Curriculum Map: KS4 English Language and Literature 2021-2022
12
1 Curriculum Map: KS4 English Language and Literature 2021-2022 AUTUMN TERM Year 10 Year 11 Half Term 1 ● Half term one ● Macbeth ● Macbeth: Extract from Act 1 ● Macbeth: Act II and extract (part (a) ● Macbeth: Act III ● Assessment: Macbeth Act IV (part (a) ● Macbeth: Act V and Macbeth as Tragic hero ● Part (b) practice questions on fear, supernatural, loyalty, madness. ● Half term One Language Two lessons per week Reading non-fiction texts Week 1: Scan/skim/Detailed Reading (Recap Q3 analysis) Week 2: Reading for inference Week 3: Evaluating Week 4: Finding similarities Week 5: Comparing (Short 7a) Week 6: Comparing (Long 7b) Week 7: Formative (formal) assessment – Extended piece Transactional Writing Week 1: Writing an article Week 2: Writing an advice page Week 3: Writing a biographical account Week 4: Writing a review Week 5: Writing a speech Week 6: Writing a text guide Week 7: Your Choice Literature Two lessons per week REVISION OF A Christmas Carol (CBE) Poetry revision: Must include: 1. I wanna be yours 2. Love’s Dog 3. Sonnet 43 4. My Father would not show us 5. One Flesh 6. A child to his Sick Grandfather Unseen poetry practice
Transcript of Curriculum Map: KS4 English Language and Literature 2021-2022
1
Curriculum Map: KS4 English Language and Literature 2021-2022
AUTUMN TERM Year 10 Year 11
Half Term 1
● Half term one
● Macbeth
● Macbeth: Extract from Act 1 ● Macbeth: Act II and extract (part (a) ● Macbeth: Act III ● Assessment: Macbeth Act IV (part (a) ● Macbeth: Act V and Macbeth as Tragic hero ● Part (b) practice questions on fear, supernatural, loyalty, madness.
● Half term One Language Two lessons per week
Reading non-fiction texts Week 1: Scan/skim/Detailed Reading (Recap Q3 analysis) Week 2: Reading for inference Week 3: Evaluating Week 4: Finding similarities Week 5: Comparing (Short 7a) Week 6: Comparing (Long 7b) Week 7: Formative (formal) assessment – Extended piece Transactional Writing Week 1: Writing an article Week 2: Writing an advice page Week 3: Writing a biographical account Week 4: Writing a review Week 5: Writing a speech Week 6: Writing a text guide Week 7: Your Choice Literature Two lessons per week REVISION OF A Christmas Carol (CBE) Poetry revision: Must include:
1. I wanna be yours 2. Love’s Dog 3. Sonnet 43 4. My Father would not show us 5. One Flesh 6. A child to his Sick Grandfather
Unseen poetry practice
2
How is oral and written literacy
promoted?
● Presentations on themes in the play ● Language and structure analysis of the text.
● Students will be encouraged to use the conventions of Standard English accurately, verbally and in written form.
● Students will be taught how to write an advisory text
What reading strategies will be
taught?
● Select and interpret information ● Infer and deduce meaning ● Synthesise information from a range of sources
Analyse plot, character and theme
● Select and interpret information. ● Synthesise information from a range of sources. ● Recognise the writer’s intentions in a piece of text. ● Infer and deduce meaning. ● Discuss different interpretations of texts, justifying personal views and supporting
them with evidence.
How will confidence in numeracy be developed?
● Line graphs to track mood ● Teaching of meter, structure and form in Shakespeare.
● Tension graphs ● Venn diagrams
Where does independent
learning/thinking take place?
● Group presentations on themes from the play.
● Evaluation of writer’s technique.
What opportunities are
there for problem-solving?
● Making links between the setting and context of the play.
● Finding similarities and differences between non-fiction texts.
How is cultural awareness
enhanced and horizons
broadened?
● Shakespearean tragedy ● Kingship ● Great chain of being ● Role of women.
● Contemporary topics linked to C20th and C21st texts
How does this unit of work develop an
understanding and tolerance of
others?
● Ambition ● Fatal flaw ● Loyalty ● Beliefs on the supernatural
● Our place in the world ● Relationships.
Formative Assessment
Opportunities
● Extracts and part (b) questions from prepared booklet. ● Evaluate and long and short comparison questions ● A Christmas Carol extracts and wider questions ● Poetry comparison question
3
● Poetry unseen questions ● Practice Papers
Summative Assessment
opportunities
● Extract from Act IV (part a) 20 marks.
November Mocks: Paper 2 Lang and Lit. Lang Paper November 2020 Lit Paper November 2020
How will success be celebrated?
● Through formative and summative assessment feedback. ● Merits issued for exceptional work and contributions to lessons.
● English Star Awards ● Through formative and summative assessment feedback. ● Merits issued for exceptional work and contributions to lessons. ● Mock “results” Day.
AUTUMN TERM Year 10 Year 11
Half Term 2
A Christmas Carol by Charles Dickens Stave 1: Teaching and Extract 1 Stave 2: Teaching and Extract 2 Stave 3: Teaching and Extract 3 Stave 4: Teaching and Extract 4 Stave 5: Teaching and Extract 5
. Continuation of revision and preparation for November Mocks (Paper 2 Lit and Lang)
How is oral and written literacy
promoted?
. ● Students will be encouraged to use the conventions of Standard
English accurately, verbally and in written form. ● Students taught to use a personal and critical written style.
● Students will be encouraged to use the conventions of Standard English accurately,
verbally and in written form. Students will be taught how to write an advisory text
What reading strategies will be
taught?
● Select and interpret information. ● Synthesise information from a range of sources. ● Recognise the writer’s intentions in a piece of text. ● Infer and deduce meaning. ● Discuss different interpretations of texts, justifying personal views
and supporting them with evidence.
● Select and interpret information. ● Synthesise information from a range of sources. ● Recognise the writer’s intentions in a piece of text. ● Infer and deduce meaning. ● Discuss different interpretations of texts, justifying personal views and supporting
them with evidence.
How will confidence in numeracy be developed?
● Tension graphs Venn diagrams
● Tension graphs Venn diagrams
4
Where does independent
learning/thinking take place?
Analysis of language and structure features. Evaluation of writer’s technique.
What opportunities are
there for problem-solving?
Working out the meaning of archaic and idiomatic language. Finding similarities and differences between non-fiction texts.
How is cultural awareness
enhanced and horizons
broadened?
C19th Victorian England Women’s rights Industrial revolution Workers’ rights
● Contemporary topics linked to C20th and C21st texts
How does this unit of work develop an
understanding and tolerance of
others?
How we treat each other Importance of money Workers’ rights.
● Our place in the world Relationships.
Formative Assessment
Opportunities
Part (a) extract questions
● Evaluate and long and short comparison questions ● A Christmas Carol extracts and wider questions ● Poetry comparison question ● Poetry unseen questions
Practice Papers
Summative Assessment
opportunities
Extract part (a) and (b) from past -paper November Mocks Lang and Lit Paper 2s November 2020
How will success be celebrated?
● Through formative and summative assessment feedback. ● Merits issued for exceptional work and contributions to lessons.
SPRING TERM Year 10 Year 11
Half Term 1
Literature: Poetry Relationships cluster
La Belle Dame Sans Merci
My Last Duchess
Valentine
● Half term One LANGUAGE Introduction to Paper 1 Reading C19th Extracts Study of C19th Ghost Stories
5
I wanna be yours
Nettles
The Manhunt
My Father Would Not Show Us
A Complaint Neutral Tones
The Monkey’s Paw
The Necklace
The Signal Man
The Tell- Tale Heart
The Monkey’s Paw:
Information retrieval questions
Analysis of Language and Structure
Evaluation of how an eerie setting is created. Imaginative writing: rewrite the ending of the story The Necklace
● Analyse language and structure ● Evaluate sense of disappointment
The Tell Tale Heart
● Use Edexcel SAM Paper 1 for extract from this text ● Imaginative Writing ● Describe a moment of terror/exhilaration
Use PiXL new C19th Century Reading for Meaning extracts and questions booklet. LITERATURE Revision of Macbeth (SPE) Revision of An Inspector Calls
How is oral and written literacy
promoted?
● Use of CLAPS acronym to analyse ● Content ● Language ● Atmosphere ● Poetic Devices ● Structure
Students will be encouraged to use the conventions of Standard English accurately, verbally and in written form.
Understanding of archaic and extended vocabulary
Use of varied of sentence structures
Use of figurative language
6
What reading strategies will be
taught?
● Reading poetry for meaning ● Reading poetry to analyse language, form and structure.
o .
Select and interpret information.
Synthesise information from a range of sources.
Recognise the writer’s intentions in a piece of text.
Infer and deduce meaning.
Discuss different interpretations of texts, justifying personal views and supporting them with evidence.
How will confidence in numeracy be developed?
Analysis of poetry to determine meter.
Tension graphs
Venn diagrams
Working out how many years ago texts were written.
Where does independent thinking take
place?
Working out comparisons between two poems
Linking contextual knowledge to the texts.
Creative writing ideas.
What opportunities are
there for independent
thinking?
Working out the metre and rhyme scheme in poetry Reading between the lines
Taking clues from foreshadowing
Predicting the end of stories
Working out the motivation of characters.
How is cultural awareness
developed and horizons
broadened?
Learning about key poetic movements and poets
Understanding the context in which poems were written.
Life in C19th England
Industrial Revolution
Politics and peoples’ rights in the nineteenth century.
How does this unit of work develop an understanding and
tolerance of others?
● Understanding family relationships and romantic ones. ● Understanding class and prejudices in C19th society. ● Exploration of relationships.
Formative Assessment
Opportunities
● Comparisons of poems from relationships cluster as well as unseen ones.
● Language and structure questions ● Evaluate questions ● Creative writing practice ● Macbeth extract and wider theme questions ● An Inspector Calls extract and wider theme questions.
Summative Assessment
opportunities
How do poets portray love in Valentine and one other poem from the collection? (20 marks)
March Mocks: November 2020 Papers
7
SPRING TERM Year 10 Year 11
Half Term 2
● Half term One Introduction to Paper 1 Reading C19th Extracts Study of C19th Ghost Stories ● The Monkey’s Paw ● The Necklace ● The Signal Man ● The Tell- Tale Heart The Monkey’s Paw:
● Information retrieval questions ● Analysis of Language and Structure ● Evaluation of how an eerie setting is created.
Imaginative writing: rewrite the ending of the story The Necklace
● Analyse language and structure ● Evaluate sense of disappointment
The Tell Tale Heart
● Use Edexcel SAM Paper 1 for extract from this text ● Imaginative Writing ● Describe a moment of terror/exhileration
Use PiXL new C19th Century Reading for Meaning extracts and questions booklet.
Preparation for March Mocks (SEE above) .
How is oral and written literacy
promoted?
● Sentence variety ● Vocabulary extension ● Use of pathetic fallacy
. ● Students will be encouraged to use the conventions of standard English
accurately, verbally and in written form. ● Students will practise the written skills required for examination success.
8
● Use of dialogue ● Evaluation of themes, ideas events and settings ● Analysis of language and structure ●
What reading strategies will be taught?
● Reading to evaluate and to analyse language, form and structure.
● Select, interpret and synthesise relevant information from a range of sources. ● Infer and deduce meaning. ● Analyse how texts are crafted to shape meaning and produce particular effects. ● Analyse how writers’ use of language and rhetorical, grammatical and literary
features influence the reader.
How will confidence in numeracy be developed?
● Tension graph ● Use of line numbers in texts.
Where does independent learning/thinking take place?
● Decisions about character, setting and structure of own creative writing piece.
● Evaluative work.
What opportunities are there for problem-solving?
● Evaluating how a writer achieves effects. Reading between the lines Taking clues from foreshadowing Predicting the end of stories Working out the motivation of characters.
How is cultural awareness enhanced and horizons broadened?
● Key writers of the C19th and C20th
● Literary canon: Shakespeare and Priestley. ● Industrial Revolution ● Politics: capitalism and socialism
How does this unit of work develop an understanding and
tolerance of others?
● Family relationships and sacrifice for others. ● The value of human beings
Formative Assessment
Opportunities
● First draft of imaginative writing ● Evaluation and analysis questions
Summative Assessment
opportunities
Imaginative writing piece (40 marks)
March Mocks both papers
9
SUMMER TERM Year 10 Year 11
Half Term 1
Language: Paper 2: Non-Fiction and Transactional Writing Introduction to Paper 2: Non- Fiction and Transactional Writing Use EMC Non- Fiction book Teach: Urbex extract Explore Everything Bradley L Garrett
● Emphasis on structure (How pace quickens on ascent, pauses and then rushes through descent)
● Use of imagery to portray perspective of view from the top of
The Shard Teach Comparison using SPLITS acronym
● Subject ● Perspective ● Language ● Ideas ● Tone ● Structure
Compare to Into Thin Air, an account of the Everest disaster. Use Specimen paper 2 127 hours and Shackleton expedition Use SAM material Paper 2: MI6 and Leo Marks Look at BBC article on how MI6 uses the silver screen to attract unlikely spies. Read Sleeve Tattoos article form EMC Sight Unseen Non Fiction book Teach students to write a magazine article about body art.
Paper 2 Practice
Imaginative Writing.
Poetry Revision
How is oral and written literacy promoted?
Discussion about topics ● Students will be encouraged to use the conventions of
standard English accurately skills required for examination success, verbally and in written form.
. ● Students will be encouraged to use the conventions of Standard English
accurately skills required for examination success, verbally and in written form. ● Students will practise the written.
10
● Students will practise the written.
What reading strategies will be taught?
● Select, interpret and synthesise relevant information from a range of sources.
● Infer and deduce meaning. ● Analyse how texts are crafted to shape meaning and produce
particular effects. Analyse how writers’ use of language and rhetorical, grammatical and literary features influence the reader.
● Select, interpret and synthesise relevant information from a range of sources. ● Infer and deduce meaning. ● Analyse how texts are crafted to shape meaning and produce particular effects. ● Analyse how writers’ use of language and rhetorical, grammatical and literary
features influence the reader.
How will confidence in numeracy be developed?
Venn diagrams Tension graphs
● Use of line numbers in texts.
Where does independent learning/thinking take place?
Evaluative work ● Evaluative work.
What opportunities are there for problem-solving?
Working collaboratively on long comparison questions. ● Working collaboratively on long comparison questions.
How is cultural awareness enhanced and horizons broadened?
Current affairs and key topics such as climate change.
● Key writers of the C19th and C20th
How does this unit of work develop an understanding and tolerance of others?
Considering the impact our actions have on other. ● The value of human beings
Formative Assessment Opportunities
Magazine Article writing Letter writing
● Leaflet writing ● Speech writing ● Report writing ● Evaluate Reading question ● Imaginative Writing ● Unseen poetry comparison ● Anthology poetry comparison ● Past paper practice.
11
Summative Assessment
opportunities
Writing a speech on a topic of interest. To lead to Spoken Language Endorsement.
Public examinations
SUMMER TERM Year 10 Year 11
Half Term 2
Spoken Language Endorsement and Speech writing Paper 2 Evaluative and Comparative skills.
● Introduction and composition of speech ● Summarising, learning and practising speech ● Recording speech ● Imaginative writing past exam questions (using own character
and settings in context) ● Transactional writing: A review of the school year.
EXAMS
How is oral and written literacy promoted?
● Sentence variety ● Vocabulary extension ● Use of pathetic fallacy ● Use of dialogue ● Evaluation of themes, ideas events and settings ● Analysis of language and structure
.
What reading strategies will be taught?
● Highlighting and annotating exemplar material.
How will confidence in numeracy be developed?
● Word count and timing of speech.
Where does independent learning/thinking take place?
● Research for spoken Language Endorsement speech.
What opportunities are there for problem-solving?
● Evaluating how a writer achieves effects.
12
How is cultural awareness enhanced and horizons broadened?
● Research of topic of interest.
How does this unit of work develop an understanding and tolerance of others?
● Listening to other pupils’ speeches and asking questions.
Formative Assessment Opportunities
● Imaginative writing pieces
Summative Assessment
opportunities
Spoken Language Assessment Pass, Merit, Distinction.
