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Shevington High School

Scheme of work: KS4 Years 9, 10 and 11Year 9Year 9 Term 1 Week 1

Key idea Specification content Learning activity and resourcesStudying a novel: reading, recalling and interpreting ideas in texts

English Language Paper 1 Q1/English Literature Paper 1

AO1: identify and interpret explicit and implicit information and ideas. Select and synthesise from different texts.

1. Reading and understanding the opening of the novel. Understanding characters, setting and plot development. Recalling key points from specific extract of the text. Practice retrieval question (Lang paper 1: Find 4 things in an extract of the text)

GIVE OUT THE BLUE HOMEWORK SHEET WITH HOMEWORK TASKS FOR THIS TERM. AT LEAST ONE TASK PER HALF TERM TO BE SET FROM THIS SHEET.

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Week 2

Key idea Specification content Learning activity and resources

Analysing language and building vocabulary. Using PEEKER structures to write about characters in fiction writing.

English Language Paper 1 Q2/English Literature Paper 1

AO2: Explain, comment and analyse how writers use language

2. Learning new vocabulary from the texts. Using dictionaries to define new words. Using evidence to describe a character. (PEEKER) Practice retrieval question (Lang Paper 1 Q2: Analyse how a character or setting is presented in the text – 8 marks) revise key language terminology/writer’s methods.

Week 3


Analysing the structure of texts. English Language Paper 1, Q3/English Literature Paper 1

AO2: Explain, comment and analyse how writers use language

3. Close consideration of ways that the writer engages the reader including beginning to consider the structure of the text. Understanding of the word ‘structure.’ Study different ways that texts can be structured (flashback, foreshadowing, use of dialogue) and consider their different effects on the reader.

Week 4


Analysing and evaluating ideas supporting with comments on language and structure.

English Language Paper 1, Q4/English Literature Paper 1

AO2/AO4: Explain, comment and analyse how writers use language/ Evaluate texts critically and support this with textual references.

4. Analysis of the development of characters in the novel – development of PEEKER skills Lang Paper Q4 with a focus on writer’s method. Practice How far do you agree question..

Week 5


Considering the moral value of English Literature Paper 15. Reading the end of the novel/final short story. Preparation for

the Key Assessment.2

the novel/authors’ perspective and motivations.

AO3:

Whole School SMSC Focus

Week 6


Revision Activities to prepare for Key Assessment to take place on Wednesday.

Reflections of Key Assessment prior to return of assessment.


AO1/AO2/AO4: Identify and interpret explicit and implicit information and ideas. Select and synthesise from different texts. Explain, comment and analyse how writers use language/ Evaluate texts critically and support this with textual references.

AO3: Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts

6. Key Assessment 1 – Wednesday 10th October Period 1

English Language Paper 1 Section A – I hour assessment.

Week 7


Using a range of DIRT activities to build on progress made in this half term.


AO1/AO2/AO4: Identify and interpret explicit and implicit information and ideas. Select and synthesise from different texts. Explain, comment and analyse how writers use language/ Evaluate texts critically and support this with

7. Feedback and review of Key Assessment Task. Opportunities for DIRT to redraft responses to any of the questions as appropriate to the class/pupil.

Opportunities to follow up on any activities related to the reading of the chosen text/texts.

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textual references.

AO3: Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts

HALF TERM WK 8

Week 9


Writing creative texts with and without stimulus materials.

Producing clear and coherent texts.

English Language Paper 1 Q5

A05/AO6: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms. Using a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation (20% of marks for each specification)

9. Using the senses to describe effectively and building new vocabulary. Using the Zoom in and Zoom out technique for impact. Use openings of films as stimulus for writing to demonstrate ways of setting the scene or starting mid action. (reminders about key assessments)


Week 10


Using a wide range of vocabulary and writing structures. Writing accurately including spelling and punctuation.

AO6: Using a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation (20% of

10. Different types of sentences inc simple, compound and complex sentences, using connectives, using fronted adverbials to add detail to sentences.

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marks for each specification)

Week 11


Planning a piece of descriptive writing. Writing accurately including spelling and punctuation

AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms.

AO6: Using a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation (20% of marks for each specification)

11. Planning a piece of descriptive writing with and without a stimulus. Use of dialogue in writing – accuracy of layout and punctuation.

Week 12


Proof reading and checking work


12. Improving the accuracy of writing – proof reading and checking work. Spelling focus. Set targets for development. Including DIRT opportunity to redraft a recent piece of work.

Week 13


Using a wide range of narrative structures to create a creative text.

AO5: Communicate clearly. Organise information and ideas, using structural and grammatical

13. Effective structuring of work including using multiple narrative, flashbacks etc. Writing from 1st and 3rd person narrative perspective.

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features to support coherence and cohesion of texts


Particularly focus on story writing. Build up pupil understanding of the need to limit the amount of narrative events in a short story. Look at cyclical structures using examples of short stories or beginnings and endings as a model.

Week 14


Writing for impact. AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms.


14. Writing for impact – putting all the skills together. A range of different short writing tasks with different questions and stimulus materials. Focus on effective openings and endings.

Week 15


Varying the range of sentence structures and punctuation


AO6: Using a range of vocabulary

15. Range of activities to promote variety of sentence structures. (Use better sentences PowerPoint to review range of sentence structures). Practice writing different sorts of sentences on whiteboards. Link the range of sentence structures to varying punctuation. Explain the link between wider sentence

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and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation (20% of marks for each specification)

structure and wider punctuation. Review the use of semi colon, colon, dashes and brackets. Short writing activities allowing practice of all theses skills.

Week 16


Completing a writing task in timed conditions



16. Opportunity to review all the skills taught and developed this term. Write a number of short pieces in timed conditions, possibly with a seasonal theme. Using different film opening as a stimulus for writing. Link build up of writing to cinematic techniques to support pupils to see the way limited action can result in effective description or storytelling. Build in DIRT opportunities to create best versions of short pieces of writing.

CHRISTMAS BREAK WK 17 & 18

Year 9 Term 2

Week 19


Reading Non Fiction TextsEnglish Language Paper 1, Section A, Q1AO1: identify and interpret explicit and implicit information and ideas

19. To consolidate knowledge of non-fiction texts. Introduce a range of different texts – some pre 20th C. Revise skim/scan techniques. Practice Q1 (True/false question)GIVE OUT THE BLUE HOMEWORK SHEET WITH

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select and synthesise evidence from different texts.

HOMEWORK TASKS FOR THIS TERM. AT LEAST ONE TASK PER HALF TERM TO BE SET FROM THIS SHEET. (This will include preparation of Spoken English presentations this half term)

Week 20


Identifying key ideas and summarising modern non-fiction texts.

English Language Paper 1, Section A, Q2

AO1: identify and interpret explicit and implicit information and ideas select and synthesise evidence from different texts.

20. Study of Key Non-Fiction Text 1. – Modern non-fiction text. To recognise key conventional features of text. To be able to use TAP to analyse texts. To be able to identify the writer’s viewpoints. Summarising texts. Practice Q2 Summary question with a 2nd text – pre-20th Century text required.

Week 21


Studying Pre-20th Century Non-fiction texts and analyzing viewpoints presented through the language.

English Language Paper 2, Section A,

Q3

AO2: Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views

21. Study of Key Non Fiction text 2 in more detail. To consider the features of the pre-20th century text and how they vary from modern text. To analyse the viewpoints in the text and how they are presented. Practice Q3 Language analysis question.

Week 22


Comparing a specific theme or idea in a non-fiction text.

English Language paper 2, Section A Q4.

AO3: Compare writers’ ideas and perspectives, as well as how these are

22. To compare the two texts. Revise the use of comparative connectives and AO2 writer’s methods. Pupils to compare the two texts studied previously with a focus on perspectives and writer’s methods. Shared planning and then task completed independently. Practice Q4 comparison.

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conveyed, across two or more texts.


Formal Spoken English presentation.

AO7: Demonstrate presentation skills in a formal settingAO8: Listen and respond appropriately to spoken language, including to questions and feedback on presentationsAO9: Use spoken Standard English effectively in speeches and presentations

Recording of Formal presentations completed.

Week 23


Comparing and analysing writer’s methods in non-fiction texts.

AO3: Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts.

AO2: Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views.

23. Closer focus on the writer’s methods in nonfiction texts. Using the mark scheme for question 4 to build on pupils understanding of the need to explain the writer’s methods.

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Week 24


Preparing for Key Assessments/Revision Skills for English.

English Language Paper 2, Q1-4.24. Revision and consolidation of skills ready for Key

Assessment after the holidays.

HALF TERM WK 25Week 26

Key idea Specification content Learning activity and resourcesStudying Shakespeare: Romeo and Juliet.

English Literature Paper 1 Section A.

AO1: Read, understand and respond to texts. Students should be able to: maintain a critical style and develop an informed personal response use textual references, including quotations, to support and illustrate interpretations.

26. Begin studying Act 1 of Romeo and Juliet. Discuss the setting of the play. Read Prologue and Act 1.1- 1.2 Focus on understanding of the plot and characters in this scene.GIVE OUT THE BLUE HOMEWORK SHEET WITH HOMEWORK TASKS FOR THIS TERM. AT LEAST ONE TASK PER HALF TERM TO BE SET FROM THIS SHEET.

Week 27


Understanding the context of Romeo and Juliet. Developing understanding of plot and characters.

AO3: Show understanding of the relationships between texts and the contexts in which they were written.

27. Study the contextual situation of the time the play was written including role of women and religion. (AO3) Begin to explore some of the themes and relationships presented at the start of the play. Work through Act1.3-1.4 focusing on understanding of plot and characters

Week 28


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Close Analysis of Act 1, Scene 5.AO1: Read, understand and respond to texts. Students should be able to: maintain a critical style and develop an informed personal responseUse textual references, including quotations, to support and illustrate interpretations.

AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.

28. Close study of Act1, Scene 5. Analyse the presentation of Capulet at the start of the scene, move onto Romeo and Juliet and the development of their relationship. Finish with consideration of the realisation of the reality for their relationship – link back to prologue.

Week 29


Approaching a GCSE Question.AO1: Read, understand and respond to texts. AO2: Analyse the language, form and structure used by a writer. AO3: Show understanding of the relationships between texts and the contexts in which they were written.

29. Key Assessment 2: Non-Fiction Section A (Q1-4: English Language Paper 2 – 1 hour)

Watch film version of the opening of the play. (Ideally Globe Version) Practice an extract based GCSE style question. (common question to be given to all pupils) Teacher to model the use of PEEKER to respond to this question including AO3 focus.

Week 30


Studying Act 2. Developing independent Analysis Skills.

AO1: Read, understand and respond to texts. AO2: Analyse the language, form and structure used by a writer. AO3: Show understanding of the relationships between texts and the contexts in which they were writte

30. Move onto Act 2. Close reading of opening scenes with an increasing focus on developing independent language analysis skills.

Feedback on Key Assessment. Opportunities for DIRT time to improve key paragraphs from the assessment response.

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Week 31


Studying Act 2. Development of Romeo and Juliet’s characters.

AO1: Read, understand and respond to texts. AO2: Analyse the language, form and structure used by a writer. AO3: Show understanding of the relationships between texts and the contexts in which they were writte

31. Continue reading Act 2 of Romeo and Juliet. Consider the development of Romeo and Juliet as characters. Collect key quotes and prepare revision materials ready for revision for the Key 9 Exam at the end of the year.

EASTER WK 32 & 33

Year 9 Term 3 Week 34


Studying ‘The Sign of Four’ by Sir Arthur Conan Doyle.

English Literature Paper 1, Section B

AO1: Read, understand and respond to texts. Students should be able to: maintain a critical style and develop an informed personal responseUse textual references, including quotations, to support and illustrate interpretations.


34. Read the first 5 pages on chapter 1. Understand the difficult vocabulary in this section of the novel. Using a dictionary and context to understand the text. Develop an understanding of Sherlock Holmes and Watson’s character at the start of the novel. Comprehension of the storyline/content of the chapter. Continue reading chapter 1.


Week 35

Key idea Specification content Learning activity and resources12

Developing understanding of characters in the novel.

Practice summary skills.


35. Read chapter 2 and 3. Using PEEKER to write about the key characters. Develop summary skills and summarise the chapter for revision purposes. Develop an understanding of the context at the time. Study character of Miss Morstan.

Week 36


Tracking themes in the novel and studying settings.

AO1: Read, understand and respond to texts. Students should be able to: maintain a critical style and develop an informed personal responseUse textual references, including quotations, to support and illustrate interpretations.

36. Read chapter 4 and 5. Continue to build understanding of the text by promoting strategies to work out meaning of difficult concepts and vocabulary. Activities related to development of plot and themes. Study setting of Pondicherry Lodge and the event that takes place there. Study characters introduced in the story so far.

Week 37


Analysing the character of Holmes and considering changes in his character.


37. Read chapter 6 and 7 – Track changes in Holmes character as the case provides more challenges.

Week 38Key idea Specification content Learning activity and resourcesStudy the representation of class in the novel.

AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. AO3: Show understanding of the relationships between texts and the contexts in

38. Read chapter 8 and 9 – Study role of lower class characters to support Holmes work. Sherman, Mrs Smith, Baker Street Boys.

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which they were written

HALF TERM WK 39

Week 40


Continuing to read ‘Sign Of Four’ alongside some transactional writing skills. Studying the representation of the British Empire, the treasure and Jonathan Small.

AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. AO3: Show understanding of the relationships between texts and the contexts in which they were written

40. Read chapter 10 and 11 – Study the role of the British Empire, the treasure as a symbol, Jonathan Small.


Revise non-fiction writing skills.

English Language Paper 2, Section B


Revise the importance of audience and purpose (TAP) Consider different ways of crafting texts to suit different audiences and purposes. Teach variety of planning techniques including ‘boxing up.’ Revise letter format. Writing opportunity: Write a letter to the London police complaining about the many arrests made by Althney Jones in Sign of Four.

Begin reading Chapter 12. Starter activities relating to the revision of key Romeo and Juliet quotes.

Week 41


Year 9 Exam Revision AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate

Revision for Year 9 Exam: English Literature Paper 1- Romeo and Juliet and Sign of Four. Variety of activities to revise key scenes, quotes and practise PEEKER skills. Particular focus on AO3 context comments and AO2 Writer’s methods comments.

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Week 42


End of Year Exam Week English Language Paper 1 (AO1,2,3,4,5 and 6)

English Literature Paper 1

(AO1,2,3,4)

Key Assessment 3: Year 9 Exams

Revision for both examinations, but in particular English Language Paper 1 which was studied in Term 1. Review Reading section Q1-4. Review Creative Descriptive and story writing. Revise Romeo and Juliet/ Sign of Four.

Week 43


Studying the end of the novel. English Language Paper 1 (AO1,2,3,4,5 and 6)


(AO1,2,3,4)

43. Read chapter 12 of the novel.

Week 44


Exam Feedback and DIRT opportunities.

AO1: Read, understand and respond to texts. Students should be able to: Maintain a critical style and develop an informed personal response, use textual references, including quotations, to support and illustrate interpretations.

DIRT opportunities to review and re-write sections of the exam to show learning from the exam and assessment process. Use of mark schemes with pupils to help them understand their strengths and weaknesses.

Week 45


Studying the end of the novel English Literature Paper 1 Continue reading the end of the novel – Chapter 12 and

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– Jonathan Small’s story. (AO1,2,3,4) Jonathan Small.

Week 46


Writing a news article based on events in Sign of Four.



46. Writing a news article – study features of articles. Write a news article about the boat chase in Sign of Four and the arrest of Jonathan Small.

Year 10Year 10 Term 1

Week 1


Studying the play ‘Blood Brothers’ by Willy Russell

English Literature Paper 2.

AO1: Read, understand and respond to texts. Students should be able to: maintain a critical style and develop an informed personal response, use textual references, including quotations, to support and illustrate interpretations.

1. Read the opening of the play. Discuss structure of the play – non chronological opening. Study the character of Mrs Johnstone. Listen to audio version of opening song. Contrast with Mrs Lyons character on entry.

GIVE OUT THE BLUE HOMEWORK SHEET WITH HOMEWORK TASKS FOR THIS TERM. AT LEAST ONE TASK PER HALF TERM TO BE SET FROM THIS SHEET

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Week 2


Studying the context of the play and the developing narrative.

AO3: Show understanding of the relationships between texts and the contexts in which they were written

2. Develop an understanding of the narrative of the play. Continue to read Act 1. Develop understanding of the different social circumstances that the characters live with/context of the time. Study the deal between the two mothers.

Week 3


Studying the characters and the writer’s methods in creating the characters.

AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate

3. Developing focus on Eddie and Mickey and their relationship as they grow older. Finish reading Act 1.

Week 4


Studying the narrator and themes.


4. Study the role of the narrator and how he contributes to the audiences understanding of themes like superstition. Study the changes in Mrs. Johnstone and Mrs. Lyons characters by Act 2.

Week 5


Studying the decline in Mickey’s character.

AO1: Read, understand and respond to texts. Students should be able to: maintain a critical style and develop an informed personal response, use textual references, including

5. Study the decline in Mickey’s character. Read the rest of Act 2. Discuss Mrs Lyons’ role in the demise of Mickey.

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quotations, to support and illustrate interpretations.

Week 6


Studying the end of the play. AO3: Show understanding of the relationships between texts and the contexts in which they were written

6. Study the ending of the play consider the writer’s message. Summarise the plot of the play

Week 7


Feedback on Assessments/Using the mark schemes

English Literature Paper 1 (AO1, 2, 3 and 4)

7. Review the whole text with a focus on the skills required as indicated in mark schemes. Revision activities including review of the context of the play and quotation learning ready for Key Assessment after the holidays.

HALF TERM WK 8

Week 9


Studying the AQA Poetry Anthology.

Key terms and Poems 1 and 2



9. Year 10 Key Assessment 1: Thursday 1st November Period 1. English Literature Paper 2 – Blood Brothers Question Only.

Review technical terms introduced in KS3 and teach additional key terms relevant to the selection of poems to be studied. Study together the close analysis of two poems from the anthology to model methods of comprehending unseen poems. (Ozymandias and Storm on the Island)

GIVE OUT THE BLUE HOMEWORK SHEET WITH HOMEWORK TASKS

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FOR THIS TERM. AT LEAST ONE TASK PER HALF TERM TO BE SET FROM THIS SHEET.

Week 10


Identifying thematic links between poems



10.Begin to develop an understanding of the thematic link between the poems. Study three more poems from the anthology increasing the amount of independent analysis needed. (Exposure, London and Remains)Complete a short comparison the presentation of Power in two poems

Week 11


Structure and Language in the poems.


11. Begin to study the structural analysis of selection of poems as well as word level analysis. (Prelude and Charge of the Light Brigade)

Build in DIRT opportunity after feedback on Blood Brothers Assessment.

Week 12


Comparing Poems. AO3: Show understanding of the relationships between texts and the contexts in which they were written


12. Begin to compare poems in more depth. Review use of comparative connectives. Introduce new poems and compare with those already studied. (Émigrée and Bayonet Charge)

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Week 13


Studying three new poems. AO1: Read, understand and respond to texts. Students should be able to: maintain a critical style and develop an informed personal response, use textual references, including quotations, to support and illustrate interpretations.

13. Study three more poems, focussing on individual pupil responses/peer analysis of poems prior to teacher input. (Checking out me history, Kamikaze and War Photographer)

Week 14


Revising the poems. English Literature: AO1, 2 and 3 14. Revision of poems including learning key quotes.

Week 15


Timed responses. English Literature: AO1, 2 and 3 15. Opportunities to practice timed responses. Build up the time spent plannng comparisons of different poems from a short PEEKER/SMILE comparison to lengthier ones. Use GCSE marks schemes to self and peer assess responses.

Week 16


Revision and development of contextual knowledge of the poems.

English Literature: AO1, 2 and 3 16. Continue to study anthology poems ensuring that at least 12 have been covered as listed in the weekly planning. Ensure that students have at least a basic knowledge of the context linked to each of the poems.

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Year 10 Term 2

Week 19


Creative Reading: Finding information and Analysing Language.

English Language Paper 1: Q1/2

AO1: identify and interpret explicit and implicit information and ideas. Select and synthesise from different texts.

AO2: Explain, comment and analyse how writers use language.

19. Focus on Q1 and Q2 from paper 1. Complete language analysis (Q2- AO2) Develop skills relating to the analysis of particular word choices and sentence structure. Practice a number of 8 marks responses to short extracts from fiction texts.


Week 20


Writing with a sophisticated vocabulary.


A05/AO6: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms. Using a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation (20% of marks for each specification)

20. Writing focus (Q5): Building vocabulary. Activities relating to using a wider range of vocabulary for impact. Build word bank and use it to describe and image. Also develop sentence structure. Teach complex sentences, a range of connectives and fronted adverbials.

Planning ideas for writing. English Language Paper 1, Q5. Produce a detailed planning sheet for creative writing to include

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a character, setting, description of weather and key vocab. (This will be needed for exams – Week 23/24)

Week 21


Understand different ways of structuring texts.

English language Paper 1, Q3


21. Structure Focus – study story structure. Link this to Q3 – Structure analysis. Study the effects of dialogue, flashback/flash forward. Use Ice Palace and Mabel extract

Week 22


Evaluating the effect of the writer’s methods on the reader.

English language Paper 1, Q4

AO1/AO2/AO4: Identify and interpret explicit and implicit information and ideas. Select and synthesise from different texts. Explain, comment and analyse how writers use language/ Evaluate texts critically and support this with textual references.

22. Focus on the evaluation of effects in fiction texts. Practice responses to Q4 question ‘to what extent do you agree question.’ Preparation for Y10 exams.

Week 23


Y10 Examinations. AQA English Language Paper 1 and English Literature Paper 2

23. Key Assessment – Y10 Exams: Opportunities to prepare for Y10 exams in the lessons available during this week.

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Week 24


Building a wider vocabulary. AO6:Using a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation (20% of marks for each specification)

25. Key Assessment Y10 Exams continue.

Revisit a section of ‘Sign of Four’ as another method of building vocabulary. Feedback on Key Assessment tasks

HALF TERM WK 25

Week 26


Studying ‘Romeo and Juliet.’ Revision of previous learning with a focus on Act 1

English Literature Paper 1, Section A.

26. Recap on Act 1 of the play which was studied in detail in Year 9. Review key knowledge about the plot, characters, relationships and themes relative to Act 1. Continue reading from Act 2.


Manchester Actors Perform Romeo and Juliet adbridged version to Year 10 this week. 28th February

Week 27


Studying and revising Act 2 of the play.

English Literature paper 1


AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where

26. Focussed activities on key scenes in Act 2. Vary activities relating to identifying and learning key quotes, analysing language and how writer’s choices impact on the impression of characters, situation and themes. Ensure that time is given to AO3 – study of contextual concepts.

Feedback and DIRT opportunities of key aspects of Y10 assessments. Students to complete at least one DIRT activity for English Language and one for English Literature.

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appropriate.

Week 28


Studying Act 3 of Romeo and Juliet.


28. Focussed activities relating to key scenes in Act 3.

Week 29


Practicing Exam Technique for Romeo and Juliet Question.

English Literature: AO1, 2, 3 and 4. 29. Common exam style task based on an extract from Act 3. In class, review the changes in the relationship between Juliet and the Nurse in preparation for homework.

Week 30


Detailed reading of Act 4 of Romeo and Juliet.


30. Continue study of Romeo and Juliet – Act 4. Focus on understanding of plot, character and themes.

Week 31


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31. Romeo and Juliet Act 4/5. Work on character development and theme tracking.

EASTER WK 32 & 33

Year 10 Term 3

Week 34


Finishing reading the play, ensuring a good understanding of the plot and character developments.

English Literature paper 1



34. Finish reading of play. Focus on good understanding of the whole plot. Prepare for Key Assessment in Week 36.


Week 35


Revision of ‘Sign of Four/Romeo and Juliet’ through revisiting key extracts. Preparation for Key Assessment.


AO1: Read, understand and respond to texts. Students should be able to: maintain a critical style and develop an informed personal response, use

Recap reading of Sign of Four which was read in Year 9. Re-read key sections and encourage pupils to read the whole text again independently. Focus on plot development, characters and increasing independence in pupil recall of the text. (continue into week 36).

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textual references, including quotations, to support and illustrate interpretations.AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.

This can be interspersed with preparation fro the Key assessment on Romeo and Juliet

Week 36


Key Assessment/ Understanding ‘Sign of Four’ in relation to its context as a Victorian text.


36. Year 10 Key Assessment 3 – Romeo and Juliet Question. Monday period 3

As above. Include also focus on the Victorian context of the text.

Week 37


Themes in the novel ‘Sign of Four.’


37. Key themes in the novel. Re-read chp 12 with a focus on India, the British Empire and the role of the treasure in the text

Week 38


Context in ‘Sign of Four.’ AO3: Show understanding of the relationships between texts and the contexts in which they were written.

38. Consolidation of ‘Sign of Four’ context. Opportunity to study non-fiction texts related to Victorian England.

DIRT opportunity to review and improve on performance in Key Assessment

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HALF TERM WK 39

Week 40


Retrieving Information from Non-fiction texts.

English Language Paper 2, Q1

AO1: Identify and interpret explicit and implicit information and ideas. Select and synthesise from different texts.

40. Revise different forms of non-fiction texts including articles, non-fictions accounts/recounts, persuasive texts and letters. Read assorted texts and focus on retrieval of information questions (multiple choice format). (Core AQA text book p77)


Week 41


Using quotations to support points.

English Language Paper 2, Q2, 3 and 4.

AO1/AO2: Identify and interpret explicit and implicit information and ideas. Select and synthesise from different texts. Explain, comment and analyse how writers use language

41. Focus on supporting ideas with quotations. (Core book p80) and analysing inferences in texts.

Week 42


Summarising ideas from texts English Language Paper 2, Q2

Select and synthesise from different texts.

42.Summarising an synthesising information from more than one text ( Core Book page 100)

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Week 43


Comparing key ideas and perspectives in two texts including pre-20th century texts.


AO3: Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts.

AO1/AO2: Identify and interpret explicit and implicit information and ideas. Select and synthesise from different texts. Explain, comment and analyse how writers use language.

43. Comparaing texts inc pre-20th C text (Use activities in AQA core book – p219 onwards. Range of activities relating to texts including accounts of the Titanic.) Focus on comparing viewpoints and how they are presented. Include evidence and relate this to the writer’s methods.

Week 44


Transactional Writing. English Language Paper 2, Q5

AO5: Communicate clearly. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts


44. Review of Transactional writing skills including vocabulary, planning, sentence structure and proof reading.

Revision of: Letter Writing and Speech Writing, Article Writing, and Essay Writing.

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Week 45


Non-Fiction Writing: Writing articles and the text for leaflets.



AO6: Using a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation

Writing articles and the text for leaflets

Week 46


Non-fiction writing – writing essays



AO6: Using a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation

Writing essays – look at different forms of essays – persuasive essays and balanced arguments.

Plan the structure of an essay.

Practice writing powerful openings.

Opportunities to wirte in an essay style on topical issues at length.

Year 11

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Year 11 Term 1

Week 1


Reading for understanding and analysing language.

English Language Paper 1, Q1 & 2

AO1/AO2: Identify and interpret explicit and implicit information and ideas. Select and synthesise from different texts. Explain, comment and analyse how writers use language.

1. Reading Comprehension and Analysing Language. (Prep for Q1 and 2 of Paper 1)Read a selection of 8-10 paragraph extracts from quality fiction from different genres. (core TB : chp 2) Practise retrieval of information questions (4 things from the text about….) (Core TB: 3.1) Revise language features. Annotate 3 paragraph sections of text identifying language features and words for effect.

Poetry Thursday:One lesson a week to be dedicated to covering the remaining poems in the Poetry Anthology – Thursday Period 5. (2019- Tissue) All poetry to be completed by 12th November for Manchester Actors Performance.


Week 2


Revise Sentence and Whole Text Structure

English Language Paper 1, Q2 & 3

AO2: Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views.

2. Revise different types of sentences. Practice Q2 language analysis with focus on words, features and sentence forms. Use mark schemes to self and peer assess questions. (Core TB: 1.4, 1.6-7, 4.1-3) Analysing the structure whole of texts. (structure focus should not be at sentence level only) Analyse beginnings of texts, links between paragraphs, how the reader is drawn in. (Core TB: 4.4Revise different types of sentences. Practice Q2 language analysis with focus on words, features and sentence forms. Use mark schemes to self and peer assess questions. (Core TB: 1.4, 1.6-7, 4.1-3) Analysing the structure whole of texts. (structure focus should not be at sentence level only) Analyse beginnings of texts, links between paragraphs, how the reader is drawn in. (Core TB: 4.4)

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Poetry Thursday:One lesson a week to be dedicated to covering the remaining poems in the Poetry Anthology – Thursday Period 5 (2019 – My Last Duchess)

Week 3


Evaluating ideas in a text and justifying decisions.

English Language Paper 1, Q4AO4: Evaluate texts critically and support this with appropriate textual references.

3. Practise Q4 ‘to what extent do you agree’ questions. Ensure pupils know to always agree with statement. Teach pupils to use bullet points. Focus on using evidence and evaluating the effectiveness of the texts. (core TB: chp 6) Move onto Creative Writing: Description Focus. Using an image as stimulus. Building vocabulary and the ability to describe creatively.

Poetry Thursday:One lesson a week to be dedicated to covering the remaining poems in the Poetry Anthology – Thursday Period 5

Week 4


Descriptive Writing. English Language Paper 1, Q5

AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of textsAO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. (This requirement must constitute 20% of the marks for each specification as a whole.)

Continue developing creative and descriptive writing skills. -

Specific focus on using a full range of punctuation and sentence structures.

Practise using a image stimulus and without for description. Revise techniques from Y9 and Y10.

Remind about the importance of planning and pre-planning a character, setting, weather conditions description as well as some impressive vocabulary that can be used in context.

Remind about the opportunity of moving beyond the image in writing. Review the fact this is just a starting point.


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Week 5


Story openings.AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts.

Y11 Key Assessment 1: Paper 1 Section B. Friday 5th October Period 2

5. Writing story openings: Different ways to use description and dialogue to open a story. Focus on interesting the reader – narrative hooks. (core TB: Chp8). Review the use of cyclical narrative, foreshadowing and flashbacks.

Range of activities in preparation for the key assessment. Encourage pupils to use/review their planning sheet for writing.


Week 6


Feedback on Assessment and DIRT activities to develop exam responses.

English Language Paper 1: AO1-6 6. Feedback and DIRT activities based on Key Assessment 1. All pupils to redraft and re-write at least one paragraph of their assessment as part of the DIRT process.


Week 7


‘Sign of Four’ revision. English Literature Paper 1, Section B

AO1: Read, understand and respond to texts. Students should be able to: maintain a critical style and develop an informed personal response, use textual references, including quotations, to support and illustrate

7. Revision of Sign of Four characters, themes, context and quotes. Work through key quotes building up pupils’ ability to make AO2 and AO3 comments on each key quote.

Poetry Thursday:One lesson a week to be dedicated to covering the remaining poems in the Poetry Anthology – Thursday Period 5 – all poetry to be completed for 12th November.

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interpretations.AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.

HALF TERM WK 8

Week 9


Revision for English Literature Paper 1: Romeo and Juliet and Sign of Four.

English Literature Paper 1: AO1-4 9. Plot revision for both texts – what is storyline? What happens at different stages in the two texts? Re-read some key passages from both texts. Pupils must take responsibility for reviewing much of this information – remind about available revision guides.


Week 10


Revision for English Literature Paper 1: Characters in Romeo and Juliet and Sign of Four.

English Literature paper 1, Section A

AO1: Read, understand and respond to texts. Students should be able to: maintain a critical style and develop an informed personal response, use textual references, including quotations, to support and illustrate interpretations.AO2: Analyse the language, form and structure used by a writer to create meanings and

10. Character revision for both texts – who are the key characters? Which parts of the texts are they significant in? What are the relationships between characters in the texts? Sample questions for both R+J and Sign of 4 relating to characters. Pupils to use mark schemes to assess a range of example answers.

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effects, using relevant subject terminology where appropriate.

Week 11


Revision for English Literature Paper 1: Romeo and Juliet and Sign of Four. – Sample Questions.

English Literature paper 1, Section A

AO1: Read, understand and respond to texts. Students should be able to: maintain a critical style and develop an informed personal response, use textual references, including quotations, to support and illustrate interpretations.AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. AO3: Show understanding of the relationships between texts and the contexts in which they were written.

11. Detailed focus on Romeo and Juliet and Sign of Four. Re-read a key scene from each Act building confidence of using short extract as a starting point for an answer. Pupils to write their own questions from extracts and consider key points that might be covered in the mark scheme for that question.

12th November – Manchester Actors – Fighting Words Poetry Performance. (All poetry must be completed before this)

Week 12


Preparing for Mock Exams AQA GCSE English Language Paper 1 and 2

AQA GCSE English Literature Paper 1 and 2

12. Mock Examinations preparation – revision of key skills for Mocks as decided by individual class teachers. (Likely areas based on 2016 performance – Lit Paper 2, Unseen poetry, Language Paper 1 and 2 Q3 and 4)

(Mocks start in Week 14)

Week 13


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Preparing for Mock Exams. AQA GCSE English Language Paper 1

AQA GCSE English Literature Paper 1 and 2 (without Blood Brothers question)

13. Final preparations for Mock exams. Focus time on English Language Paper 2 and English Literature Paper 2 which have not been covered yet this year.

Week 14


Performing well in Mock Exams

AQA GCSE English Language Paper 1 and 2


14. Key Assessment 2 Y11 Mock examinations start this week. In between Mocks continue revising and preparing for remaining papers.

Week 15


Performing well in Mock Exams. DIRT activities.

AQA GCSE English Language Paper 1 and 2


15. Mock exams continue. Revision of key themes across the two texts – love in the two texts, relationships in the two texts. Activities that encourage pupils to take a broader view of the two texts and allow them to synthesize ideas quickly selecting key evidence to paraphrase in response to the questions. Feedback and DIRT activities based on initial feedback from Mock Examinations.

Week 16


Reviewing Mock Performance AQA GCSE English Language Paper 1 and 2


16.Feedback and DIRT activities based on initial feedback from Mock Examinations. Use mark schemes with pupils to ensure they understand their strengths and weaknesses.

Key Assessment: Section A Paper 2 Language – Wed p3. McDonalds/Chimney Sweep paper.

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Year 11 Term 2

Week 19


Vaulting and Acting on Mock performance.

Blood Brothers Revision



19. Continue to build feedback on mock exams into week 1 and 2 of this term. Dirt opportunities and redraft of responses . Re-read the play or sections of the play Blood Brothers – as appropriate to class. Focus on identifying key quotes and studying the writer’s craft and considering where subject terminology can be used.


Week 20


Developing AO2 and AO3 responses in exam questions.



20: Split lessons: 2 lessons per week for Literature and 3 lessons for Language.

Mon: Language Paper 2: Writing Focus 1 lesson – Letter writing – revise features – short practice question. 30 min revision – 20 minutes writing.

Tues/Wed - Reading focus: 2 lessons: True/False and Q3 Language analysis- focus on transference of skills and AFORREST/non-fiction conventional language features. Walking-Talking attempt at the questionfor this week’s assessment. (Use 2016 Language paper 2 for these activites – marked responses to each question available)

Thurs/Fri- Literature Focus on practice questions for Blood Brothers – especially using PEEKER to create a detailed response to

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the writer’s craft and the context of the play. For most able teach Brecht’s theatre as a structure to deliver a message on social context. Use key quotes and essay plan templates from revision guide.

Week 21


Studying the final Anthology poems




21. Split lessons: 2 lessons per week for Literature and 3 lessons for Language.

Mon Language Paper 2: Writing Focus 1 lesson – Speech writing – revise features – short practice question. 30 min revision – 20 minutes writing.

Tues/ WedReading focus: 2 lessons – Q2 Summarising Similarities and Differences in two texts. Focus on making 3 points with supporting evidence which shows that pupils have inferred the differences – not just recounted explicit differences. Lead pupils to think about whether the time the texts were written may have influenced differences/similarities.

Q4 – Comparison – Focus on comparing the attitudes of the writer. (Consider how the context/time of writing may impact on the attitudes) Attitudes to growing up in the two texts (do not need to focus on A02)

Thurs/Fri -Literature Focus on practice questions for Blood Brothers – especially using PEEKER to create a detailed response to the writer’s craft and the context of the play. Use key quotes and essay plan templates from revision guide.

Week 22


Confidence with Unseen English Literature Paper 2, Section 22. Split lessons: 2 lessons per week for Literature and 3 lessons for

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Poetry C



Language.

Mon/Tues Reading focus: 1 lesson – Q4 Comparing writer’s methods. Refocus on question from friday with a focus on methods. 16 minute attempt at the whole question. Ensure pupil focus on attitudes and methods at this point.

Wed/Thurs : Language Paper 2: Writing Focus 2 lessons – Article and Essay – revise features of an article– short practice question. 30 min revision – 20 minutes writing. Teach the features of writing of a persuasive essay – intro, 3 paragrahs and conclusion – formal language.

Fri -Literature Focus TBC – depending on date of exam.

Key Assessment for English – All classes to complete Friday 1st February Period 1 and 2 – Language paper 2 and Literature Paper 2.

Week 23 – TO BE REVIEWED IN LINE WITH EXAM MARKS!


Practicing Poetry Questions AQA English Literature Paper 2 23. Split lessons: 3 lessons per week for Literature and 2 lessons for Language.

Build up to 2nd Set of Mocks – all four papers Week beginning 11th March and Week Beginning 25th March.

1 lesson: Mock Exam Language Paper 2/Literature paper 2 Blood Brothers.

Unseen Poetry – practice 24 mark unseen question – using the Smile technique to support.

Practice anthology Poetry questions – devlop a bank of responses to chosen poems (all pupils should have about 5 poems that are their specialist area-covering a range of themes). Use GCSE mark schemes with pupils to mark their responses.

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Language Focus: dependent on Mock results TBC (2 lessons)

Week 24


Preparing for Key Asssessment

AQA English Language and Literature – all papers

24. Split lessons: 3 lessons per week for Literature and 2 lessons for Language.

HALF TERM WK 25

Week 26


Poetry Comparison Skills AQA English Language and Literature – all papers

26 Split lessons: 3 lessons per week for Literature and 2 lessons for Language. Range of activities to promote comparison of key themes, ideas and concepts across the poetry. Pupils to build on bank of quota action and context knowledge. Planning activities Ona range of different questions.


Week 27


Studying the thematic links between the poems in the Anthology/Understanding the context.



AO3: Show understanding of the

27. Split lessons: 3 lessons per week for Literature and 2 lessons for Language. Begin to develop a deeper understanding of the thematic link between the poems. Review overview of all poems looking at thematic links. Study the structural analysis of selection of poems as well as word level analysis. Ensure context of the poems has been studied including connections between poems.

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relationships between texts and the contexts in which they were written.

Week 28


Comparing Unseen poems/Non-fiction Language Analysis

English Literature Paper 2, Q 27.2

English Language Paper 2 Q1&3

28.

Week 29


Unseen Poetry Analysis English Literature Paper 2, Q 27.2 29.Unseen poetry Focus – pupils to practice building confidence with the unseen poem using SMILE/PEEKER analysis technique. Non-Fiction lesson – Q 2 (summarising differences/similarities)

Week 30


Non-Fiction Revision English Language Paper 2 Q5

AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts

AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. (This requirement must constitute

30. Non- Fiction all week. Q4 Comparison on texts and Writing for q5 – non-fiction. (Letters, Speeches, Essays and Articles) Ensure pupils have been reminded about the importance of A06 – including a full range of punctuation and paragraphs.

Key Assessment for English – All classes to complete Friday 29th March Period 2. – Question to be decided based on common errors in Mock exams TBC

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20% of the marks for each specification as a whole.)

Week 31


Final Revision for Examinations (4 lesson per week will be reduced where formal exams are ongoing)

Sessions split between the key exam topics which need to be revised.

English Literature Paper 1 and 2

English Language paper 1 Q5

1: Sign of Four Jonathan Small

2: Anthology Revision

3: Creative Writing/ Description

4: Sign of Four - Themes

EASTER WK 32 & 33

Year 11 Term 3

Week 34



English Literature paper 2, Section C

English literature paper 1.

1: Unseen Poetry

2: Shakespeare

3: Sign of Four

DIRT opportunity from Key Assessment.

Week 35


Final Revision for Language Paper 1 Q2 and Q3 1: Language Paper 1 Q2 and Q3

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Examinations (4 lesson per week will be reduced where formal exams are ongoing)

Language Paper 2 Q3

English Literature Paper 2, Section A and B

2: Non-Fiction Q3

3: Blood Brothers

4: Poetry Anthology

GIVE OUT THE BLUE HOMEWORK SHEET WITH REVISION TASKS FOR THIS HALF TERM. AT LEAST ONE TASK PER HALF TERM TO BE SET FROM THIS SHEET

Week 36



English Language paper 1 Q4



1: Language Paper 1 Q4

2: Non-fiction Writing

3: Shakespeare

4: Sign of Four

Week 37




English Language Paper 2 Q2 and 4

English Literature Paper 2, Section A

1: Creative Writing/description

2: Non-fiction Q2 and Q4

3: Blood Brothers

Week 38


Final Revision for Examinations (4 lesson per week will be reduced where

AQA English Literature Paper 1 and 2

1:Shakespeare/Sign of Four

2: Blood Brothers/Poetry.

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formal exams are ongoing) Both English Literature GCSE Exams take place this week.

Half Term Week 39

Week 40


Final GCSE Exam Dates for English Language in this week

AQA English Language Paper 1 and 2

Final revision as appropriate to individual groups of pupils.

Both English Language Exams take place this week.

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