(english) curriculum mapcfsacademy.org.uk/wp-content/uploads/2019/11/5-year-curriculum-map... ·...

(ENGLISH) Curriculum Map

Spaced Learning RAG Red = Introduction of new Knowledge or skill Amber = Revisit Green = Reinforce

Year Term Content Knowledge Skills Progress Check

7

1 300 mins – Survival

The importance of collaborative

work; the creativity element of

writing; varying uses of lexical

choice

Collaborative Work; Inference

Reasoning

Checks on performance, oracy - analysis and explanation.

Lord of the Flies How a writer creates narrative,

time, place and character;

different ways an author can

construct a narrative (e.g. linear/

non-linear)

Writing: Drafting, editing, proof

reading through peer, self-

assessing; writing for different

purposes and audiences- argue,

persuade, analyse, explain –

articles, speeches; entertain -

writing from different

perspectives/non-linear

narratives; text conversion; script

writing; focussing on the effect of

word choice; be able to use

correct form of spelling,

punctuation and grammar;

Revisiting terminology from KS2

and applying it. Reading: Group reading –

narratives; non-fiction texts – e.g.

newspapers retrieval of

information/inference. Oracy: Group work on

presentations; drama activities;

group discussions, analysis of

texts; debating of issues brought

up in texts

Progress checks on the performance of students’ work; Mini-Progress checks on the analysis of other students’ work and a variety of texts; Cumulative progress checks on the analysis of Golding’s writing End of unit Progress Check on a character from the novel.



2 'Crime &

Punishment'

Know the different forms of non-

fiction writing; know how to

construct the different forms of

writing (layout, techniques);

importance of audience.






articles, speeches; writing from

different perspectives; focussing

on the effect of word choice; be

able to use correct form of

spelling, punctuation and

grammar;

Revisiting terminology from KS2

and applying it. Reading: Group reading – non-

fiction texts – e.g. newspapers

retrieval of information/inference. Oracy: Group work on

presentations; group discussions,

analysis of texts; debating of

issues brought up in texts

Progress checks on the performance of students’ debating; Mini-Progress checks on the analysis of other students’ work and a variety of texts; Cumulative progress checks on the analysis and writing of various non-fiction texts. End of unit Progress Check on the analysis of a non-fiction text.

Narrative Writing - Writing for Suspense

How a writer creates narrative,


writing terminology; knowledge

of different genres of writing;




assessing; Using a variety of

writing techniques to create

different effects to appeal to an

audience; creating narrative and

descriptive writing; structuring a

piece of writing; empathetic

writing; be able to use correct

form of spelling, punctuation and

grammar;

Lesson 2 – mini Progress Checks - peer/student and teacher marked; Lesson 8 – Progress Checks on drama activity; End of Unit Progress Checks - text transformation; take part of Little Red Riding Hood



Reading: explaining and

analysing own and others’ work;

comprehension on various fiction

texts;

Oracy: via role play and

presentation; collaborative work;

inference; explaining and

analysing

and write it as if it were a suspense/horror story.

3 A Midsummer

Night's Dream

How a playwright creates

narrative, plot and character;

terminology; importance of

context;







descriptive writing; writing pieces

of non-fiction based on the play;

structuring a piece of writing;

empathetic writing; be able to

use correct form of spelling,



analysing own and

Shakespeare’s work;

comprehension on various parts

of the text;

Oracy: via role play and

presentation; collaborative work;

inference; explaining and

analysing

Progress checks on the performance of students’ performance; Mini-Progress checks on the analysis of other students’ work and a variety of texts; Cumulative progress checks on the analysis of Shakespeare's writing End of unit Progress Check on a character from the play.



Poetry That a writer uses a range of

techniques to create effect; that

tone, pitch and speed of voice

can affect the performance and

reception of a text; that context

affects a piece of writing; culture

of the US/world of the 1960s and

contemporary culture

Writing: drafting/editing own

poems for performance, using

techniques and knowledge of

contextual influences;

Reading: explain, analyse;

finding and summarising

information; reading for explicit

and inferred meaning;

collaborative work

Oracy- collaborative work for

writing and performance;

performing and presentation

skills; explaining and analysing

own and others’ work; reading

poems out aloud.

Progress Checks on the performance of students’ own poem; Mini-Progress Checks on the analysis of chosen quotations from other students’ work; Cumulative Progress Checks on the writing of four poems/lyrics.

Year Term Content Knowledge Skills Progress Checks

8

1 Of Mice & Men

Characters, themes, plot and

context of the novel; Cultural

differences, socio-cultural issues;







descriptive writing; writing pieces

of non-fiction based on the play;

structuring a piece of writing;

empathetic writing; analytical

writing; to be able to use correct

form of spelling, punctuation and

grammar;


analysing own and Steinbeck’s

Progress checks on the performance of students’ work; Mini-Progress checks on the analysis of other students’ work and a variety of texts; Cumulative progress checks on the analysis of Steinbeck’s writing



work; comprehension on various

parts of the text;

Oracy: Group

research/preparation leading to

individual presentations (e.g.

character experts leading to hot

seating); group

discussion/analysis of texts;

debating issues.

End of unit Progress Check on a character from the novel.

2 C19th Texts Things

That Go Bump in the

Night


context of the texts; Cultural


How a writer creates narrative,













narratives; focussing on the effect

of word choice; be able to use



Reading: Group reading –







up in texts

Progress Checks on the of students’ own story; Mini-Progress Checks on the analysis of chosen extracts from differing texts; Cumulative Progress Checks on the writing and analysis of a text.

Macbeth Characters, themes, plot and

context of the play; that tone,

pitch and speed of voice can




Progress checks on the performance of students’ work;



affect the performance and

reception of a play; Cultural


















up in texts

Mini-Progress checks on the analysis of Shakespeare's techniques/understanding of the play; Cumulative progress checks on the analysis of Shakespeare's writing End of unit Progress Check on a character/theme from the play.

3 Disasters

The analysis of a range of non-

fiction pieces; analysis of fiction

texts; ability to write the above.















Progress checks on the performance of students’ performance; Mini-Progress checks on the analysis of other students’ work and a variety of texts; Cumulative progress checks on the analysis of Shakespeare's writing








up in texts

End of unit Progress Check on a character from the play.

Drama – The Curious

Incident of the Dog

in the Night time.


context of the play; Cultural





















up in texts

Progress checks on the performance of students’ work; Mini-Progress checks on the analysis of playwright's techniques/understanding of the play; Cumulative progress checks on the analysis of Shakespeare's writing End of unit Progress Check on a character/theme from the play.




9

1 Creative Writing Build upon the knowledge of how

a writer creates narrative, time,

place and character; writing

terminology; knowledge of

different genres of writing;

importance of audience;

importance of structute; using

SPaG to help aid meaning and

effect.

Writing: drafting and editing;

narrative, description, with

greater emphasis on structure

and use of extended metaphor;

revisiting and using terminology;

be able to use correct form of


grammar to aid meaning and

create effect;

Reading: Reading and

responding to unseen texts;

reading for alternative

meanings/inference (in different

forms of text – e.g. film and

music).

Oracy: collaborative group/pair

work on reading and responding

; reading out of own/others’

stories

Peer/self-Progress Checks on mini tasks; Formal mini-Progress Checkss.

Animal Farm Characters, themes, plot and

context of the novel; Cultural










narratives; focussing on the

effect of word choice; be able to


punctuation and grammar

Progress checks on the performance of students’ work; Mini-Progress checks on the analysis of other students’ work and a variety of texts; Cumulative progress checks on the analysis of Orwell’s writing










up in texts

End of unit Progress Check on a character from the play.

2 Unseen Poetry –

Controversial

Characters;


context of the poems; Cultural









perspectives; focussing on the

effect of word choice; be able to


punctuation and grammar


poems; non-fiction texts – e.g.






up in texts

Progress checks on the performance of students’ work; Mini-Progress checks on the analysis of other students’ work and a variety of texts; Cumulative progress checks on the analysis of poets' writing End of unit Progress Check on a character from the play.



What’s Your Point? Know the effect of tone, register,

purpose and audience upon the

writing of non-fiction texts;

terminology






articles, speeches; - writing from

different perspectives; focussing

on the effect of word choice; be

able to use correct form of


grammar

Reading: Group reading – non-

fiction texts – e.g. newspapers

retrieval of information/inference. Oracy: Group work on

presentations; group discussions,

analysis of texts; debating of

issues brought up in texts.

Progress checks on the

performance of a debate

Mini-Progress checks on the analysis of other students’ work and a variety of texts; Cumulative progress checks on the analysis of authors’ writing End of unit Progress Check on reading and writing of a non-fiction piece.

3 Romeo and Juliet Characters, themes, plot and

context of the play; How a

playwright creates narrative,


writing terminology;

Writing: explanatory, analytical

writing; use of references to

support points of view; inference,

using above to support;

collaborative work

Reading: reading for explicit and

inferred meaning; collaborative

work

Oracy: As above; presentation

skills

Assessed piece in class – utilising the skills taught/practised that term; End of Unit Progress Checks – timed written piece, assessing AOs1, 2, 3, 4.




10

1

Lit: Love & Relationships Poetry/Unseen

Know the content of the

Anthology poems; know the

Progress Checks focii of the

questions; know poetic

terminology; know how a poet

creates meaning; know the

cultural context of the Anthology

poems;


writing about the Anthology and

unseen poems; non-fiction

writing (newspaper article); use

of references to support points of

view; inference, using above to

support; collaborative work;


inferred meaning; retrieval of

important information;

collaborative work

Oracy: Justifying/arguing POV;

analysing collaborative work;

Assess 1: W/C14/10/19: Lit: Poetry Comparison Q; Romeo and Juliet spaced learning.

An Inspector Calls

Plot, character and structure of

the play; cultural differences,

socio-political and cultural

issues; How a playwright creates

narrative, time, place and

character; writing terminology;

importance of audience; the

ability to analyse quotations,

linking to the point of a question;

the ability to construct an

analytical piece of work using

PETAL; how to construct a

newspaper article.


writing; non-fiction writing

(newspaper article); use of

references to support points of






collaborative work

Oracy: Justifying/arguing a POV;

collaborative work;

Peer/self-Progress Checks on small writing tasks; Two mini-mock tasks to be deep marked by teacher; end of unit Progress Checks. Marked to AQA mark scheme and Trust’s grade boundaries.

Lang: Paper 1 Section A

Build upon the knowledge of

how a writer creates narrative,



Lang: Paper 1 Sect A.






know that the previous links to

AO5; importance of audience;

importance of structure; using

SPaG to help aid meaning and

effect; know that the previous

links to AO6.



collaborative work;




collaborative work


collaborative work;

2 Lit: An Inspector Calls As above Assess 2: W/C13/01/20: Mocks W/C 23/03/20 Lit: Romeo revision/A

Christmas Carol

Plot, character, theme and

context of play/novella; how to

link the previous to the AOs.





collaborative work;




collaborative work


collaborative work;

Lang: Paper 2 Section A

Know the style of questions for

the paper; know the AOs focii of

the questions; know terminology;

know how a writer creates an

argument, persuades, explains.;

3 A Christmas Carol;

Unseen Poetry As above. Mini-progress revision

work, based on AQA mark scheme.

Speaking & Listening; Lang Paper 1 Re-visit.

S&L – know how to deliver a

presentation and answer

questions in a formal manner

without reading off the board or

from a script;

S&L - Justifying/arguing a POV;

to be able to deliver a

presentation with appropriate

tone and inflection.

S&L - Assessed as per AQA marks scheme.




11

1 Lit – Romeo Revision +AO5; A Christmas Carol

Revision

As above As above Assess 1: W/C/16/09/19 Lit: 15/10/18 = poetry Lang: Paper 1, Sect A Mocks: W/C/18/11/19: Lit & Lang Paper 1 in Autumn 2, Wks 3 & 4 Lit & Lang: End of Unit: Paper 2, Sect. A

Paper 1 Section B – Focus on AO6; Paper 1 Section A

As above

As above

2 Feedback on Mocks/paper 2 Revision – Unseen poetry & Anthology & Animal Farm

As above

As above

DC2: Lit: Based on Animal Farm Lang: Paper 2 Sect B. Mocks: Lit & Lang Paper 2 in Spring 2, Wks 2 & 3; DC3: Lit & Lang: Based on exams

Feedback on Mocks/Paper 2 Revision Sect A and B

As above As above

3 Revision based on Mock results

As above As above DC4: Lit: A Christmas Carol; Lang: Paper 1Sect A Revision based on

Mock results As above As above




11

Media

1 Component One Section B: Video

Games Introduction & overview of Pokémon Go (CSP) Pokémon Go - Audience and Industry

Analysis of contemporary videos (Bruno

Mars –Uptown Funk & Katy Perry – Roar (CSPs) – ML, Audience, industry & Rep + context) Analysis of older music video (Michael Jackson (CSP)) (ML, Rep and Context) Comparison of older video with

contemporary video; exam focus - media

For all CSP texts, students to be

introduced to the texts and

explore the context in which they

were created.

Students to understand the history

of the industry

Students to analyse text in

relation to audience and Industry.

Theory: Uses and Gratification

and Hierarchy of Needs.

Students to analyse both

contemporary music videos in

relation to ML, REP, AUDIENCE

and INDUSTRY.

Students to analyse the historical

music video in ML, REP.

S

Analytical, explanatory,

evaluative, comparison skills,

knowledge and recall of CSP

information. Applying

terminology and theory

Oracy, presentation,

collaboration, research

Revision skills

Peer/self-Progress Checks on small writing tasks; Mini assessments on CSPs to be deep marked by teacher; end of unit Progress Checks. Marked to EDUCAS mark scheme. MOCK EXAM – 18th November based on paper 1



language & representation

Analysis of online, social and participatory

media for Bruno Mars and Katy Perry (CSP) (Media language

Representation

Media industries Audiences Media contexts)

Students to analyse the social

media and websites of the artists

(ML, REP, AUDIENCE and

INDUSTRY)

2 Radio

Industry & The Archers (CSP) (BBC, PSB); sense of evolving media product Audience & The Archers: target audience, global audience, responses, fandom

Newspapers Introduction & overview

The Archers (CSP): analysis of

industry and audience

Newspapers Introduction & overview


evaluative, comparison skills,

knowledge and recall of CSP

information. Applying




Revision skills

Peer/self-Progress Checks on small writing tasks; Mini assessments on CSPs to be deep marked by teacher; end of unit Progress Checks. Marked to EDUCAS mark scheme. Mock exam - 13th May on paper 2



Analysis: The Guardian (CSP) ML & rep (issues, age, ethnicity) Analysis: The Sun (CSP) ML & rep (issues) Industry &

The Sun (CSP) - ownership, context, political leaning etc. Audience & The Sun (CSP) – target audience, readership, responses

Analysis of rep and ML for CSP

Analysis of rep and ML for CSP

Analysis of audience and industry

for CSP

Analysis of audience and industry

for CSp

3 Revision Revision of all CSPs texts, focusing on year 10 CSPs first.,


evaluative, knowledge and recall

of CSP information. Applying




Revision skills

Peer/self-Progress Checks on small writing tasks; Mini assessments on CSPs to be deep marked by teacher; end of unit Progress Checks. Marked to EDUCAS mark scheme.




12 Lang

1 • Child Language Acquisition (CLA) – Paper 1, Section B

Relevant theories, brushing

up and adding onto GCSE

lexical knowledge

Writing: explanatory,

analytical writing;

use of references to

support points of

view; inference, using

above to support;

collaborative work;

Reading: reading for

explicit and inferred

meaning; retrieval of


collaborative work

Oracy:

Justifying/arguing a

POV; collaborative

work

Questions based upon texts analysed in class.



• Introduction of Original Writing coursework – c.2 weeks

• Language Diversity and Change – Paper 2, Section A

• The criteria for this part

of the coursework; the

conventions of the

three different styles of

writing; • Relevant language

change theories and

historical context of

change

Coursework: Writing: explanatory,

analytical, creative

writing; use of

references from a

chosen text to

support points of

view;




important information

Oracy:

Justifying/arguing/ex

plaining a POV

Coursework proposal for Original Writing

2 • Continued Language Diversity and Change – Paper 2, Section A

• Language and Gender/Power/Technology (Language discourses) – Paper 2, Section A

• Relevant language

change theories and


change • Relevant language

change theories and


change


analytical writing;


support points of


above to support;

collaborative work;





collaborative work

Oracy:


POV; collaborative

work

• Introduction of Language Investigation coursework

Coursework:



• Continued Language and Gender/Power/Technology (Language discourses) – Paper 2, Section A

• Language Meanings and Representations – Paper 1, Section A

Holistic understanding of the

English Language’s place in

the world including influence;

history; criticisms,

development, attitudes

Synthesis of all A

Level Language

knowledge (lexical

analysis, comparative

and evaluative

analysis, relevant

theories, holistic links,

contextual factors) Writing: explanatory,

analytical writing;


support points of


above to support;

collaborative work;





collaborative work

Oracy:


POV; collaborative

work

3 • Continued Language Meanings and Representations – Paper 1, Section A

Synthesis of all A

Level Language

knowledge (lexical


and evaluative

analysis, relevant


contextual factors)

MOCK exam – full Paper 1







collaborative work

Oracy:


POV; collaborative

work

• Non-fiction writing – Paper 2, Section B

• Revision of CLA and Meaning and Representations for MOCK

• Coursework completion

Writing: Fluent and cohesive

prose on linguistic

debates

Creative and

conceptualised

perspective and

evaluative

understanding, showing awareness of

social, cultural and

historical contextual

factors Use of linguistic techniques to engage and direct an audience’s perspective




12 Lang

1 • Child Language Acquisition (CLA) – Paper 1, Section B

Relevant theories, brushing

up and adding onto GCSE

lexical knowledge


analytical writing;


support points of


above to support;

collaborative work;





collaborative work

Oracy:


POV; collaborative

work

Paper 1, Q4 - based upon texts analysed in class.



• Introduction of Original Writing coursework – c.2 weeks

• Language Diversity and Change – Paper 2, Section A

• The criteria for this part

of the coursework; the

conventions of the

three different styles of

writing; • Relevant language

change theories and


change

Coursework: Writing: explanatory,

analytical, creative

writing; use of

references from a

chosen text to

support points of

view;




important information

Oracy:

Justifying/arguing/ex

plaining a POV

Coursework proposal for Original Writing

2 • Continued Language Diversity and Change – Paper 2, Section A

• Language and Gender/Power/Technology (Language discourses) – Paper 2, Section A

• Relevant language

change theories and


change • Relevant language

change theories and


change


analytical writing;


support points of


above to support;

collaborative work;





collaborative work

Oracy:


POV; collaborative

work

• Introduction of Language Investigation coursework

Coursework:



• Continued Language and Gender/Power/Technology (Language discourses) – Paper 2, Section A

• Language Meanings and Representations – Paper 1, Section A

Holistic understanding of the

English Language’s place in

the world including influence;

history; criticisms,

development, attitudes. Debate forums used to ensure

evaluative and perceptive

inferences are made and

justified wholly. Topics based

on Language and Discourse

concepts as well as relevant

contextual interpretations

based on societal

representations in media and

language.

Synthesis of all A

Level Language

knowledge (lexical


and evaluative

analysis, relevant


contextual factors) Writing: explanatory,

analytical writing;


support points of


above to support;

collaborative work;





collaborative work

Oracy:


POV; collaborative

work

3 • Continued Language Meanings and Representations – Paper 1, Section A

Synthesis of all A

Level Language

knowledge (lexical


and evaluative

analysis, relevant


contextual factors)

MOCK exam – full Paper 1







collaborative work

Oracy:


POV; collaborative

work

• Non-fiction writing – Paper 2, Section B

• Revision of CLA and Meaning and Representations for MOCK

• Original Writing coursework completion; Language Investigation full planning completed for data collection over summer break.

Writing: Fluent and cohesive

prose on linguistic

debates

Creative and

conceptualised

perspective and

evaluative

understanding, showing awareness of

social, cultural and

historical contextual

factors Use of linguistic techniques to engage and direct an audience’s perspective



Year Term Content Knowledge Skills Assessment

12

Literature

1 IC – Introduction

to Prose at A

Level

Paper One Prose

Text- either ‘The

Great Gatsby’ or

‘The Go-Between’

Prose terminology/narrative

perspective/structure/characterisation/Specific

methods used by the writer in set Prose

text/Historicism and Contextual background for text

Learning command words associated with English

Literature A Level

Familiarisation with the 5 assessment objectives used

for A Level English Literature.

The ways in which meanings are shaped in Prose texts.

The writers’ use of time and place in prose texts.

Critical opinions over time about the prose text to

inform students’ opinions. The importance of

introducing different interpretations of texts.

• To explore the

relationships that exist

between texts and the

contexts within which they

are written Preparation

for

comparison/comparison

of genres

• To debate and challenge

the interpretations of

other readers

• To articulate informed,

personal and creative

responses to literary texts,

using associated concepts

and terminology, and coherent, accurate written

expression.

• To analyse ways in which

meanings are shaped in

literary texts.

• To demonstrate

understanding of the

significance and influence

of the contexts in which

literary texts are written

and received. • To explore connections

across literary texts. • To explore literary texts

informed by different

interpretations.

An extended

written task done

in assessment

books. Marked by

the teacher.

Whole class

feedback

followed by

individual DIRT

work response to

WWW/EBI stickers

An extended

written task done

in assessment

books. Marked by

the teacher.

Whole class

feedback

followed by

individual DIRT

work response to

WWW/EBI stickers

Key

assessment/test in

1 LP- ‘Othello’

Paper One

Shakespeare

Text

A Shakespearian tragedy exploring

love/relationships.

Drama conventions/terminology/analysis of

meaning and method.

Plot/Characterisation/Structure/Theme.

• To explore the

relationships that exist

between texts and the

contexts within which they

are written Preparation

for



Contextual factors/Historicist concepts.

Responding to different critical analysis of the play

over time.

Closed book- the shape of the drama/quotations

comparison/comparison

of genres

• To debate and challenge

the interpretations of

other readers

• To articulate informed,

personal and creative

responses to literary texts,

using associated concepts

and terminology, and coherent, accurate written

expression.

• To analyse ways in which

meanings are shaped in

literary texts.

• To demonstrate

understanding of the

significance and influence

of the contexts in which

literary texts are written

and received. • To explore connections

across literary texts. • To explore literary texts

informed by different

interpretations.

class time. Deep

marking by

teacher. DIRT

work. (Year 12

mocks?)

2 IC -Introduction

to WW1 Paper-

‘Journey’s End’

WW1 Drama

Text/Unseen

WW1 Prose

WW1 Context/structure/characterisation/dramatic

techniques /terminology – writing about a play

The ways that meanings are shaped in drama texts.

The use of dramatic structure; stagecraft; dramatic

characterisation; dramatic speech and language.

(Interleaving with LP Othello above)

Critical opinion over time about the drama text.

Revision of all of the Prose section above but applied to

Unseen Prose text

Understanding the specific use of the term ‘significance’

when responding to A level questions

An extended

written task done

in assessment

books. Marked by

the teacher.

Whole class

feedback

followed by

individual DIRT

work response to

WWW/EBI stickers



An extended

written task done

in assessment

books. Marked by

the teacher.

Whole class

feedback

followed by

individual DIRT

work response to

WWW/EBI stickers

Key

assessment/test in

class time. Deep

marking by

teacher. DIRT

work.

2 LP- ‘Love

Through the

Ages’ Pre-C19th

Poetry

Anthology

Revisit/revise

The Great

Gatsby-

interleaved IC

The AQA anthology of love poetry through the ages-

students study a range of different types of poem as they

explore representations of love over time.

The context of each poem written before 1900/

specific methods used by the poet.

Historicism and contextual background for both

genres of text.

Pupils are introduced to the question for study in Year

13, comparing pre 1900 poetry to the prose text ‘The

Great Gatsby’.

The skills for this area of

study/examination are as

above. The same assessment

objectives are common to

both exam papers and all

questions.

3 IC- Unseen

WW1 Prose –

Preparation

for Year 12

Summer

Exam/ ‘A Long

Long Way’

World War 1

Comparison

Question

Coursework

Introduction

• WW1 Context and Ireland /Prose terminology

revision/narrative

perspective/structure/characterisation/Specific

methods used by the writer in ALLW

• Cover first 5-8 chapters of the novel.

Pupils learn about the questions, texts and rubric of

the NEA (i.e. the course work)



above. The same

assessment objectives

are common to both

exam papers and all

questions.

An extended

written task done

in assessment

books. Marked by

the teacher.

Whole class

feedback

followed by

individual DIRT

work response to

WWW/EBI stickers



End of year

assessment: formal

mock examination.

Deep

marking/whole

class

feedback/DIRT

response.

Year 12 Summer

Exam

LP- Othello

Question (Love

Through the Ages)

IC – Unseen WW1

Prose Question

3

LP- Unseen

Poetry

Love Through

The Ages

Paper

Revisit/revise

Othello

Students study a range of different types of poem as they

explore representations of love over time.

How to recognise the context of each poem.

Expectations/ conventions of the era e.g.

romanticism/metaphysical etc. Link To Pre 1900 Poetry.

Specific methods used by the poets.

Historicism and contextual background for the poems.

How to draw on their knowledge of other poetry over

time and apply this.

Strategies for dealing with unseen material/making

comparisons between the poems.

• Spaced learning activates on:

character/theme/structure/dramatic

conventions/context/the critics/terminology

• Effective planning for exam success/effective

annotation/the assessment objectives/WAGOLL

analysis/AFL activities/How to create effective

revision



above. The same assessment

objectives are common to

both exam papers and all

questions.



Year Term Content Knowledge Skills Assessment

Yr, 13 1 LP WW1 Context

Paper 2 Scars Upon

My Heart

Anthology. Female

War Poetry

LP Cont. Unseen

Poetry Love

Through The Ages

Paper 1

Revisit Poetry

Skills-Pre 1900 Love

Poetry

Students study a range of different types of poem as

they explore representations of war by female war

poets.

The context of each poem.


Historicism and contextual background for the

poems. A consideration of the male voice/poets

such as Sassoon, Owen etc.

Strategies for dealing with the critical viewpoint

represented in the question.

Spaced learning activities on:

• The poet’s method and meaning

• Revising in thematic groups e.g. love and loss,

idealistic love etc.

• Contextual Factors/Historicist concepts

• Interleaved learning relating to the content of

The Great Gatsby/Fitzgerald’s methodology

• Critical interpretation/multiple interpretation



above. The same


are common to both

exam papers and all

questions.

An extended written

task done in

assessment books.

Marked by the

teacher. Whole class

feedback followed

by individual DIRT

work response to

WWW/EBI stickers

Key assessment/test

in class time. Deep

marking by teacher.

DIRT work.

1 IC WW1

Comparative Prose

Question ‘Journey’s

End’ and ‘A Long

Long Way’

Revisit ‘Journey’s

End’ text from

Prose terminology/narrative

perspective/structure/characterisation/Specific methods

used by the writer in set Prose text

Revision of all of the above but applied to ALLW

/Historicism and Contextual background for text

Revision of command words associated with English

Literature A Level



above. The same


are common to both

exam papers and all

questions.

An extended written task

done in assessment

books. Marked by the


feedback followed by

individual DIRT work

response to WWW/EBI

stickers



Spring Term of Year

12

IC NEA Coursework

Reading and

Writing

Revision of the 5 assessment objectives used for A Level

English Literature.

Introduction of critical opinion about ALLW

Focus on content needed from both texts to write the

comparative essay on WW1 exam paper.

Spaced Learning Revision of ‘Journey’s End’

Pupils examine and consider a range of different texts

and titles for the course work.

Reading and discussion about past course work

examples from AQA website and our own centre.

Tutorials with each pupil with reference to their own

course work texts and titles.

The same assessment

objectives used for exam

work are applied to the

coursework.

There are, however,

different levels of

expectation as the course

work text has been

written over a period of

time and students have

had time to redraft and

revise.

Key assessment/test in

class time. Deep marking

by teacher. DIRT work.

Ongoing teacher

assessment of course

work drafts and sections.

2 LP Continue study

of 25 poems from

Scars Upon My

Heart.

Revise/revisit

Othello

Students study a range of different types of poem as

they explore representations of war by female war

poets.

The context of each poem.


Historicism and contextual background for the

poems. A consideration of the male voice/poets

such as Sassoon, Owen etc.

Strategies for dealing with the critical viewpoint

represented in the question

Spaced learning on the earlier poems from the war

collection from Term 1.

Year 13 Mocks Jan

End of year assessment:

formal mock

examination. Deep

marking/whole class

feedback/DIRT response



Spaced learning on: shared annotations of the extract,

mini mocks followed by AFL activities/feedback on last

year from AQA /effective planning for exam success

/presentations on key concepts e.g. racism, protagonists

with a tragic flaw etc.

2 IC Continued study

of WW1 Unseen

Extract Question

and

ALLW/Journey’s

End Comparative

Question

Completion of

coursework final

drafts prior to

February half term.

Course work tutorials continue as students move

towards the completion of their individual independent

course work task.

Completion of study of the second half of ALLW

An extended written task

done in assessment

books. Marked by the


feedback followed by

individual DIRT work

response to WWW/EBI

stickers

Key assessment/test in

class time. Deep marking

by teacher. DIRT work.

3 LP Revise

Gatsby/Pre 1900

Poems

Othello/Unseen

Poetry

WW1 Poetry

A range of different revision methods and sessions

developed including shared writing and planning of

practice exam questions. A focus on selection of

effective/relevant texts used for comparative purposes

in the exam. Decoding the question/assertion within it.

GCE Exams Commence

3 IC Revise

ALLW/Journey’s

End/Unseen WW1

Prose Question

Spaced Learning Activities focussed on the comparison

of the drama text ‘Journey’s End’ and the Prose text

‘ALLW’ and the specific differences in the way the two

genres examine themes related to The First World War.

GCE Exams Commence



A range of different revision methods and sessions

developed including shared writing and planning of

practice exam questions. A focus on selection of

important episodes in both texts used for comparative

purposes in the exam. NB these texts are part of an open

text exam.

PLEASE NOTE- A LEVEL EXAMS BEGAN IN MAY 2019




12

Media

1 Introduction to A Level Media CSP: Chicken

Know the four Theoretical

Frameworks; Know the different

media forms e.g. advertising, tv,

etc; know theories and

terminology linked to the

Frameworks; (All of the above will

be amber for some who studied

at GCSE); know the Close Study

Products to be studied; know that

the media both reflects and

influences the values and

ideologies of specific groups and

the wider society (contemporary

and historically).

Know how the four frameworks

affect the creation and reception

of Chicken - Media Language,

representation, industry and

audience; know that the media

both reflects and influences the

values and ideologies of specific

groups and the wider society

(contemporary and historically).


writing; practical writing skills

(creating print texts, for e.g.); use

of references to support points of



linking Media theory to writing.




collaborative work; applying

media theory to texts.


collaborative work; presentations

on theory and how they apply to

existing and student created

texts.

Peer/self-Progress Checks

via memory recall tasks;

Practical Progress Checkss

where theory is applied;

Presentations on how

theories link to actual

textual examples.

Mini Progress Checks -

W/C 30/09/19

End of unit Progress

Checks.



No Offence Know how the four frameworks


of the texts- Media Language,











collaborative work; linking Media

theory to writing.





media theory to these CSPs





texts.

Mini Progress Checkss on

each of the frameworks;

Progress Checks based on

the two texts - W/C

20/01/20

The Killing

2 Advertising - Score/Maybelline

Score - Know how Language and

representation frameworks affect

the creation and reception of the

texts; know that the media both

reflects and influences the values

and ideologies of specific groups

and the wider society







theory to writing.















textual examples.

Mini Progress Checks on

each of the frameworks.


Checks.



Print magazines - Men’s Health/Oh

Comely











texts.

3 Coursework Preparation.



of own texts - Media Language,







Skills: the application of the

theories in the response to a brief;

ensuring their products adhere to

the specifics of the brief via the

four frameworks.

Progress Checks –informal discussion with students at intervals throughout the term (as per AQA guidelines); Deep marked by teachers toward the end of term.

Revision for Mocks Know how the four frameworks


of the texts - Media Language,







Spaced Learning – revision in preparation for the mock exams. Mocks W/C 15/06/20

CSP – Teen Vogue Know how the four frameworks












The Voice









theory to writing.










texts.



textual examples.

Mini Progress Checks on

each of the frameworks.


Checks.




13 Lang

1 Revisiting of Language

Revisiting linguistic concepts

regarding representation and

discourse.

Writing: Fluent and cohesive prose on

linguistic debates

Full Paper 2 Mock



Investigation coursework Paper 2 Section B revision

Paper 2 Section A revision

Revisiting of relevant language

theories and contextual factors..

Revising lexical classes and

syntactical terminology; also

persuasive techniques.

Debate forums used to ensure


inferences are made and justified

wholly. Topics based on

Language and Discourse


contextual interpretations based

on societal representations in

media and language.

Creative and conceptualised

perspective and evaluative

understanding, showing

awareness of social, cultural and

historical contextual factors Use of linguistic techniques to

engage and direct an audience’s

perspective; explanatory,

analytical writing; use of



support; collaborative work; Coursework:

Analysis of collected data;

synthesising of analysis and

hypothesis previously created

Synthesis of all A Level Language

knowledge (lexical analysis,

comparative and evaluative

analysis, relevant theories,

holistic links, contextual factors) Reading: reading for explicit and



collaborative work Oracy: Justifying/arguing a POV;

collaborative work

Regular formative mini-

progress checks based

on individual questions,

and entire Sections of

Paper 2.

Regular checks with

Language Investigation

coursework.

2 Revisiting of Paper 1 both Section A and B concepts regarding CLA, and Meanings and Representations.

Relevant theories, brushing up

and adding onto GCSE lexical

knowledge. Holistic understanding of the

English Language’s place in the

Coursework:





holistic links, contextual factors)

Submission of Language Investigation coursework. Regular formative progress-checks of individual questions in



Completion of Language Investigation coursework.

world including influence; history; criticisms, development, attitudes









media and language.

showing awareness of social,

cultural and historical contextual

factors Reading: reading for explicit and



collaborative work.


collaborative work

Paper 1 style, both Section A and B. Use of Paper 1 Mock to guide future progress-checks.

3 Revision of all topics based on prior progress-checks.

Range of revision techniques

used for perceptive holistic

analysis of relevant texts using

relevant theories and contextual

information.









media and language.




collaborative work.





holistic links, contextual factors)

Writing: Fluent and cohesive prose on

linguistic debates Creative and conceptualised

perspective and evaluative

understanding, showing

awareness of social, cultural and

historical contextual factors Use of linguistic techniques to

engage and direct an audience’s

perspective; explanatory,

analytical writing; use of

Regular formative progress-checks and full Mock papers; Paper 1s and Paper 2s





support; collaborative work Oracy: Justifying/arguing a POV;

collaborative work




13 Lit

1

2

3




13

Media

1

2

3

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