| Unit | Content |
|---|---|
| Unit 1 Dystopian writing | Students read a range of dystopian texts and produce a piece of creative writing using the knowledge they acquire over the unit. They learn to craft the opening scene of a dystopian novel. Students are introduced to an advanced vocabulary which they can use in their writing. Extracts include: Divergent by Veronica Roth, 1984 by George Orwell, Never Let Me Go by Kazuo Ishiguro, The Ones Who Walk Away from Omelas by Ursula K. Le Guin, The Supreme Lie by Geraldine McCaughrean, Fahrenheit 451 by Ray Bradbury, War of the Worlds by H. G. Wells and The Handmaid's Tale by Margaret Atwood. Key knowledge developed:
Key skills developed:
Assessment: Over the course of the unit, students meticulously craft the opening to a dystopian novel, focusing on descriptive writing and the creation of world and character. The skills and knowledge developed in this unit are also tested in the second formal assessment, in Term 5, where students write a descriptive piece inspired by an image. |
| Unit 2 | Students read Susan Hill's The Woman in Black, developing their understanding of how to annotate a text and construct analytical point-evidence-explanation paragraphs. The novel prepares students for their work in English at KS4 by providing opportunities to learn from the writer's complex language choices, interesting structural devices and nods to the themes and style of nineteenth-century fiction. Key knowledge developed:
Key skills developed:
Assessment: Learning is assessed through an exam-style assessment at the beginning of Term 3. Students are expected to explore and analyse ideas from the text and then to produce a piece of creative writing in a style similar to Susan Hill's. |
| Unit 3 Romeo and Juliet | Students explore and understand Shakespeare's Romeo and Juliet. They read the text in its entirety and have the opportunity to see an adaptation of the play. This unit provides a context in which students develop their exam technique and their skills in written analysis. Key knowledge developed:
Key skills developed:
Assessment: Students are assessed in class at the end of the unit. They are given an extract from the play and required to write an extended essay response building on skills they have developed in previous units. Demonstrating their understanding of how Shakespeare creates interesting characters will be key. |
| Unit 4 Taking a Stand | Students explore a number of powerful speeches on a diverse range of topics. These provide inspiration for speeches of their own, which they present to the class at the end of the unit. Students explore what contributes to a successful and inspirational speech and attempt to replicate these features in their own writing. They also develop essential skills relating to presenting ideas and responding to questions. Texts studied: A range of contemporary speeches by David Attenborough, Emma Gonzalez, Katlego Kolanyane-Kesupile, Suriya Aisha, Amanda Gorman, Michelle Obama and poet Tomfoolery will be studied as part of this unit. Key knowledge developed:
Key skills developed:
Assessment: Students are required to write their own inspirational speech in response to a given brief. Students present their speeches in front of their peers and take questions from the audience. |
| Unit 5 Modern Drama | Students explore a piece of contemporary drama as a way of developing an understanding of theatrical forms. They learn how Ancient Greek theatre can influence modern writing and how playwrights make theatrical choices to elicit strong emotions from an audience. Students are given the opportunity to see a modern adaptation of the play as part of the unit. Text studied: A View from the Bridge by Arthur Miller. Key knowledge developed:
Key skills developed:
Assessment: In this unit, students are assessed on their understanding of a key theme or character from the play. This can take a range of forms. Students may be required to produce a poster presentation, an extended essay or a viva-style discussion about the play. |
