The New Forest Small School

Transcription

1 1 The New Forest Small School ENGLISH LITERATURE Schemes of Work For Children Aged 11 to 16

2 2 CONTENTS 1. Aims and Learning Outcomes a. General Aims and Learning Outcomes b. Key Stage 3 Aims c. Key Stage 4 Aims 2. Inclusion of All Pupils a. Setting suitable learning challenges b. Responding to pupils diverse needs c. Overcoming potential barriers to learning and assessment for individuals and groups of pupils d. Inclusion in English Literature 3. English, Personal Development and Every Child Matters a. Enjoy and Achieve b. Be Healthy c. Stay Safe d. Achieve Economic Wellbeing e. Make a Positive Contribution 4. Skills a. General and Functional Skills b. PLTS i. Independent Enquirers ii. Creative Thinkers iii. Team Workers iv. Self-Managers v. Effective Participators vi. Reflective Learners vii. Embedding PLTS 5. Cross-Curriculum Dimensions 6. Assessment a. Key Stage 3 b. Key Stage 4 c. Qualification Titles and Levels 7. English Literature Lessons and Resources a. Typical Structure of Lessons b. Resources 8. Summary of English Literature Content 9. English Literature Schemes of Work

3 3 1. AIMS AND LEARNING OUTCOMES a. General Aims & Learning Outcomes The fundamental aims of the English Literatuer programme for secondary aged children are summarised as follows: Successful Learners The curriculum aim of developing successful learners that are literate, creative and enquiring, able to communicate clearly and work both independently and collaboratively is at the heart of the programme of study for English and links strongly to pupils experience of the curriculum. The key concept of competence in English is essential for learning to be successful. This centres on being clear, coherent and accurate in written and spoken communication, as well as being adaptable to the demands of different contexts. Successful learners can work independently and cooperate with others to reach a common goal. These qualities are part of the programme of study for English. The key processes for speaking and listening ensure that pupils are able to work in groups, making relevant contributions and responding appropriately. Confident Individuals The curriculum aims to develop confident learners who have a sense of self-worth, secure values and beliefs and are independent and relate well to others. The programme of study for English Literature provides an environment for pupils to explore their own values and beliefs. By recognising and discussing different interpretations of texts and connecting ideas and issues, pupils learn to respond with confidence, developing logical arguments and justifying their own views with evidence. Group discussions and drama activities allow pupils to develop confidence in performance. They also provide opportunities for them to work collaboratively, taking collective responsibility for completing a piece of work successfully and receiving feedback on how to improve. Responsible Citizens Pupils experience of reading at key stage 3 encourages them to engage with moral dilemmas and think about issues in new ways, contributing to their understanding of what it means to be a responsible citizen. Reading texts at key stage 3 should help pupils 'move beyond [their present situation] to experience different times, cultures, viewpoints and situations'. This, and the study of texts that enable pupils to appreciate the quality and distinctiveness of texts from different cultures and traditions, helps pupils respect others, understand cultures and views other than their own and have a strong sense of their own place in the world. The programme of study for English encourages pupils to write and speak in a range of purposeful contexts, helping them to become confident communicators, developing their sense of responsibility and preparing them for life and work. b. Key Stage 3 Aims To provide a chronological continuation of the English Literature studies carried out in Key Stage 2 To continue to develop essential learning skills such as literacy, numeracy and ICT skills as well as general skills such as enquiry, creativity, communication and independent and collaborative work through the key processes of enquiry and study.

4 4 To develop pupils ability to ask pertinent questions, evaluate evidence, detect bias, identify and analyse different interpretations of the past, and learn how to substantiate any arguments and judgements they make. To introduce to pupils significant ideas and events which have shaped our modern world, from a British, European and Global perspective. To investigate and understand Britain s relationships with the wider world. To develop a strong sense of the pupils own identity through an understanding of texts on a personal, local, national and international level. To assist in the building of each child s confidence and self-worth as they become increasingly independent and are open to the excitement and inspiration offered by human achievements. To stimulate in pupils a fascination and understanding of language by firing their imagination, moving and inspiring them with the dilemmas, choices and beliefs of people in the past. To provide an opportunity for pupils to explore their own values and beliefs in order to question their value systems leading to their strengthening or replacement. To help pupils develop the ability to present their ideas in a coherent manner whereby they are able to substantiate and justify their arguments. Through the extensive use of group discussion and the increasing use of different media for researching and presenting their work developing in all children the confidence to perform effectively and to appreciate the ideas of others and the value of working with others with different perspectives. To develop pupils ability to think and work democratically and in an active and responsible manner. To encourage an awareness, empathy and understanding of the origins of ethnic and cultural diversity. To prepare pupils with a firm grounding and the necessary skills required to successfully move on to the GCSE English Literature course in Key Stage 4. c. Key Stage 4 Aims To undertake the full GCSE course in English Literature, through OCR examination board. GCSE specifications in English Literature encourages candidates to be inspired, moved and changed by following a broad, coherent, satisfying and worthwhile course of study and gain an insight into related sectors. They prepare candidates to make informed decisions about further learning opportunities and career choices. To actively engage in the process of enquiry and research to develop as effective and independent candidates and as critical and reflective thinkers with enquiring minds. To develop their knowledge and coherent understanding of language and a wide source of different texts and mediums. To respond to texts critically and imaginatively, selecting and evaluating textual detail to illustrate and support interpretations.

5 5 To explain how language, structure and form contribute to the writer s presentation of ideas, themes and settings. To make comparisons and explain links between texts, evaluating writer s different ways of expressing meaning and achieving effects. To relate texts to their social, cultural and historical contexts, explaining how texts have been influential and significant ot self and other readers in different contexts and times. To develop an awareness of how events been represented, interpreted and accorded significance for different reasons and purposes. To develop the ability to ask relevant questions about a text and to investigate them critically using a range of sources. To organise and communicate their knowledge and understanding in creative and different ways and reach substantiated judgments. 2. INCLUSION OF ALL PUPILS a. Setting suitable learning challenges We aim to give every pupil the opportunity to experience success in learning and to achieve as high a standard as possible. The school curriculum programmes of study set out what most pupils should be taught at each key stage but we teach the knowledge, skills and understanding in ways that suit our particular pupils abilities at any given time. This may mean choosing knowledge, skills and understanding from earlier or later key stages so that individual pupils can make progress and show what they can achieve. Where it is appropriate for pupils to make extensive use of content from an earlier key stage, there may not be time to teach all aspects of the agerelated programmes of study. A similarly flexible approach is applied to take account of any gaps in pupils learning resulting from missed or interrupted schooling (for example, that may be experienced by travelers, refugees, those in care or those with long-term medical conditions, including pupils with neurological problems, such as head injuries, and those with degenerative conditions). For pupils who have been traumatised by previous experiences or schooling and need to follow a gentler pace provision is made to ensure these pupils receive time in the school day to rebuild their confidence and enthusiasm for learning. In certain circumstances this may lead to a reduction in homework, a lessening of written work in class or attendance on a part time basis. However these provisions are carefully monitored and regularly reviewed by staff in consultation with the pupil and parents. For pupils whose attainments fall significantly below the expected levels at a particular key stage, a much greater degree of differentiation is necessary. In these circumstances, teachers may need to use the content of programmes of study as a resource or to provide a context, in planning learning appropriate to the age and requirements of their pupils. For pupils whose attainments significantly exceed the expected level of attainment in English Literature during a particular key stage, teachers plan suitably challenging work. As well as drawing on work from later key stages or higher levels of study, teachers may plan further differentiation by extending the breadth and depth of study within English Literature or by planning work that draws on the content of different subjects.

6 6 b. Responding to pupil s diverse learning needs When planning, teachers set high expectations and provide opportunities for all pupils to achieve, including boys and girls, pupils with special educational needs, pupils from all social and cultural backgrounds, pupils from different ethnic groups including travelers, refugees and asylum seekers, and those from diverse linguistic backgrounds. We are aware that pupils bring to the school different experiences, interests and strengths, which will influence the way in which they learn. Teachers plan their approaches to teaching and learning so that pupils can take part in lessons fully and effectively. To ensure that we meet the full range of pupils needs, teachers are aware of the requirements of the equal opportunities legislation that covers race, gender and disability. Teachers take specific action to respond to pupils diverse needs by creating effective learning environments, securing pupil s motivation and concentration, providing equality of opportunity through teaching approaches, using appropriate assessment approaches and by setting flexible targets for learning. We also trust that if all of the above is set in place individual children will invariably begin to fulfill their potential. Targets for learning are not written in stone and take into consideration that each child learns at a different pace. c. Overcoming potential barriers to learning and assessment for individuals and groups of pupils A minority of pupils will have particular learning and assessment requirements which go beyond the provisions described above and, if not addressed, can create barriers to learning. These requirements are likely to arise as a consequence of a pupil having a special educational need or disability or may be linked to a pupil s progress in learning English as an additional language. Pupils with special educational needs We provide access to learning for pupils with special educational needs by: a. Providing for pupils who need help with communication. Language and literacy. b. Planning, where necessary, to develop pupils understanding through the use of all available senses and experiences. c. Planning for pupils full participation in learning and in physical and practical activities. d. Helping individuals to manage their emotions, particularly trauma and stress, and to take part in learning. Pupils with disabilities The school takes specific action to enable effective participation of pupils with disabilities by: a. Planning appropriate amounts of time to allow for the satisfactory completion of tasks. b. Planning opportunities, where necessary, for the development of skills in practical aspects of English Literature. c. Identifying aspects of programmes of study and attainment targets that may present specific difficulties for individuals.

7 7 Pupils who are learning English as an additional language The school takes specific action to help pupils who are learning English as an additional language by: a. Developing their spoken and written language b. Ensuring access to curriculum and to assessment d. Inclusion in English To overcome any potential barriers to learning in English, some pupils may require: Support to access text, such as through prepared recordings, particularly when working with significant quantities of written materials or at speed. Support to overcome specific difficulties in learning that result in an uneven profile across the attainment targets. They will require help to improve areas of weakness and strategies for managing specific difficulties. Opportunities to meet the demands for speaking and listening and other oral activities through the use of alternative communication systems, to compensate for difficulties in using spoken language. Help to communicate their detailed ideas in tasks that require extended writing, through alternative communication methods such as the use of ICT or speech, to allow them to demonstrate their understanding and to maintain their concentration and motivation. Non-visual means to access sources of information when undertaking enquiries. In Assessment: Where pupils use alternative communication systems, judgements are made against the level descriptions for speaking and listening. It is necessary to note any demands that are not met, such as the awareness and use of standard English. For pupils with disabilities who are unable to write by hand, the handwriting requirement of the writing attainment target will not be applicable. For pupils using tactile methods, the assessment of reading will be through the use of materials of equivalent demand presented in the appropriate medium. 3. ENGLISH LITERATURE, PERSONAL DEVELOPMENT AND EVERY CHILD MATTERS Personal development is an essential aspect of the New Forest Small School s curriculum and English Literature has an important role to play in this area. The English Literature Schemes of Work provide opportunities to plan sequences of work, learning outcomes and teaching approaches that support personal development through Every Child Matters outcomes. a. Enjoy and Achieve The contribution English Literature makes to pupils' enjoyment stems from the opportunities it gives them to explore their identity and place in the world, engage actively, have their assumptions challenged and challenge the assumptions of others.

8 8 Pupils appreciate the opportunities English Literature gives them to express themselves, whether by presenting their ideas and opinions to persuade readers and listeners or by creating new worlds, both familiar and unfamiliar, in poetry and narrative. Pupils enjoy being exposed to the richness and breadth of literature. They relish the way that reading can present familiar settings and dilemmas one moment and then ask them to empathise with situations and characters that are beyond their experience the next. Pupils value the ways in which English Literature helps them achieve, in the subject, across the curriculum and in the world beyond, by developing their ability to communicate clearly and effectively. b. Be Healthy Central to English Literature is reading for pleasure encouraging pupils to read as a way to relax and be transported from their day-to-day worries and concerns. Similarly, literature can help young people work through problems and dilemmas they face by suggesting how they may deal with such problems. Both these aspects of reading have an important role to play in ensuring pupils' mental health and sense of wellbeing. c. Stay Safe English Literature gives pupils the confidence to ask questions, rather than taking things at face value. It provides them with the skills to examine the validity of what they are told or read and challenge it on grounds of logic, evidence or argument. Through reading a variety of texts and discussing issues, English Literature can provide opportunities to explore situations and dilemmas that will help pupils make the right choices to stay safe. d. Achieve Economic Wellbeing English Literature plays a central role in contributing to young people s long-term economic wellbeing by developing the literacy and communication skills that are essential to their lives as working adults. It encourages them to be adaptable and find creative solutions to problems, put their views across for maximum effect, and work effectively in groups. e. Make a Positive Contribution English Literature provides many opportunities for pupils to get involved and to contribute positively by working collaboratively, most obviously as part of group discussions or drama performance, but also on the emphasis on pupils evaluating and providing constructive responses to each other s work. Another key aspect of making a positive contribution is involvement in the community. In English Literature pupils have opportunities to speak, listen and write for purposes and contexts beyond the classroom, such as becoming reading mentors for younger children.

9 9 4. SKILLS a. General and Functional Skills The study of English Literature provides pupils with a broad range of opportunities for developing different skills important for learning and for life beyond the classroom. Pupils are encouraged to apply their different skills in everyday situations as they spend time planning and developing their work, make choices and decisions, and think creatively and independently. Children are encouraged to always be flexible in their thinking, to see texts from a number of different perspectives, from conventional and alternative sources. There is plenty of opportunity for pupils to communicate effectively in class discussions, in-group activities as well as through their written work. Pupils are given broad scope to express themselves clearly and succinctly whilst developing their own point of views through careful analysis, reasoning and persuasion. English Literature incorporates the development of many cross-curricular skills including skills essential to English Language, History, ICT, Geography, Science, Religious Education, Maths, PSHE and Art and Design. Although cross-curricular activities take place in each lesson, time is also given in the timetable for thematic days, activity weeks and events. Pupils are always encouraged to read and understand information and instructions, then to use this understanding to act appropriately, whilst always analysing how ideas and information are presented, evaluating their usefulness, accuracy and agenda. b. PLTS The study of English Literature also supports PLTS (Personal, Learning and Thinking Skills), whereby the pupils are able to develop the ability to become independent enquirers, creative and reflective thinkers, team workers, self-managers and effective participants. i. Independent Enquirers To be successful in school and the world beyond the classroom pupils need to become independent enquirers who have the ability to explore, evaluate and challenge ideas and assumptions constructively. The key concept of critical understanding foregrounds these qualities by providing opportunities for pupils to analyse and make connections between texts, explore the ideas of others and develop their own. It requires independent enquirers who are able to look at information and judge its relevance, value and validity. English promotes all the skills of independent enquirers by developing pupils abilities to: Develop their independence in reading and writing Explore, evaluate and challenge ideas and assumptions constructively Analyse and make connections between texts Explore the ideas of others and develop their own

10 10 Identify questions to answer and problems to resolve Plan and carry out research Appreciate the consequences of decisions Explore events, issues or problems from different texts Analyse and evaluate information and judge its relevance and value Consider the influence of circumstances, beliefs and feelings on texts Support conclusions, using reasoned arguments and evidence. ii. Creative Thinkers The key concept of creativity puts creative thinking at the heart of the curriculum for English Literature. It emphasises extending young people's ability to use imagination, make fresh connections and use creative approaches in a range of different contexts. The curriculum for English Literature encourages creative thinkers who can generate ideas and explore possibilities, connect their own and other people's ideas and experiences in inventive ways, and try out alternatives and new solutions. The key concept of competence and the key processes for speaking and listening and writing, with their focus on adaptability and the ability to make informed choices about effective ways to communicate, require creative thinkers who can adapt ideas as circumstances change. iii. Team Workers The key processes section for speaking and listening provides strong opportunities for pupils to develop as team workers. Here pupils are required to take different roles in organising, planning and sustaining talk in groups and make different kinds of relevant contributions in groups, responding appropriately to others Peer assessment and guided reading activities will also develop pupils ability to work effectively in teams. iv. Self-Managers Work in English Literature gives pupils the chance to organise themselves and show personal responsibility, perseverance, initiative, creativity and enterprise with a commitment to learning and self-improvement. There is scope in many activities such as researching an extended piece of writing or preparing an individual presentation or group performance for pupils to organise their time and resources, prioritise their actions, and anticipate, take and manage risks. They can be encouraged to actively embrace change, respond positively to new priorities, cope with challenges and look for new opportunities. v. Effective Participators English Literature offers many opportunities for pupils to contribute to presentations, debates, discussions and drama activities and to engage actively with texts and issues that affect them and those around them. The focus on evaluating their own and other people's performances and writing in the curriculum opportunities section encourages pupils to participate in helping others progress. The speaking and listening key processes make explicit reference to the listening and negotiation skills essential for effective participation such as listen and respond constructively to others, taking different views into account and modifying their own views in the light of what others say.

11 11 vi. Reflective Learners The programme of study for English Literature provides opportunities for pupils to become reflective learners by helping them develop their evaluative skills. The curriculum opportunities for speaking and listening and writing emphasise the need for pupils to evaluate and respond to their own and other people's performances or writing. Pupils can apply this evaluation to assess their own strengths and weaknesses, setting themselves realistic goals with criteria for success. The importance of planning, drafting, editing, proofreading and self-evaluation is also highlighted in the key processes for writing. vii. Embedding PLTS With thoughtful planning, a range of PLTS can be embedded in any sequence of work. For example, pupils might be asked to prepare a group presentation on a local historical issue over several lessons. This would involve pupils: Identifying key questions and issues Researching issues Choosing the format for presentation and the approach to take for maximum effect, allocating roles and tasks, and delivering the presentation to an agreed timetable and answering questions Anticipating objections or questions and being sufficiently informed and historically aware to answer any problems Setting targets to improve with peers and teachers 5. CROSS-CURRICULUM DIMENSIONS Cross-curriculum dimensions provide important unifying areas of learning that help young people make sense of the world and give education relevance and authenticity. They reflect the major ideas and challenges that face individuals and society. Subjects and topics are not taught in isolation but with constant reference to other subjects in the curriculum or other topics areas in English Literature. At all times children are encouraged to see and investigate the connections between different disciplines as well as the connections with their own lives. Cross-curriculum dimensions include the key areas of identity and cultural diversity, healthy lifestyles, social participation, enterprise, global dimension and sustainable development, technology and the media, and creative and critical thinking. Dimensions are incorporated into the school timetable by: Outlining the connections across subjects where there are common issues or areas of learning Specifically timetabled thematic days, activity weeks and events General activities integrated into the school day routine Educational visits Using experts from outside of the school to stimulate discussion and debate

12 12 6. ASSESSMENT a. Key Stage 3 Assessment In Key Stage 3 the children are assessed in a multitude of different ways. The emphasis is on non-pressurised and often fun means of assessing children s ability and English Literature in a way that benefits the individual child. Assessment is a means by which the school gains a greater understanding of how to help each pupil develop and find success. Therefore assessment can vary from pupil to pupil as we try to avoid setting children up to fail and seek the most useful and pragmatic way to help our pupils succeed. Most assessment is carried out on a daily basis through extensive class discussions involving all pupils, through 1 to 1 tuition and through careful observation. Each child is assessed with reference to their own unique abilities and skills. Pupils at the New Forest Small School are assessed in the following ways, although each assessment procedure is tailored, as much as possible, to the individual child s specific needs: Daily assessment through teacher observation. Teacher assessment through extensive and in depth class discussions involving all pupils. One to one assessment through individual tuition carried out during free choice and during independent tasks carried out in lesson. Weekly homework. Regular quizzes and challenges. At the end of each half term pupils take a short, fun test. Assessment through end of year exams for Year 7, 8 and 9 pupils. Regular staff meetings where the general progress of each child is discussed and whereby a greater understanding of each child s assessment needs is gained. Regular discussions with each child s parents to assess the child s progress both at home and at school. b. Key Stage 4 Assessment In Key Stage 4 pupils begin their GCSE course in English Literature with OCR examination board. Consequently much of the assessment is specific to this course. However most of the assessment procedures listed above continue to apply to Key Stage 4 pupils. Only 4 of the units below are assessed. Specific to Key Stage 4 assessment are the following procedures: Unit A661: Literary Heritage Linked Texts. Section A 1. Response to one task on one of the set plays and a film or audio version of the same play. Section B 1. Response to one question on one of the set poets. 25% of the total GCSE marks Controlled Assessment.

13 13 Unit A662: Modern Drama. 1. Response to one question on one of the set plays, involving passage based questions, essay questions and empathic questions. 25% of the total GCSE marks Written paper 45 minutes This unit is externally assessed. Unit A663: Prose from Different Cultures. 1. Response to one question on one of the set texts, involving passage based questions and essay questions. 25% of the total GCSE marks Written paper 45 minutes This unit is externally assessed. Unit A664: Literary Heritage Prose and Contemporary Poetry. Section A 1. Response to one question on one of the set texts, involving passage based questions, essay questions and empathic questions. Section B 1. Response to one question on one poem by their chosen poet, or 2. Response to one question on a previously unseen poem. 25% of the total GCSE marks Written Paper 1 hour 30 minutes This unit is externally assessed. Please Note Some students will sit their GCSE in English Literature at the end of Year 10 whilst others will continue with the course until the end of Year 11. c. Qualification Titles and Levels This qualification is shown on a certificate as OCR GCSE in English Literature. Candidates who gain Grades D to G will have achieved an award at Foundation Level 1. Candidates who gain Grades A* to C will have achieved an award at Intermediate Level ENGLISH LESSONS AND RESOURCES a. Typical Structure of Lessons Although English Literature lessons can vary in structure according to the requirements at the time the general pattern of English Literature lessons are as follows: i. Introduction Remind class of last text or part of text explored and relate to current text. Discuss and explore. Practical Application discuss relevance of text to every life. Making Connections discuss and explore connections between text and other texts and subjects. ii. Main Activity (involving one or more of the following) Reading the text. Discussing the text. Drama Pupils enact areas of text.

14 14 Group Work Set small groups an area to explore. Individual research. Media use video clips and programmes and/or computer programmes and websites where appropriate. Record through text and illustrations. Record using their own words. iii. Conclusion Concluding discussion, recapping the main points. Short quiz. Setting of homework. b. Resources The following resources are used in class where and when appropriate: Interactive Whiteboard OCR Resources Fiction Books Newspapers & Magazines Assorted Non-Fiction English Literature CD ROMs Internet English Literature DVD Videos and Clips 8. SUMMARY OF ENGLISH CONTENT 1. Shakespeare 2. Literary Heritage Poetry 3. Modern Drama 4. Prose from Different Cultures 5. Literary Heritage Prose 6. Contemporary Poetry 7. Contemporary Fiction

15 15 9. ENGLISH LITERATURE SCHEMES OF WORK 5. LITERARY HERITAGE PROSE 1. Gulliver s Travels YEAR 7 Autumn Term a. Cultural & Historical Background b. Satire c. Parody on the Adventure Novel d. Exploring Major Themes in Gulliver s Travels i. Human, All Too Human ii. Satire on Government iii. Corruption iv. Satire on Religion v. Ancients versus Moderns vi. Satire on Science vii. Mortality & Immortality viii. Cultural Contrasts ix. Pragmatism & Idealism e. Plot Devices i. Each Part the Reverse of the Previous Part ii. Contrast of Different Parts f. Character Development i. Gulliver s Development from Wide Eyed Optimist to Pompous Misanthrope ii. From the Lilliputians to the Brobdingnagians iii. From the Laputians to the Houyhnhnms g. Cultural Impact h. Relevance of Gulliver s Travels Today i. Modern Versions & Interpretations 8. CREATIVE WRITING 2. Descriptive Writing a. Use of Adjectives b. Use of Adverbs c. Use of Powerful Verbs d. Avoiding High Frequency Words e. Using a Thesaurus f. Use of Simile g. Use of Metaphor h. Avoiding Clichés 3. Short Stories a. Structuring a Short Story i. Setting ii. Characters iii. Plot iv. Descriptive Writing v. Dialogue / Monologue

16 16 4. Play Scripts 5. Research a. See Drama Schemes of Work a. Researching Themes in a Story / Poem / Play script b. Researching Subject Matter c. Researching Useful & Related Information Spring Term 8. CREATIVE WRITING 6. Characterisation a. Physical Attributes of a Character b. Personality of Character c. Symbolism of Characters d. Character s Journey & Development e. Archetypal Characters f. Examples of Successful Characters 7. Descriptive Writing a. Use of Adjectives b. Use of Adverbs c. Use of Powerful Verbs d. Avoiding High Frequency Words e. Using a Thesaurus f. Use of Simile g. Use of Metaphor h. Avoiding Clichés 8. Short Stories a. Structuring a Short Story i. Setting ii. Characters iii. Plot iv. Descriptive Writing v. Dialogue / Monologue 9. Play Scripts 10. Poems a. See Drama Schemes of Work a. Structuring a Poem b. Considering the Music & Rhythm of Poetry i. Use of Onomatopoeic Words ii. Use of Alliteration iii. Assonance

17 Research c. Imagery i. Use of Adjectives ii. Expressive Verbs iii. Use of Simile & Metaphor d. Meaning i. Surface Meaning ii. Multi-Layered Meaning iii. Symbolic Meaning e. Inner Emotions i. Feelings ii. Reflections a. Researching Themes in a Story / Poem / Play script b. Researching Subject Matter c. Researching Useful & Related Information 2. LITERARY HERITAGE POETRY 12. Anthology of Poems a. Different Types of Poetry i. Sonnet ii. Ballad iii. Elegy iv. Narrative Poem v. Rap b. The Music & Rhythm of Poetry i. Distinctive Rhythms ii. Use of Onomatopoeic Words iii. Use of Alliteration iv. Assonance c. Layout of a Poem d. Rhyming Poetry i. Full Rhymes ii. Half Rhymes iii. Internal Rhymes e. Blank Verse f. Imagery i. Use of Adjectives ii. Expressive Verbs iii. Use of Simile & Metaphor g. Comic & Nonsense Verse h. Meaning i. Surface Meaning ii. Multi-Layered Meaning iii. Symbolic Meaning i. Inner Emotions i. Feelings ii. Reflections

18 18 7. CONTEMPORARY FICTION 13. The Curious Incident of the Dog in the Night Time a. Settings i. Chapter by Chapter ii. Prime Number Chapters iii. Symbolism of Settings b. Major Characters i. Initial Characteristics of Each Character ii. Challenges Facing Each Character iii. Development of Each Character iv. Archetypal Symbolism of Each Character c. Minor Characters d. Role of Minor Characters e. Plot i. Chapter by Chapter ii. Summarising the Plot iii. Plot Twists & Devises Summer Term 7. CONTEMPORARY FICTION 14. The Curious Incident of the Dog in the Night Time a. Exploring the Major Themes i. Asperger s Syndrome ii. Fear of Emotions iii. Comfort of Logic iv. Truth & Lies v. The Strange World of Adults vi. Intimacy vii. Order & Chaos viii. Security & Insecurity b. Author s Writing Techniques i. Use of Symbolism ii. Use of Word Play & Humour iii. Descriptive Imagery iv. Use of Illustrations & Diagrams v. Building Tension vi. How the Story Unravels 8. CREATIVE WRITING 15. Dialogues & Monologues a. Synchronising Dialogue with Character b. Synchronising Dialogue with Plot c. Colloquial Dialogue d. Dialogue using Dialects e. Avoiding Stilted Dialogue f. Examples of Successful Dialogue

19 19 YEAR 8 Autumn Term 1. SHAKESPEARE 16. Macbeth a. Cultural & Historical Background b. Tragedy c. Shakespeare s Historical Plays d. Reading and Acting out Macbeth e. Setting and Use of Props f. Exploring Major Themes in Macbeth i. Ambition and Temptation ii. Regicide iii. Guilt and Remorse iv. The Vicious Cycle of Crime v. Fate vi. Witchcraft and the Supernatural vii. Superstition viii. Lady Macbeth as Eve ix. Macbeth s Existentialism x. Pragmatism & Idealism 3. MODERN DRAMA 17. The Birthday Party by Harold Pinter a. Cultural & Historical Background b. Comedy of Menace and the Theatre of the Absurd c. Pinter s Plays d. Reading and Acting out The Birthday Party e. Setting and Use of Props f. Exploring Major Themes in The Birthday Party i. Power Struggles ii. Power Through the Threat of Violence iii. Power Through Sexuality iv. Power Through Patronising v. Power Through Exaggeration and Boasting vi. Power Through Association and Connections vii. Shifting Hierarchies viii. The Random Nature of Truth ix. The Menace of Authority and Conformity x. The Individual s Imperative Need for Resistance g. Plot Devices i. Absence of a Theme ii. Contrast of Different Acts h. Character Development i. How the Constant Struggle for Power Affects Each Character ii. Character Inversions iii. Roles of Different Characters i. Cultural Impact j. Relevance of The Birthday Party Today k. Dramatic Versions & Interpretations l. Pinter s Use of Language in The Birthday Party

20 20 Spring Term 1. SHAKESPEARE 18. Macbeth a. Plot Devices i. Use of the Witches ii. Contrast of Different Parts b. Character Development i. Contrast between Macbeth s decreasing guilt and Lady Macbeth s developing guilt ii. Character Inversions iii. Roles of Different Characters c. Cultural Impact d. Relevance of Macbeth Today e. Modern Versions & Interpretations f. Shakespeare s Use of Language and Verse in Macbeth 3. MODERN DRAMA 19. The Homecoming by Harold Pinter a. Cultural & Historical Background b. Comedy of Menace and the Theatre of the Absurd c. Pinter s Plays and His Method of Writing d. Reading and Acting out The Homecoming e. Setting and Use of Props f. Exploring Major Themes in The Homecoming i. Power Struggles ii. Power Through the Threat of Violence iii. Power Through Sexuality iv. Power Through Patronising v. Power Through Exaggeration and Boasting vi. Power Through Association and Connections vii. Shifting Hierarchies viii. The Random Nature of Truth ix. Family Values x. The Menace of the Family xi. Return of the Prodigal Son xii. Moral Vacuum g. Plot Devices i. Absence of a Theme ii. Contrast of Different Acts h. Character Development i. How the Constant Struggle for Power Affects Each Character ii. Character Inversions iii. Roles of Different Characters i. Cultural Impact j. Relevance of The Homecoming Today k. Dramatic Versions & Interpretations l. Pinter s Use of Language in The Homecoming

21 21 5. LITERARY HERITAGE PROSE by George Orwell a. Cultural & Historical Background b. Dystopian Novels and Science Fiction c. Orwell s Novels and His Method of Writing d. Reading 1984 e. Setting and Use of Props f. Exploring Major Themes in 1984 i. Totalitarianism ii. Stalinism and Fascism iii. The Hierarchy Pyramid iv. Distortion of Truth v. Propaganda vi. Is Historical Truth Possible? vii. INGSOC viii. Doublethink ix. Newspeak x. Ministries of Oceania xi. Political Geography xii. Cult of Personality xiii. The Revolution xiv. Perpetual War and Fear xv. Nationalism xvi. Sexual Repression xvii. Censorship xviii. Mass Surveillance Summer Term by George Orwell a. Plot Devices i. Development of Plot ii. Contrast of Different Chapters iii. The Newspeak Appendix b. Character Development i. Winston s Rebellion ii. Julia s Rebellion iii. Winston and Julia s Submission and Betrayal iv. Roles of Different Characters v. Unpersons c. Cultural Impact d. Relevance of 1984 Today i. The Adjective Orwellian ii. Big Brother iii. The Thought Police iv. Room 101 v. New World Order e. Dramatic Versions & Interpretations f. Orwell s Use of Language in 1984

22 22 2. LITERARY HERITAGE POETRY 22. Dulce et Decorum Est by Wilfred Owen a. Cultural and Historical Background b. Owen s War Poems c. Reading Dulce et Decorum Est d. Exploring Major Themes in Dulce et Decorum Est i. Anti-War ii. De-Humanisation iii. Death iv. War Propaganda e. Structure of Poem i. Iambic Pentameter ii. Use of Rhyme f. Imagery i. Use of Adjectives ii. Expressive Verbs iii. Use of Simile & Metaphor g. Meaning i. Surface Meaning ii. Multi-Layered Meaning iii. Symbolic Meaning h. Inner Emotions i. Feelings ii. Reflections 23. Futility by Wilfred Owen a. Cultural and Historical Background b. Owen s War Poems c. Reading Futility d. Exploring Major Themes in Futility i. Anti-War ii. De-Humanisation iii. Death iv. War Propaganda e. Structure of Poem i. Iambic Pentameter ii. Use of Rhyme iii. Contrast between two Verses f. Imagery i. Use of Adjectives ii. Expressive Verbs iii. Use of Simile & Metaphor g. Meaning i. Surface Meaning ii. Multi-Layered Meaning iii. Symbolic Meaning h. Inner Emotions i. Feelings ii. Reflections 24. Anthem for Doomed Youth by Wilfred Owen a. Cultural and Historical Background b. Owen s War Poems c. Reading Anthem for Doomed Youth

23 23 d. Exploring Major Themes in Anthem for Doomed Youth i. Anti-War ii. De-Humanisation iii. Death iv. Honouring the Dead v. War Propaganda e. Structure of Poem i. Petrarchan Sonnet ii. Use of Rhyme f. Imagery i. Use of Adjectives ii. Expressive Verbs iii. Use of Simile & Metaphor g. Meaning i. Surface Meaning ii. Multi-Layered Meaning iii. Symbolic Meaning h. Inner Emotions i. Feelings ii. Reflections 25. Parable of the Old Man and the Young by Wilfred Owen a. Cultural and Historical Background b. Owen s War Poems c. Reading Parable of the Old Man and the Young d. Exploring Major Themes in Dulce et Decorum Est i. Anti-War ii. Abraham and Isaac iii. Sacrifice iv. Death v. War Propaganda vi. Lack of Humanity in the Authorities e. Structure of Poem i. Iambic Pentameter ii. Use of Assonance iii. Use of Consonance iv. Use of Alliteration f. Imagery iv. Use of Adjectives v. Expressive Verbs vi. Use of Simile & Metaphor g. Meaning iv. Surface Meaning v. Multi-Layered Meaning vi. Symbolic Meaning h. Inner Emotions iii. Feelings iv. Reflections

24 24 3. MODERN DRAMA 26. The Caretaker by Harold Pinter a. Cultural & Historical Background b. Comedy of Menace and the Theatre of the Absurd c. Pinter s Plays and His Method of Writing d. Reading and Acting out The Caretaker e. Setting and Use of Props f. Exploring Major Themes in The Caretaker i. Power Struggles ii. Power Through the Threat of Violence iii. Power Through Patronising iv. Power Through Exaggeration and Boasting v. Power Through Association and Connections vi. Shifting Hierarchies vii. Family Ties viii. Isolation ix. Communication Breakdowns x. The Random Nature of Truth xi. Impossible Dreams xii. Altruism and Charity xiii. Moral Vacuum g. Plot Devices i. Absence of a Theme ii. Contrast of Different Acts h. Character Development i. How the Constant Struggle for Power Affects Each Character ii. Contrast between the two Brothers iii. Roles of Different Characters i. Cultural Impact j. Relevance of The Caretaker Today k. Dramatic Versions & Interpretations l. Pinter s Use of Language in The Caretaker 7. CONTEMPORARY FICTION Students choose one of the following novels 27. Fever Pitch by Nick Hornby a. Read Fever Pitch Individually b. Write Critical Review of Fever Pitch 28. Empire of the Sun by J.G. Ballard a. Read Empire of the Sun Individually b. Write Critical Review of Empire of the Sun 29. The Wasp Factory by Ian Banks a. Read The Wasp Factory Individually b. Write Critical Review of The Wasp Factory 30. Siddhartha by Hermann Hesse a. Read Siddhartha Individually b. Write Critical Review of Siddhartha REVISION AND EXAMS

25 25 YEAR 9 Autumn Term 3. MODERN DRAMA 31. The Death of a Salesman by Arthur Miller a. Cultural & Historical Background b. Tragedy c. Miller s Plays and His Method of Writing d. Reading and Acting out The Death of a Salesman e. Setting and Use of Props i. Seeds ii. Diamonds iii. Stockings iv. The Rubber Hose f. Exploring Major Themes and Motifs in The Death of a Salesman i. The American Dream ii. Capitalism iii. Competition iv. The Rat Race v. Encroaching Urban World vi. Rural Idyll vii. Success and Failure viii. Lack of Self-Knowledge ix. Loss of Purpose x. Nostalgia xi. Abandonment xii. Betrayal xiii. Isolation xiv. Mythic Figures xv. Importance of the Individual xvi. Impossible Dreams g. Plot Devices i. Mobile Concurrences ii. Steam of Consciousness iii. Contrast of Different Acts h. Character Development i. Collapse of Willie Loman ii. Contrast between the two Brothers iii. Roles of Different Characters i. Cultural Impact j. Relevance of The Death of a Salesman Today k. Dramatic Versions & Interpretations l. Miller s Use of Language in The Death of a Salesman m. Personal Reactions and Review of The Death of a Salesman 32. A View From the Bridge by Arthur Miller a. Cultural & Historical Background b. Tragedy c. Miller s Plays and His Method of Writing d. Reading and Acting out A View From the Bridge e. Setting and Use of Props i. High Heels ii. Brooklyn Bridge iii. Italy iv. The Polis

26 26 f. Exploring Major Themes and Motifs in A View From the Bridge i. Informers The McCarthy Trials ii. Betrayal iii. Irrationality iv. Community Law versus American Law v. Sicilian Code of Honour vi. Community vii. Immigration viii. Homosexuality and Masculinity ix. Womanhood x. Shifting Hierarchies xi. Family Ties xii. Isolation g. Plot Devices i. Contrast between the Individual and the Community ii. Contrast and Development of Different Acts h. Character Development i. The Tragic Blinkered Self-Interest of Eddie Carbone ii. Alfieri the Bridge iii. Roles of Different Characters i. Cultural Impact j. Relevance of A View From the Bridge Today k. Dramatic Versions & Interpretations l. Miller s Use of Language in A View From the Bridge m. Personal Reactions and Review of A View From the Bridge 4. PROSE FROM DIFFERENT CULTURES 33. To Kill a Mockingbird by Harper Lee a. Cultural & Historical Background b. Tragedy and Legal Drama c. Lee s Method of Writing d. Reading To Kill a Mockingbird e. Setting and Use of Props i. Mockingbirds ii. Boo Radley f. Exploring Major Themes and Motifs in To Kill a Mockingbird i. Racism and Segregation ii. Good and Evil in Human Nature iii. Innocence and Experience iv. Education v. Moral Education vi. Social Hierarchies and Inequality vii. The Gothic South viii. Small Town Life ix. Social Proprieties and Hypocrisy g. Plot Devices i. Contrast between the Child s and Adult s View of the World ii. Contrast and Development of Different Chapters h. Character Development i. The Moral Voice of Atticus Finch ii. Scout s Journey from Innocence to an Adult Understanding of the World iii. Jem s Struggle with Disillusionment iv. Roles of Different Characters i. Cultural Impact j. Relevance of To Kill a Mockingbird Today k. Dramatic Versions & Interpretations l. Lee s Use of Language in To Kill a Mockingbird m. Personal Reactions and Review of To Kill Amockingbird

27 27 Spring Term 1. SHAKESPEARE 34. Julius Caesar a. Cultural & Historical Background b. Tragedy c. Shakespeare s Plays and His Method of Writing d. Reading and Acting out Julius Caesar e. Setting and Use of Props i. Rome ii. Letters iii. Women and Wives f. Exploring Major Themes and Motifs in Julius Caesar i. Fate versus Free Will ii. Public Self versus Private Self iii. Misinterpretations and Misreadings iv. Inflexibility versus Compromise v. Rhetoric vi. Power vii. Honour viii. Patriotism ix. Friendship x. Betrayal xi. Conspiracy xii. Ambition xiii. Absolute Authority xiv. Omens and Portents g. Plot Devices i. Contrast between the Individual and the Community ii. Contrast and Development of Different Acts h. Character Development i. The Fate of the two Protagonists, Julius Caesar and Brutus ii. The Manipulative Mark Antony iii. Roles of Different Characters i. Cultural Impact j. Relevance of Julius Caesar Today k. Dramatic Versions & Interpretations l. Shakespeare s Use of Language in Julius Caesar m. Personal Reactions and Review of Julius Caesar

28 28 2. LITERARY HERITAGE POETRY 35. Goblin Market by Christina Rossetti a. Cultural and Historical Background b. Rossetti s Romantic Poems c. Reading Goblin Market d. Exploring Major Themes and Motifs in Goblin Market i. Feminism ii. Sexuality iii. Forbidden Fruits Adam and Eve iv. Victorian Social Mores v. Sisterly Love vi. Drug Addiction e. Structure of Poem i. Use of Couplets ii. Irregular Rhyme Scheme f. Imagery i. Use of Adjectives ii. Expressive Verbs iii. Use of Simile & Metaphor g. Meaning i. Surface Meaning ii. Multi-Layered Meaning iii. Symbolic Meaning h. Inner Emotions i. Feelings ii. Reflections i. Personal Reactions and Review of Goblin Market 36. Remember by Christina Rossetti a. Cultural and Historical Background b. Rossetti s Romantic Poems c. Reading Remember d. Exploring Major Themes in Remember i. Loss and Regret ii. Letting Go iii. Death iv. Remembrance and Forgetting e. Structure of Poem i. Sonnet ii. Use of Rhyme iii. Contrast between Verses f. Imagery i. Use of Adjectives ii. Expressive Verbs iii. Use of Simile & Metaphor g. Meaning i. Surface Meaning ii. Multi-Layered Meaning iii. Symbolic Meaning h. Inner Emotions iii. Feelings iv. Reflections i. Personal Reactions and Review of Remember

29 Up-Hill by Christina Rossetti a. Cultural and Historical Background b. Rossetti s Romantic Poems c. Reading Up-Hill d. Exploring Major Themes in Up-Hill i. Life s Arduous Journey ii. The Afterlife e. Structure of Poem i. Use of Rhyme f. Imagery i. Use of Adjectives ii. Expressive Verbs iii. Use of Simile & Metaphor g. Meaning i. Surface Meaning ii. Multi-Layered Meaning iii. Symbolic Meaning h. Inner Emotions v. Feelings vi. Reflections i. Personal Reactions and Review of Up-Hill Summer Term 6. CONTEMPORARY POETRY 38. The British (Serves 60 million) by Benjamin Zephaniah a. Cultural and Historical Background b. Zephaniah s Oeuvre c. Reading The British (Serves 60 million) d. Exploring Major Themes in The British (Serves 60 million) i. British History ii. Multi-Cultural Britain iii. Immigration iv. Cultural Melting Pot e. Structure of Poem i. Irregular Rhyme ii. Rhythm of poem f. Imagery i. Use of Adjectives ii. Expressive Verbs iii. Use of Simile & Metaphor g. Meaning i. Surface Meaning ii. Multi-Layered Meaning iii. Symbolic Meaning h. Inner Emotions vii. Feelings viii. Reflections i. Personal Reactions and Review of Talking Turkeys