A2 Literature Scheme of Work
Unit 3: Written Examination
Final Outcome: 2 hour written examination consisting of a paper of unprepared extracts linked to theme of Love Through the Ages
Teacher A
Learning Objectives
Suggested Foci/Activities
Resources
Learning Outcomes
AO1 (5%): Articulate creative, informed
and relevant responses to literary texts,
using appropriate terminology and
concepts, and coherent, accurate written
expression
 Balloon debate to promote argument
with specific focus on character and
theme
 I Couldn’t Disagree More – skills for
debate, argument and responding to
statements about given theme,
character, quotation, word.
 Whole-text study: 19th Century
Novel (2010: Wuthering Heights)
 Whole-text study: 20th Century
drama (2010: Abigail’s Party)
 Set of statements, opinions,
True/False on laminated cards
 emagazine
 English and Media articles
 www.luminarium.org
AO2 (5%): Demonstrate detailed critical
understanding in analyzing the ways in
which form, structure and language shape
meanings in literary texts
 Just a Minute on any aspect of FSL, with
paired planning but individual
contribution
 Explore the different ways of
experiencing and writing about love by
focusing on FSL in a variety of texts –
ongoing throughout year
 Specific DARTS activities on studied
texts
 Mind-mapping, then extended written
contributions, on variety of unseen
material which must be crossreferenced to whole-text study
 Continue to keep WR folder up to date,
with cross-referencing clearly indicated
 Set of Just a Minute Topics
 continuous selection of texts from
all three genres
 range of DARTS activities related
to main theme and focusing on FSL
 Read and respond to a range of texts
from all three genres, and spanning the
last 400 years
 Understand how to communicate
understanding of thoughts, feelings and
attitudes expressed in a range of texts
 Understand the terminology required to
support informed interpretations
 Able to use appropriate critical register
 Able to write cogently and coherently to
communicate content and meaning
 Able to identify analyse significant aspects
of FSL in texts and across genres
 Able to explore and articulate how writers
use aspects of FSL to create meaning
 Able to use, and to skillfully integrate, a
wide range of effective quotations for
each text studied demonstrating
thoughtful level of understanding
AO3 (5%): Explore connections and
comparisons between different literary
texts, informed by interpretations of other
readers
 Love Through The Ages – Oxford
Student Texts
 The Truth About Love – a collection
of writing on love through the ages
– Cambridge
 Able to engage fully with texts by
analyzing and evaluating connections and
points of comparison between texts
studied
 Explore in some detail the connections
with wider reading across the genres,
A2 Literature Scheme of Work
AO4 (5%): Demonstrate understanding of
the significance and influence of the
contexts in which literary texts are written
and received
 Look at, and analyse, the Booker Prize
Winner list from last 20 years,
commenting on possible contextual
influences
 Comment on art cards for use with ppt
on 19th Century Romantic Literature –
discuss with relation to main themes of
Wuthering Heights
 Examine influence of Brontes on English
Literature
 The Literature of Love – Cambridge
Contexts in Literature
 AQA English Literature A2 – Stella
Canwell and Jane Ogborn
 www.themanbookerprize.com
 Ppt on 19th C Romantic Literature
 Art Cards
 Research/articles on Brontes
 Series of articles on Wuthering
Heights
making appropriate links and crossreferencing where appropriate
 Able to explore and analyse the
significance of the relationships between
texts and their contexts
 Able to make sophisticated connections
between texts/contexts
 Able to evaluate the influence of the
period’s context on the ways in which
literary texts were, and are, received
Unit 4: Extended Essay and Shakespeare Study
Final Outcome: A coursework essay of 3000 words, comparing three whole texts: a Shakespeare play and two texts from any other genre.
( Othello)
Learning Objectives
Suggested Foci/Activities
Resources
Learning Outcomes
AO1 (6%): Articulate creative, informed
and relevant responses to literary texts,
using appropriate terminology and
concepts, and coherent, accurate written
expression
 Shared reading of play
 completion of reading log with comments
on charcterisation, themes, setting,
dramatic techniques and audience
response
 read established critical material and
evaluate them
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 Read and respond to a Shakespeare play
 Create and sustain a secure and detailed
argument
 Understand the terminology required to
support interpretations
 Able to use appropriate critical register
emagazine
English and Media articles
www.luminarium.org
Past questions and mark schemes
Film versions of play
Othello on stage
A2 Literature Scheme of Work
AO2 (6%): Demonstrate detailed critical
understanding in analyzing the ways in
which form, structure and language shape
meanings in literary texts
AO3 (6%): Explore connections and
comparisons between different literary
texts, informed by interpretations of other
readers
AO4 (2%): Demonstrate understanding of
the significance and influence of the
contexts in which literary texts are written
and received
 Annotate a selection of key speeches,
finding 5 linguistic points to make about
semantics and grammar
 Look at how Shakespeare has used
structure to create the imbalance
between men/women,
reputation/appearance,
dishonesty/deception
 Practice writing about various themes
including those above, according to AO2
criteria
 Read established critical material and use
for whole-class discussion
 Introduction to some of major positions
in literary theory (eg feminist theory,
pschoanalytic theory). Write a critical
account of Othello from one or more of
these perspectives,
 Prepare an oral presentation discussing
Othello in relation to any 2 of remaining
set texts
 Look at a selection of works of art from
same cultural and philosophical context;
link ideas the perspectives to text while
reading
 Look at how racism and black magic are
addressed in the play and discuss in
relation to Colonialism and slavery
 copies of play with additional
scenes to annotate (laminated for
use with different foci)
 Odd one out – four
pictures/quotations/themes which
students must discuss and explain
in relation to structure of play
 Quotation cards and statements for
a variety of activities
 Laptops for individual/paired
presentations to rest of group
 Literary Theory Viewpoint Cards
 Text Reader Critic by EMC
 Cricitcal Quotation cards
 Selection of articles on a range of
literary theories
 Able to analyse significant aspects of FSL
in the play
 Able to explore and articulate how
Shakespeare uses aspects of FSL to create
meaning
 Able to use a wide range of effective
quotations for the play demonstrating
thoughtful level of understanding
 www.tate.org.uk
 Act 1 sc 2 Brabantio’s speech to
annotate
 White/Black connotation cards
 Understands relationship between text
and context
 Able to consider and evaluate contexts
(culture, genre, historical period)
 Able to engage fully with text by agreeing
or disagreeing with critical views
 Able to provide debate based on own
views and those of others
 Can provide thoughtful and balanced
coverage of play
A2 Literature Scheme of Work
Unit 4: Extended Essay and Shakespeare Study
Final Outcome: A coursework essay of 3000 words, comparing three whole texts: a Shakespeare play and two texts from any other genre.
(The Collector and A Streetcar Named Desire)
Learning Objectives
Suggested Foci/Activities
Resources
Learning Outcomes
AO1 (6%): Articulate creative, informed
and relevant responses to literary texts,
using appropriate terminology and
concepts, and coherent, accurate written
expression
 Read then discuss key extracts, focusing
on terminology and register
 Read and discuss critical extracts which
focus on a key theme of the play
 Read and grade past essays using exam
board criteria
 Spot the Deliberate Mistake:
personalized extracts to comment on
focusing on each student’s personal
weakness
 Call My Bluff/Just A Minute for specific
terminology
 Read and respond to at least one literary
text
 Create and sustain a secure and detailed
argument
 Understand the terminology required to
support interpretations
 Able to use appropriate critical register
AO2 (6%): Demonstrate detailed critical
understanding in analyzing the ways in
which form, structure and language shape
meanings in literary texts

 Copies of both texts
 AQA standardising materials and
moderator’s reports
 Critical texts and extracts
 Word games based on critical
terminology
 Past C/D essays
 Range of extracts to annotate and
comment on
 AQA A2 criteria for the Assessment
Objectives
 Radio programme excerpts
 Interview with John Fowles on
creation of The Collector
 Extracts from texts for DARTS
activities (suitably prepared)
 Quotation cards for variety of
activities
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Empathetic writing to reinforce explicit
techniques used by each writer
Write and act out additional key scenes
to the play. Write an evaluation. Class
critiques interpretation.
DARTS
 Able to analyse significant aspects of FSL
in each text studied
 Able to explore and articulate how writers
use aspects of FSL to create meaning
 Able to use a wide range of effective
quotations for each text studied
demonstrating thoughtful level of
understanding
A2 Literature Scheme of Work
AO3 (6%): Explore connections and
comparisons between different literary
texts, informed by interpretations of other
readers
AO4 (2%): Demonstrate understanding of
the significance and influence of the
contexts in which literary texts are written
and received
 Listen to Radio 4’s Book Club and note
range of interpretations and viewpoints
 Examine clusters of material and use
mind-mapping/double bubbles to
explore connections
 Balloon game for debate
 Wild Cards – hand out different
interpretations of given text. Pairs must
justify their inclusion in a Critical
Anthology
 ‘I Believe’ – hand out statements about
chosen texts. Find examples to support
or refute each statement.
 Note-taking from teacher-led ppt
presentations on aspects of
culture/society depicted in The
Collector and Streetcar
 Own research on an aspect of the
socio-historical context (eg
psychological context,
geographical etc)
 Practice written responses
demonstrating understanding of
how context can be applied to
essay
 Collection of newspaper articles on
Fowles and Williams
 Model ‘A’ grade essays
demonstrating appropriate
balanced coverage of three texts
 Instructions for Balloon Game
 Wild Cards (pre-prepared)
 I Believe Cards
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ppt presentations
laptops for student research
and presentations
Collection of newspaper
articles on Fowles and
Williams
 Able to engage fully with texts by
agreeing or disagreeing with critical views
 Able to provide debate based on own
views and those of others
 Can provide thoughtful and balanced
coverage of chosen texts


Understands relationship between
text and context
Able to consider several contexts
(culture, genre, historical period)