Year 9
Conflict
Is conflict inevitable?
Autumn 2
Conflict
Is conflict inevitable?
Suggested Texts
*‘Shakespeare:
‘Romeo and Juliet’
‘Henry V’
‘Much Ado’
‘Twelfth Night’
*To be confirmed
awaiting KS4 choice. Yr 9
choice to be agreed by
CMa/CSl.
Assessed Outcomes
Suggested Texts
‘Journey’s End’
World War One poetry
Letters
‘Private Peaceful’
1.Analytical essay: How
does Shakespeare
present conflict within
(character/relationship)
in (text)?
3.Analytical, critical
comparison chart: How
do (writers) present
the theme of conflict in
(text) and (text)?
Refer closely to details
from the extract to
support your answer.
(A01,2)
Refer closely to details
from the play and
poems/other texts to
support your answer.
(AO1,2,4)
2. SP&G
Assessed Outcomes
4.Descriptive writing:
using a visual stimulus,
create a piece of
writing that uses
descriptive language
appropriately (A05/6)
5. SP&G
Spring 1
19th century prose and
poetry
What does studying the
novel tell you about life in
the 19th century?
Suggested Texts
Short stories eg Poe (The Tell
Tale Heart), HG Wells (The
Red Room), Hemingway (The
End of Something)
Conan Doyle,
Modern Masters anthology
Frankenstein
Jane Eyre
Oliver Twist
Assessed Outcome
Spring 2
19th century prose
and poetry
What does studying the
novel tell you about life
in the 19th century?
Suggested Texts
The Brownings (not
‘The Laboratory – yr 8)
Tennyson
Christina Rossetti
The Romantics (check
KS4)
Gerard Manley Hopkins
John Clare
Summer 1
Political prose
What political statements
can literature make?
Summer 2
Political prose
What political
statements can
literature make?
Suggested Texts
‘Of Mice and Men’
or
‘Noughts and Crosses’
Dystopia – short stories,
‘The Hunger Games’
Non fiction –focus on
speeches, letters
Assessed Outcome
Assessed Outcome
Assessed Outcome
1.Analytical genre
conventions based essay
question:
How does (writer) use
gothic genre conventions
in (text)?
(Lit AO1,2 and 4)
4.Critical comparison
of 2 poems - using
structure of unseen
question
Write about both
poems and their effect
on you. Show how
they are similar and
how they are
different.
(Lit A01, 2, 3)
(Lang A03)
1&2.Transactional
writing –resource
portfolio of novel
studied Two pieces of
writing to be used as
resources for future
pupils, e.g. report,
review, leaflet, blog,
article, letter,
interview, showing
historical context of
novel studied and
context in which it’s
being read now.
(AO5/6)
4.A formal speech
including notes,
using a range of
persuasive
techniques
(AO7,8,9)
2.Creative prose writing
plan, and complete gothic
story:
Using a visual stimulus,
create a plan for an entire
narrative and write the
opening in a gothic style.
(A05/6)
3. SP&G
5. Close reading
activity: based on
writings from, and
article about David
Livingstone. (A01,2,4)
6. SP&G
3. SP&G
5.Close reading
Activity (Non-fiction
comparison)
(A01,2,3)
6. SP&G
Year 8
Autumn 1
Monarchy, Magic, Mortality.
Autumn 2
Monarchy, Magic,
Mortality.
Spring 1
Slavery: should we
apologise for the past?
Suggested texts
Shakespeare:
‘Macbeth’
Monologue poems
Suggested texts
Suggested texts
‘Pirates’ Celia Rees
‘The Boy In The Striped
Pyjamas’ John Boyne
Assessed Outcomes
Assessed Outcomes
1. Critical comparison of
‘Macbeth’ soliloquy and
‘The Laboratory’ How do
the writers present the
characters in ‘The
Laboratory’ and
‘Macbeth’?
3. Monologue creative
writing: Write your
own dramatic
monologue with
commentary
explaining the
techniques used to
create the ‘voice’ (not
necessarily a poem)
2. SP&G test
Spring 2
Slavery: should we
apologise for the
past?
Suggested texts
‘Treasure Island’
extracts
Summer 1
Rhetoric: can rhetoric
change history?
Summer 2
Rhetoric: can rhetoric
change history?
Suggested texts
‘Animal farm’ George
Orwell
Suggested texts
‘Boy Overboard’ Morris
Gleitzman
Assessed Outcomes
Assessed Outcomes
Assessed Outcomes
Assessed Outcomes
1.Debate: Should
Bristol apologise for
its part in the slave
trade?
4. Explanatory and
persuasive apology
letter to the major of
Bristol. Should
Bristol apologise for
its part in the slave
trade?
1.Character based
question response (not
necessarily an essay)
for ‘Animal Farm’: How
does Orwell present the
character of Squealer?
(Boxer for
differentiation – the
effects of the
persuasive techniques
on him)
3.Analytical and
discursive essay: Can
rhetoric change
history?
2.Descriptive writing:
Bristol docks during
the slave trade.
5. SP&G
3. SP&G
4. SP&G
4.SP&G
2. SP&G
Towards year 9:
Towards year 9:
Towards year 9:
Towards year 9:
Towards year 9:
Towards year 9:
Conflict: critical comparison
chart
19th Century: creative
writing
Conflict: descriptive
writing
Political prose:
transactional writing
and formal speech
Political prose:
transactional writing
19th C: analytical gothic
genre conventions based
question
Conflict: analytical
essay
Year 7
Autumn 1
Identity
What does our language
heritage tell us about
ourselves?
Autumn 2
Identity
What does our language
heritage tell us about
ourselves?
Spring 1
Romance, fantasy and
fairy tales
How does fantasy
reflect reality?
Spring 2
Romance, fantasy and
fairy tales
How does fantasy
reflect reality?
Summer 1
Shakespeare: ‘A
Midsummer Night’s
Dream’
Summer 2
The Tudors
Does ultimate power
corrupt?
Suggested texts:
‘Wonder’ R.J. Palacio
‘Boy’ Roald Dahl
‘Fire, Bed & Bone’
Henrietta Branford
Chaucer: General
Prologue
Assessed outcomes:
Suggested texts:
Suggested texts:
‘Coraline’ Neil Gaiman
Various fairy tales and
interpretations of them
Ballad poetry
King Arthur legend
story
Assessed outcomes:
Suggested texts:
Suggested texts:
Shakespeare:
‘MSND’
Suggested texts:
‘VIII’ H.M.Castor
Assessed outcomes:
Assessed outcomes:
Assessed outcomes:
1.Non-fiction language
autobiography: recount
an element of your
idiolect.
4..Close reading
activity: How does
Chaucer present the
character of (…) in ‘The
General Prologue’?
1.Close reading
activity: ‘The Lady Of
Shallot’ ballad poem.
4.Persuasive and
informative leaflet:
about a castle for a
chosen audience.
1.’MSND’ analytical
answer: How does
Shakespeare use the
setting of the forest to
influence the
characters?
1.Discursive and
analytical essay (Eng &
Hist): was Henry VIII a
tyrant or a great
monarch?
2. 1st person narrative
Plan and complete
narrative.
Assessed outcomes:
5. SP&G test
3. SP&G test
2.Creative writing:
modern
interpretation of a
fairy tale, using
conventions of the
genre.
5. SP&G test
2. Writing, editing and
performance: A
modern version of a
scene from ‘MSND’
2.Empathy writing: from
the point of view of one
of Henry VIII’s wives
Final SP&G test
3. SP&G test
3. SP&G test
Towards year 8:
Towards year 8:
Towards year 8:
Towards year 8:
Towards year 8:
Towards year 8:
Slavery: descriptive
writing
Monarchy: dramatic
monologue
Rhetoric: analysing
language
Monarchy: reading of
‘Macbeth’ and poem.
Rhetoric: close
reading/character based
question
Monarchy: dramatic
monologue
Monarchy: reading of
‘Macbeth’ and poem.
Slavery: letter
Monarchy: ‘Macbeth’
analysis
Slavery: speaking to an
audience
Rhetoric: essay
New GCSE Assessment Objectives
English Language
Reading
A01 Identify and interpret explicit and implicit information and ideas
Select and synthesise evidence from different texts
A02 Explain, comment and analyse how writers use language and structure to achieve
effects and influence readers, using
relevant subject terminology to support their views
A03 Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts
A04 Evaluate texts critically and support this with appropriate textual references
There is an increased emphasis on analysis and evaluation and on providing supporting textual reference
Synthesis of information from different texts is now a requirement
Writing
A05 Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes
and audiences.
Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts
A06
Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect with accurate spelling and
punctuation.
Increased weighting and emphasis on technical accuracy
Spoken Language
A07 Demonstrate presentation skills in a formal setting
A08
Listen and respond appropriately to spoken language, including to questions and feedback to presentations
A09
Use spoken Standard English appropriately and effectively in speeches and presentation.
English Literature
A01 Read, understand and respond to texts. Students should be able to:
 maintain a critical style and develop an informed personal response
 use textual references, including quotation, to support and illustrate interpretations (40%)
A02
A03
Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology
where appropriate. (40%)
Show understanding of the relationships between texts and the contexts in which they were written (15%)
A04
Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. (5%)