, form and structure used by Shakespeare to create an engaging text.
• Application of rhetorical techniques to produce a persuasive written speech. 
• Demonstrate presentation skills in a formal setting using spoken Standard English 

Victorian Gothic:

• Recognise and use Gothic features in own writing.
• Analyse language and structure. Create interesting and engaging responses. 

• Shakespeare (Romeo and Juliet), non-fiction writing

• Context and language of Shakespeare 
• Non-fiction writing 
• Spoken language presentation 

Literature: Anthology Poetry: Power & Conflict

• Context through a range of non-fiction texts.

Language Paper 2:

• Reading and writing skills.

• AQA Power and Conflict poetry anthology
• Non-fiction texts.
• Understanding how the different poems in the clusters relate to each other in terms of themes and inferred messages. 
• (LIT) Analyse the language, form and structure used by poets to communicate messages with readers.
• Compare how poets present their ideas. (LANG) Identify a writer’s perspective and explain how it is communicated.
• Apply rhetorical techniques to create persuasive writer.

• PEALSE, literacy device, writer’s purpose. Link to themes from KS3 texts.

• Two lessons per week focusing on Language Paper 2 skills Dec – Feb.
• Language AO6: revision of technical skills.

Literature: An Inspector Calls

• Revisit and embed: 1)power & conflict themes in anthology poetry.

Language Paper 1:

• Reading and writing skills.

• AIC: Understanding the context of the play.
• Understanding stage directions.
• Understanding and analysing how characters are presented.
• Analysing the structure of how the acts are presented and evaluate the plot moving forward.
• Understand themes and issues presented. 
• AIC- Develop vocabulary linked to play and context.
• Develop ability to independently locate quotations and analyse them.
• Continue to reinforce literary devices and word classes.

• Formulating PEALSE, creative writing. LANG.

• PEALSE, developed language and structural analysis.

Shakespeare: Macbeth

• Lang: Spoken language element.
• Revisit and embed: Characters and themes in An Inspector Calls (HW)

• Understand the plot, structure and characters of the play.  
• Understanding the five-act structure of Shakespearean tragedy.  
• Understanding significant contextual influences on the play: Jacobean attitudes towards witches and ghosts; Jacobean Christian beliefs; Jacobean attitudes towards gender expectations.  
• Essay writing skills: writing an effective introduction e.g placing an extract within the play, targeted response to the question, clearly creating an argument and exploring ideas thoroughly, grouping together of ideas to form arguments, maintaining a critical style and developing a personal response.  
• Effective use of quotations to support arguments: use of a range of short, precise quotations embedded in sentences.  
• Use of sophisticated vocabulary to express ideas – students building a glossary of terms within lessons.  
• Analysis of the writer’s methods and how meanings are conveyed: exploration of the meanings and connotations of key words, phrases and techniques, exploration of the authorial intention and impact on the audience, exploration of the communication of the writer’s messages. 

• Two lessons per week focusing on Language Paper 2 skills Dec – Feb.
• Language AO6: revision of technical skills.

Literature

• A Christmas Carol

• Understanding of 19th Century culture and politics, Dickensian novel structure, Writer’s use of fiction as social commentary. 
• Translate Dickensian language into modern English, analyse use of literary devices and their effect on audience, Write descriptively and narratively in the style of Dickens. 

• PEALSE: developed language and structural analysis. Creative writing (LANG) 

• Structuring GCSE exam response, descriptive and narrative writing.

Revision and consolidation

• Interpret the symbolic meaning of texts 
• Consider the effects of an author’s use of literary devices 
• Connect the text to human experience 
• Considering the perspectives of the different authors and sources 
• Evaluating evidence 
• Corroborating sources.  

• Language papers 1 & 2 skills and content.
• Literature Papers 1 & 2 skills and content.

• Structuring GCSE exam response, descriptive and narrative writing.

Revision and consolidation

• Interpret the symbolic meaning of texts 
• Consider the effects of an author’s use of literary devices 
• Connect the text to human experience 
• Considering the perspectives of the different authors and sources 
• Evaluating evidence 
• Corroborating sources.

• Language papers 1 & 2 skills and content.
• Literature Papers 1 & 2 skills and content.

• Structuring GCSE exam response, descriptive and narrative writing.