DEPARTMENT CURRICULUM AND ASSESSMENT OUTLINE 2016-17 Department:
English Year Group: 7 Course Code (TGS KS3, KS4, KS5): KS3
Teaching, learning and assessment during the course:
Timing
Unit Title
(Weeks, half terms)
(as applicable)
(2 weeks) Autumn H.Term 1
Induction unit: An introduction to studying texts with an analytical perspective.
Key Question
How will we know that pupils can answer the key question(s)? End product/ongoing assessment (Knowledge, skills, understanding, application) Data that will inform assessment during assessment period
Texts in Time 1: From Medieval to Renaissance
How would you start to analyse a text that you have not seen before? How does the writer present the hero in the text?
How do writers of this period present the battle between good and evil in their texts? How has this changed over time? How does Shakespeare create comedy in his plays?
Autumn H. Term 2
Texts in Time 2: From Medieval to Renaissance
Spring H.Term 1
Shakespeare: Comedies
Spring H.Term 2
The History and How has detective fiction Practice of Detective changed over time? Fiction
R: Department Curriculum and Assessment Outlines 2016‐17
Individual annotation of a short unseen passage. Essay response to: How does the writer present the hero in Beowulf?
Participation in mock‐radio show ‘Medieval Moments’ – discussing presentation of ‘good and evil’ in the range of texts studied.
Oral work: Group video or presentation of a scene which demonstrates awareness of how best to emphasise comic aspects. Students are to produce a piece of detective fiction, featuring their own detective and demonstrating an awareness of generic conventions.
Key Themes of the unit e.g. grammar, processes, events, styles
Study of Rosemary Sutcliffe’s modern re‐working of Beowulf Story of ‘Sir Gawain and the Green Knight’; extracts from Chaucer, Everyman and Dr.Faustus
Study of a Shakespearean Comedy – variation between classes. Might include: The Comedy of Errors, The Tempest, A Midsummer Night’s Dream, Much Ado about Nothing A selection of work by Conan Doyle and Agatha Christie.
DEPARTMENT CURRICULUM AND ASSESSMENT OUTLINE 2016-17 How can I write a successful piece of detective fiction?
Assessment during Spring term will be based upon exercise book and oral work throughout the term.
Summer H.Term 1
How to be a journalist
Summer H.Term 2
Specialist Unit
What decisions do journalists take when writing a story? How can I produce successful news, feature, interview and comment pieces? Different for each class group
R: Department Curriculum and Assessment Outlines 2016‐17
Timed, in‐lesson response to writing question, which will ask students to produce a news story, feature article or comment piece in response to a prompt.
Creative project
This unit has a writing focus and will require students to write with speed and accuracy as well as imagination.
Teacher to decide on a ‘specialist unit’ suited to their teaching group – examples include ‘Sonnets’, ‘Can poetry change the world?’
DEPARTMENT CURRICULUM AND ASSESSMENT OUTLINE 2016-17 Department:
English
Year Group: 8 Course Code (TGS KS3, KS4, KS5): KS3
Teaching, learning and assessment during the course:
Timing
Unit Title
(Weeks, half terms)
(as applicable)
Autumn H.Term 1
Texts in Time: Renaissance to Romantics
Autumn H.Term 2
Key Question
How will we know that pupils can answer the key question(s)? End product/ongoing assessment (Knowledge, skills, understanding, application) Data that will inform assessment during assessment period
Texts in Time: Renaissance to Romantics
How does literature change and develop from the Renaissance to the Romantic era? How can we draw connections between writers’ work and their historical and social context (e.g. Swift/Romantic poets etc.)? How does literature change and develop from the Renaissance to the Romantic era? How can we draw connections between writers’ work and their historical and social context (e.g. Swift/Romantic poets etc.)?
R: Department Curriculum and Assessment Outlines 2016‐17
Key Themes of the unit e.g. grammar, processes, events, styles
Study of a range of key extracts Gulliver’s Travels by Swift
Through ongoing oral work and exercise book assessment
A range of Blake poetry from Songs of Innocence and Experience
KA (Essay response): Compare and contrast the way in which Blake presents the natural world in two or more of his poems.
DEPARTMENT CURRICULUM AND ASSESSMENT OUTLINE 2016-17 Spring H.Term 1
Shakespeare: Histories
Spring H.Term 2
Gothic Fiction
Summer H.Term 1
How to be a Biographer
Summer H.Term 2
Specialist Unit
What are the key themes and concerns in Shakespeare’s History plays? How has Gothic fiction changed over time? How can I write a successful piece of Gothic fiction? What are the conventions of biography writing? How has biography writing changed over time? Varies between groups/classes
R: Department Curriculum and Assessment Outlines 2016‐17
Oral work (performance of key scene from play in groups) and ongoing exercise book assessment
Choice for different classes from: Richard III, Henry V, Anthony and Cleopatra
Extract booklet with selection of key Students are to produce a piece of gothic fiction, demonstrating an awareness of generic conventions. Gothic texts (Approx 1,000 words) Can be hand‐written or typed To be completed at home. Timed writing of part of a biography of a famous person. Students will be given factual information regarding the person and challenged to write an extract from their biography. (1 hour)
Extracts from a range of biographies used as stimulus for students’ own writing
Specialist topic will have a link to an aspect of seminal world literature
DEPARTMENT CURRICULUM AND ASSESSMENT OUTLINE 2016-17 Department:
English
Year Group: 9 Course Code (TGS KS3, KS4, KS5): KS3
Teaching, learning and assessment during the course:
Timing
Unit Title
(Weeks, half terms)
(as applicable)
Autumn H.Term 1
Texts in Time: Victorian to Modernism
Autumn H.Term 2
Spring H.Term 1
Key Question
How will we know that pupils can answer the key question(s)? End product/ongoing assessment (Knowledge, skills, understanding, application) Data that will inform assessment during assessment period
Texts in Time: Victorian to Modernism
Shakespeare: Tragedy
How does Literature change and develop from the Victorian to the Modernist era? How far does The Strange Case of Dr Jekyll and Mr Hyde reflect the concerns and style of Victorian novels? How does Literature change and develop from the Victorian to the Modernist era? To what extent did WW1 impact upon literary style and content? What are the conventions of literary tragedy? How far can the protagonist be
R: Department Curriculum and Assessment Outlines 2016‐17
KA: Essay response to question, timed in class, response to the novel: starting with this extract, discuss how far Jekyll and Hyde is typical of Victorian novels.
Key Themes of the unit e.g. grammar, processes, events, styles
Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson with additional extracts from other Victorian texts
Collection of extracts from Modernist texts Collated collection of WWI poetry On‐going assessment of exercise books
Group Oral performance of key scene from tragedy with oral analysis/review of tragic elements.
Choice of Shakespearean tragedy from Othello, King Lear
DEPARTMENT CURRICULUM AND ASSESSMENT OUTLINE 2016-17 considered a tragic hero? Spring H.Term 2
How to be a Lawyer
Summer H.Term 1
Bildungsroman
Summer H.Term 2
Bildungsroman
How can I develop the skills of a successful orator/rhetorician? What are the conventions of a bildungsroman? How does Lee successfully draw upon the conventions of bildungsroman in TKAM?
R: Department Curriculum and Assessment Outlines 2016‐17
KA: Timed, in‐class speech writing.
Summer Exam
KA: Creative response/model‐making to draw comparisons between TKAM and one other text as bildungsroman.
A range of classic speeches Twelve Angry Men by Reginald Rose To Kill A Mockingbird by Harper Lee An additional Bildungsroman of students’ own choice
DEPARTMENT CURRICULUM AND ASSESSMENT OUTLINE 2016-17 Department:
English
Year Group: 10 Course Code (TGS KS3, KS4, KS5):KS4
Teaching, learning and assessment during the course:
Timing
Unit Title
(Weeks, half terms)
(as applicable)
Key Question
Autumn H.Term 1
Creative Writing Can I find my writing
How will we know that pupils can answer the key question(s)? End product/ongoing assessment (Knowledge, skills, understanding, application) Data that will inform assessment during assessment period
voice and write with confidence and accuracy for a range of purposes?
Key Themes of the unit e.g. grammar, processes, events, styles
‐
A focus on finding students’ own writing ‘voice.’
English Language Paper 1 8700/1 Section B Timed in‐class; selected piece of creative writing into externally printed anthology
Autumn H.Term 2
Spring H.Term 1
th
19 Century Novel
Modern Novel
How do writers construct their novels in order to convey their ideas? How do I offer convincing analysis and exploration of the novel? How do writers construct their novels in order to convey their ideas about the world around them?
R: Department Curriculum and Assessment Outlines 2016‐17
Frankenstein; Great Expectations; Pride and Prejudice English Literature Paper 1 8702/1 Section B Timed in‐class
Lord of the Flies; Never Let Me Go English Literature Paper 2 8702/2 Section A Timed in‐class
DEPARTMENT CURRICULUM AND ASSESSMENT OUTLINE 2016-17 How do I offer convincing analysis and exploration of the novel?
Spring H.Term 2
Paper 1 and Can I understand Paper 2: English complex, unfamiliar texts and analyse how Language English Language Paper 1 8700/1 Section A writers have Timed in‐class constructed them to
Resource pack of literary fiction and non‐fiction extracts
convey meaning?
Summer H.Term 1
What techniques to AQA Power and Conflict; AQA Love Poetry and Relationships; resource pack of Cluster/Unseen writers use to convey meaning in poetry and unseen poems Poetry English Literature Paper 2 8702/2 Section B can I compare both Timed in‐class seen and unseen poems?
Summer H.Term 2
Wider reading project
How do I offer convincing analysis KA End of Year Exam: English Literature and exploration of my Paper 2 8702/2 Section C (Unseen Poetry) text? How do I Timed in exams hall personally respond to my text?
R: Department Curriculum and Assessment Outlines 2016‐17
Determined by each student
DEPARTMENT CURRICULUM AND ASSESSMENT OUTLINE 2016-17 Department:
ENGLISH
Year Group: 11 Course Code (TGS KS3, KS4, KS5): KS4
Teaching, learning and assessment during the course:
Timing
Unit Title
(Weeks, half terms)
(as applicable)
Autumn H.Term 1
Shakespeare
Autumn H.Term 2
Key Question
How will we know that pupils can answer the key question(s)? End product/ongoing assessment (Knowledge, skills, understanding, application) Data that will inform assessment during assessment period
Paper 2 Revision 19th C Novel Revision
How does Shakespeare use form, language and structure to shape meaning in his plays? How does a knowledge of context inform our understanding of the play? How can I improve my ability to tackle unseen non‐fiction analytically? How does the writer use form, language and structure to shape meaning? How does a knowledge of context inform our understanding of the play as a whole?
R: Department Curriculum and Assessment Outlines 2016‐17
Key Themes of the unit e.g. grammar, processes, events, styles
One of: Macbeth, The Tempest, The Merchant of Venice, will be studied. Exam Practice Question (Specimen paper) from AQA completed timed in class
KA Paper 2: Writing section
Paper 2 Extracts Great Expectations, Frankenstein or Pride and Prejudice
DEPARTMENT CURRICULUM AND ASSESSMENT OUTLINE 2016-17 Spring H.Term 1
Spring H.Term 2
Summer H.Term 1
How do poets explore the theme of conflict/relationships in their poems? How can I explore the ways in which writers use form, language and structure to shape meaning in an unseen poem? English Language How can I improve my ability to explore Paper 1 Revision unseen fiction analytically for English Teacher directed Language Paper 1? revision as per group’s needs Teacher directed revision as per group’s needs
Poetry revision – Conflict/Relationships and Unseen practice Modern Novel Revision
R: Department Curriculum and Assessment Outlines 2016‐17
Mock in Jan on Paper 2 (Reading only) and 19th Century Novel KA: Paper 1 GCSE style assessment
Selection of poetry selected by AQA on Conflict or Relationships Lord of the Flies or Never Let Me Go
Paper 1 Extract resources
DEPARTMENT CURRICULUM AND ASSESSMENT OUTLINE 2016-17 Department:
English
Year Group: Course Code (TGS KS3, KS4, KS5):
Teaching, learning and assessment during the course: Timing (Weeks, half terms)
Unit Title (as applicable)
Key Question
Autumn H.Term 1
The Great Gatsby A Streetcar Named Desire
How does Fitzgerald use form, language and structure to shape meaning in The Great Gatsby? How can I draw comparisons between The Great Gatsby and an unseen extract? How does Williams use form, language and structure to shape meaning? How have critics interpreted Streetcar? What impact does an appreciation of context have on our understanding of the play? How does Shakespeare present key themes/characters in
Autumn H.Term 2
Hamlet
R: Department Curriculum and Assessment Outlines 2016‐17
How will we know that pupils can answer the key question(s)? End product/ongoing assessment (Knowledge, skills, understanding, application) Data that will inform assessment during assessment period
Key Themes of the unit e.g. grammar, processes, events, styles
The Great Gatsby by F.Scott Fitzgerald A Streetcar Named Desire by Tennessee Williams KA1: Summer task (Close analysis of opening of The Great Gatsby) KA2: Exam style H072/02 essay on Streetcar KA3: Exam style H072/02 essay on Gatsby
KA4: Exam style H072/01 essay on Paradise Lost
Paradise Lost books 9 and 10 by John Milton Hamlet by Shakespeare
DEPARTMENT CURRICULUM AND ASSESSMENT OUTLINE 2016-17 Paradise Lost Books 9 and 10
Spring H.Term 1
Spring H.Term 2
Summer H.Term 1 Summer H.Term 2
Hamlet? How have people interpreted Hamlet differently? How does Milton use language and verse form to shape meaning in Paradise Lost? To what extent does an understanding of context influence our reading of Paradise Lost? See above
Hamlet Paradise Lost Books 9 and 10 Revision of The Great Gatsby Paradise Lost Books 9 and 10 Revision
KA5: Exam style H072/01 essay on Hamlet
Close reading Coursework on Streetcar/Poetry text for independent comparative coursework
R: Department Curriculum and Assessment Outlines 2016‐17
Draft of Streetcar coursework to be completed by Sep of Y13
DEPARTMENT CURRICULUM AND ASSESSMENT OUTLINE 2016-17
R: Department Curriculum and Assessment Outlines 2016‐17
DEPARTMENT CURRICULUM AND ASSESSMENT OUTLINE 2016-17 Department:
English
Year Group: 13
Course Code (TGS KS3, KS4, KS5): KS5
Teaching, learning and assessment during the course:
Timing
Unit Title
(Weeks, half terms)
(as applicable)
Autumn H.Term 1 Teacher 1 Teacher 2
Introduction to American Literature The Grapes of Wrath A Doll’s House
Autumn H.Term 2
Key Question
How will we know that pupils can answer the key question(s)? End product/ongoing assessment (Knowledge, skills, understanding, application) Data that will inform assessment during assessment period
How has American Literature changed over time? What are some of the main themes and concerns which underpin American Fiction from 1880‐1940? How does Steinbeck’s novel connect to the wider landscape of American literature? How does Ibsen present the key themes and ideas in A Doll’s House? How has A Doll’s House been interpreted over time? The Grapes of Wrath How have critics interpreted The Grapes of Wrath? How can I
R: Department Curriculum and Assessment Outlines 2016‐17
H472/2 Comparative and Contextual Study – Q1 KA1: A Streetcar Named Desire close‐analysis coursework task
KA2: H472/2 Comparative and Contextual Study – Q2 on The Grapes of Wrath and The Great Gatsby
Key Themes of the unit e.g. grammar, processes, events, styles
Extract booklet of texts for American Fiction intro. The Grapes of Wrath by John Steinbeck A Doll’s House by Ibsen
The Grapes of Wrath/The Great Gatsby
DEPARTMENT CURRICULUM AND ASSESSMENT OUTLINE 2016-17
Spring H.Term 1
Spring H.Term 2
Summer H.Term 1
Revision of Paradise Lost/links to A Doll’s House Revision of The Great Gatsby Revision of Hamlet Comparative Coursework
draw comparisons between The Grapes of Wrath and The Great Gatsby? How do Milton and Ibsen portray various themes and ideas in their texts? How can I draw apt comparisons and contrasts between The Great Gatsby and The Grapes of Wrath? How does Shakespeare use form, language and structure to shape meaning in Hamlet? Wider reading of How does an additional American Literature author from the OCR suggested text list approach the key themes and concerns of American Fiction between 1880‐1940?
Revision
Paradise Lost Books 9 and 10 and A Doll’s House
KA3: January mock on A Doll’s House and Paradise Lost KA3: January mock on American Literature
KA4: Comparative coursework mark
R: Department Curriculum and Assessment Outlines 2016‐17
.The Great Gatsby/The Grapes of Wrath Hamlet Two texts: Poetry collection and novel of students’ own choosing
Additional text from one of the following: Native Son by Richard Wright; The Portrait of a Lady by Henry James; Adventures of Huckleberry Finn by Mark Twain; Sister Carrie by Theodore Dreiser; My Antonia by Willa Cather; The Age of Innocence by Edith Wharton; The Sound and the Fury by William Faulkner; A Farewell to Arms by Ernest Hemingway.
DEPARTMENT CURRICULUM AND ASSESSMENT OUTLINE 2016-17
R: Department Curriculum and Assessment Outlines 2016‐17
