Year 10 — English

Term 1: Modern play (Literature Paper 1 section B) An Inspector Calls

Modern novel/play (Literature Paper 1 section B)

19th Century fiction extracts

Aim: Introduction to the course, enthusing students about English with an introduction to Literature. For example, what makes a text “literary”? We begin the year with an 'An Inspector Calls' with a focus on understanding plot, symbolism, the presentation of characters, themes and the context in which it was written. Also we practise responding to unseen passages for creative exploration of writers’ style.

1. Literature. Essay question requiring students to demonstrate understanding of plot and symbolism, the presentation of characters, themes and the context in which the play was written.

2. Reading: Students respond to an unseen 19th century text analysing the writer’s use of language and structure

3. Writing: Transactional writing task – either, letter or journal/diary

Bourgeoisie

Upper class

Capitalist

A business person

Conscience

A sense of right or wrong

Conservative

Someone who believes in individual freedom e.g. The Billings

Hierarchy

A society which is unequal

Individualistic

Someone who believes we are all solely responsible for ourselves

Materialistic

Someone who is money orientated

Microcosm

A smaller version of a bigger thing

Play

A genre of text with dramatic devices

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Spiritual, moral, social and cultural skills developed. Develop the individual: Students will consider a range of non-fiction literary forms. They will learn how to approach an unseen text, focusing on language, form and structure, which will in turn feed into their GCSE study. Students will be asked to use empathy skills in order to appreciate the context of the texts they read. Students will explore their ideas together, developing listening and appreciation skills. They will learn to share ideas and different interpretations about the texts in a safe and respectful way. Developing the community: Students will explore their ideas together, developing listening and appreciation skills. They will learn to share ideas and different interpretations about the texts in a safe and respectful way.

Create a supportive community:

Term 2: 19th Century Fiction Extracts (Lang Paper 1 Sec A) and Creative Writing (Lang, Paper 1 sec B)

(Lang Paper 1 Sec A) and Creative Writing (Lang, Paper 1 sec B

Aim: To develop reading and analysis skills, and familiarise with older literary texts’ styles.

Read and respond to a range of 19th Century texts in order to develop students’ ability to write independently applying the principles of planning, drafting and revising their work.

Also include a first Spoken Language task.

1. Reading: Students respond to an unseen 19th century text evaluating the writer’s presentation of a theme/character/idea

2. Writing: Imaginative/creative writing.

Tone

Tone is the creation of a mood in a text.

Word choice

This can be referred to as 'register' and is the authors choice of language

Imagery

Use of effective word choices to create effect e.g. similie, metaphors, personification

Explicit meaning

Deducing an obvious answer from a text

Implicit meaning

Reading between the lines to find a hidden meaning in a text

Characterisation

The way a writer creates a fictional character for effect

Plot and structure

The deliberate sequencing of events in the text

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Spiritual, moral, social and cultural skills developed. Develop the individual: Students will consider a range of non-fiction literary forms. They will learn how to approach an unseen text, focusing on language, form and structure, which will in turn feed into their GCSE study. Students will be asked to use empathy skills in order to appreciate the context of the texts they read. Students will explore their ideas together, developing listening and appreciation skills. They will learn to share ideas and different interpretations about the texts in a safe and respectful way. Developing the community: Students will explore their ideas together, developing listening and appreciation skills. They will learn to share ideas and different interpretations about the texts in a safe and respectful way.

Create a supportive community:

Term 4: Poetry from Edexcel Anthology – Cluster on Conflict (Lit Paper 2, Sec B)

Fiction reading & writing (Language Paper 1).

Poetry from Edexcel Anthology (Lit Paper 2, Sec B)

Aim: To develop students’ understanding of, and responses to, poetry, including skills of comparison.

Students will explore 15 anthology poems in detail in preparation for the Paper 2 Literature exam. All of the poems are thematically linked and span different poetry eras, ranging from the Romantic era to contemporary poets. All students will be given a poetry anthology to annotate in and keep as a vital revision resource. The teacher will teach poems in an order that shows the clear links between content, time periods and methods. Practise of comparing poetry and grouping poems will be an integral part of the term. Students will have to understand the background of the poem and the social and historical context as this will inform their deeper understanding of the poet's messages and intentions.

1. Literature assessment based on students being able to compare two poems from the same cluster of the Edexcel poetry anthology, based on the theme of conflict

2. Writing: Transactional task

Metaphor

A figure of speech in which things are compared by saying one thing is another

Simile

A direct comparison of two items using like or as

Hyperbole

Great exaggeration

Alliteration

Repetition of words with the same beginning sounds

Caesura

A natural pause in a line of poetry

Enjambement

Run on lines in poetry

Couplet

A stanza consisting of two successive lines of verse

Free verse

Poetry that does not rhyme or have a regular meter

Allusion

Passing reference or indirect mention

Connotation

An idea that is implied or suggested

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Spiritual, moral, social and cultural skills developed. Develop the individual: Students will consider a range of non-fiction literary forms. They will learn how to approach an unseen text, focusing on language, form and structure, which will in turn feed into their GCSE study. Students will be asked to use empathy skills in order to appreciate the context of the texts they read. Students will explore their ideas together, developing listening and appreciation skills. They will learn to share ideas and different interpretations about the texts in a safe and respectful way. Developing the community: Students will explore their ideas together, developing listening and appreciation skills. They will learn to share ideas and different interpretations about the texts in a safe and respectful way.

Create a supportive community:

Term 3: Literature – Romeo and Juliet (Literature paper 1 section A)

Non-fiction reading & writing (Lang Paper 2, Sec. A & B-Viewpoints

Shakespeare (Lit Paper 1, Sec A)

Aim: Introduce students to a Shakespeare's play 'Romeo and Juliet' with a focus on understanding plot and dramatic structure, the presentation of characters, themes and the context in which it was written.

Continuation of non-fiction study built in to class/home work.

Aim: To develop students’ ability to study, respond to and write non-fiction pieces, with a focus on audience, purpose, genre and tone.

1. Students revisit themes introduced in Year 9 and consider the presentation of a character/theme, paying close attention to Shakespeare’s use of language and structure, based upon an extract selected by the teacher, from within the play, as they would be expected to do so in the final exam

2. Reading assessment based on students comparing 2 non-fiction texts. Students compare similarities and differences between the two texts

3. Writing: Imaginative/creative writing task

Point of view

A mental position from which things are perceived

Protagonist

The principal character in a work of fiction

Antagonist

Someone who offers opposition

Tragedy

A genre of a text which results in a death or the downfall of a main character. e.g. Romeo and Juliet is a tragedy

Symbol

Something visible that represents something invisible

Paradox

A statement that contradicts itself

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Spiritual, moral, social and cultural skills developed. Develop the individual: Students will consider a range of non-fiction literary forms. They will learn how to approach an unseen text, focusing on language, form and structure, which will in turn feed into their GCSE study. Students will be asked to use empathy skills in order to appreciate the context of the texts they read. Students will explore their ideas together, developing listening and appreciation skills. They will learn to share ideas and different interpretations about the texts in a safe and respectful way. Developing the community: Students will explore their ideas together, developing listening and appreciation skills. They will learn to share ideas and different interpretations about the texts in a safe and respectful way.

Create a supportive community:

Term 5: 'Romeo and Juliet' & 'An Inspector Calls' Literature Practice. English Language Exam Practice

Mock preparation,

and Year 11 preparation

Spoken Language

Preparation for end of year exam –Literature Paper 1.

Begin research 19th Century text – opportunity for 2nd Spoken Lang. task.

1. End of year exam based on paper 1 of the Edexcel English GCSE paper; section A reading comprehension - fiction texts comprehension; section B – imaginative writing

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Spiritual, moral, social and cultural skills developed. Develop the individual: Students will consider a range of non-fiction literary forms. They will learn how to approach an unseen text, focusing on language, form and structure, which will in turn feed into their GCSE study. Students will be asked to use empathy skills in order to appreciate the context of the texts they read. Students will explore their ideas together, developing listening and appreciation skills. They will learn to share ideas and different interpretations about the texts in a safe and respectful way. Developing the community: Students will explore their ideas together, developing listening and appreciation skills. They will learn to share ideas and different interpretations about the texts in a safe and respectful way.

Create a supportive community:

Term 6: Mock Preparation & Year 11 Preparation (Spoken Language)

Preparation - Read a 19th Century set text as advised by teacher.

1. End of year exam based on Paper 2 of the GCSE English exam; section A – reading comprehension - non-fiction texts; section B – transactional writing

2. Spoken Language assessment

Anaphora

Repeating a word at the start of a sentence

Irony

implying the opposite of what is actually said

Wordplay

Play on words e.g. using a pun

Pathos

Creating emotion amongst your audience/readers

Humour

Humour used to engage the listeners

Logos

Having evidence to make your speech stronger

AFORESTER

An acronym which includes a variety of devices to use within a speech

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Spiritual, moral, social and cultural skills developed. Develop the individual: Students will consider a range of non-fiction literary forms. They will learn how to approach an unseen text, focusing on language, form and structure, which will in turn feed into their GCSE study. Students will be asked to use empathy skills in order to appreciate the context of the texts they read. Students will explore their ideas together, developing listening and appreciation skills. They will learn to share ideas and different interpretations about the texts in a safe and respectful way. Developing the community: Students will explore their ideas together, developing listening and appreciation skills. They will learn to share ideas and different interpretations about the texts in a safe and respectful way.

Create a supportive community: