Autumn

Greek Myths and Legends

How can we produce a well-written story which engages and entertains the reader? 

A range of myths and legends from Ancient Greece.

These include the stories of Prometheus; Pandora; Narcissus and Echo; Persephone; Odysseus; King Midas and others. 

This unit is not formally assessed but will conclude with students writing their own Greek myth.

Spring 1

Novel: The Girl of Ink and Stars

How do writers present interesting characters,  create engaging storylines and describe settings in their novels?

Students will read an award-winning 21st century novel: The Girl of Ink and Stars. As well as enjoying the story and appreciating the writer’s craft, this novel will act as a springboard for the students' own writing.

In this assessment, students will firstly answer questions about key information they have learned during the unit/ They will then produce a piece of creative writing, inspired by the novel.

Spring 1 and 2

Introduction to Persuasive Writing

How can we use persuasive techniques in our writing, in order to express our views in a convincing, powerful way?

Students will explore an anthology of persuasive, non-fiction texts. They will learn how to identify persuasive techniques and consider their effect before ultimately producing persuasive writing of their own.

Students will be presented with a topical issue and will then write a piece of persuasive writing about this.

Poetry

How do writers use language and poetic techniques to shape the meaning of their poems?

A range of poems from a bespoke anthology. This anthology includes ‘classic’ poems by the likes of William Blake and William Wordsworth, as well as modern poems from poets such as Grace Nicolls and Imtiaz Dharker. 

Students will learn to write analytically about poems, using quotations as evidence and analysing the writer’s use of language and techniques. 

In this assessment, students will identify poetic techniques from a poem and then write analytical paragraphs about two of the poems from the anthology. 

 Summer 2

Introduction to Shakespeare

Who was William Shakespeare? Why do we continue to study his plays to this day? 

Extracts from some of Shakespeare’s most famous plays such as Macbeth, The Tempest and A Midsummer Night’s Dream. As well as exploring themes and characters in these plays, students will explore the historical context to William Shakespeare’s plays. 

This unit is not formally assessed, but there will be opportunities for students to be informally assessed for their non-fiction and oral skills. 

Imaginative and Creative Writing

How do writers craft their stories in a way which affects and engages the reader?

An anthology of prose extracts from across the last two centuries. 

Students will develop an appreciation of many different fictional styles, genres and techniques.

In this assessment, students will answer questions about key information from the unit and then produce a piece of creative writing based on some prompts they are given. 

Novel Study: How High the Moon

How do writers use language and structure to create atmosphere and to convey meaning?

An engaging, thought-provoking contemporary novel called How High the Moon. As well as being a gripping story, this novel deals with the important themes of social and racial injustice.

This unit is not assessed, but contains a number of analytical and creative writing tasks.

Julius Caesar/Rhetoric

How is rhetoric used for effect in Shakespeare’s Julius Caesar?

How can we use rhetorical devices effectively in our own writing?

Shakespeare’s historical tragedy, Julius Caesar.

Students will write an analytical essay about a key scene from Julius Caesar. 

They will also write their own speech using techniques explored in the study of Julius Caesar.

Non-fiction: reading

How do writers express their views in non-fiction texts?

How can we make comparisons between writers’ attitude and opinions?

An anthology of non-fiction texts expressing viewpoints and opinions about a range of issues.

This unit is not formally assessed but will provide opportunities for students to produce analytical writing which explores and compares non-fiction texts.

Non-fiction: writing

How can we write for a purpose and for an audience?

A range of non-fiction texts written in different styles and for different purposes.  

This unit is not formally assessed, but it will include opportunities for students to produce their own portfolio of  non-fiction writing.  

Short Stories

How do writers use language and structural techniques to engage the reader?

An anthology featuring a range of classic short stories, the majority of them written during the 20^th century. Students will analyse these stories as well as using them as a springboard for their own creative writing.

Students will produce a piece of descriptive or creative writing based on a prompt they are given.

Shakespeare: Much Ado About Nothing

How does Shakespeare use language to present characters and themes?

Shakespeare’s romantic comedy, Much Ado About Nothing. Students will also re-cap and develop their knowledge of the social and historical context to Shakespeare’s plays.

In this assessment, students will answer an essay question based partly on an extract from the play.

This task will test students’ ability to write analytically about Shakespeare’s language, presentation of characters and intentions.

Poetry: Relationships

How do writers use language, poetic techniques and structure to present feelings and ideas?

How we make connections between the language and themes in poems?

An anthology of classic poems all based around the theme of relationships. 

Students will explore and analyse these poems, considering contextual factors that will have influenced the production of the poem.

This unit is not formally assessed but students will have many opportunities to develop analytical writing skills. They will compare pairs of poems they have studied in the Relationships Poetry anthology. Students will be encouraged to analyse language, techniques and structure, considering how these create meaning. They will also be required to make insightful connections between their two chosen poems.

Protest Writing/Speeches

How do writers express viewpoints and feelings through their writing?

A range of speeches, poems, prose extracts and non-fiction texts which are all united by the way in which they protest about issues. Students will learn the skills of rhetoric and explore the way these are used in a variety of texts.

In this unit, students will not be assessed for their writing but will prepare and perform a speech to the class. Students will be allowed to choose their own topic – something they feel passionately about. This unit will prepare students for their GCSE English course which also requires students to deliver a speech to the class.

The Crucible

How do writers use language to convey important themes and ideas?

Arthur Miller’s classic play, The Crucible.

This unit is not formally assessed, but students will produce a number of pieces of creative and analytical writing about the play.