English

In 'Animal Farm: Barriers to Leadership', pupils evaluate the different types of leadership styles presented in the novella. In 'Animal Farm: Lies and Deception', pupils explore how key images, such as food and the windmill, are used a symbols of the lies and deceit of the pigs.

In 'Animal Farm: The Pigs and Power', pupils develop a clear understanding of the plot, main characters and themes of the novella. In the second exploration unit, 'Animal Farm: Barriers to Leadership', pupils undertake more nuanced analysis of the pigs grasp for power.

Modern text: first deep dive

In 'Macbeth: A Tragic Hero', pupils become more critical of Macbeth, analysing the role he plays in his own downfall. In 'Macbeth & Masculinity: The Struggle for Power', pupils explore how Macbeth's insecurity surrounding his masculinity is his hamartia.

In 'Macbeth: Lady Macbeth as a Machiavellian Villain', pupils focus on the role that Lady Macbeth plays in the downfall of her husband. In 'Macbeth: A Tragic Hero', pupils become more critical of Macbeth's own decisions, evaluating whether he could be considered a tragic hero.

Macbeth: a tragic hero

In 'Jekyll and Hyde: the Divided City', pupils explore how the city of London is used as a symbol of Jekyll's duplicitous life. In 'Jekyll & Hyde: Society as the Villain', pupils critically analyse the role the Victorian patriarchy and the class system plays in Jekyll's demise.

In 'Jekyll & Hyde: Duality and Evil', pupils explore how Jekyll creates Hyde to explore his deepest and darkest desires. In 'Jekyll & Hyde, the Divided City', pupils explore how Stevenson uses the setting of London to symbolise the duality of Jekyll.

Nineteenth century text: first deep dive

In 'A Christmas Carol: a ghost story', pupils explore the novella in the context of the gothic tradition and in particular examine the characterisation of the ghosts and the gothic settings. In 'A Christmas Carol: A Christian Parable', pupils focus on the Christian foundations of the story and on the use of Christian imagery throughout to gain a more nuanced understanding of the writer's message.

In 'A Christmas Carol: a Gothic Tale', pupils explore the conventions of the Victorian gothic and the ways in which Dickens appropriates this for his tale. In 'A Monster Within', pupils learn about the gothic genre by comparing a series of gothic villains. 

In 'Edexcel Belonging Poetry continued', pupils used a range of reading skills to aid the supported decoding of challenging poems. In 'Unseen Poetry', pupils use these reading skills to decode texts with independence. 

In 'Edexcel Belonging Poetry', pupils compared the language, form and structure of a variety of poems connected by the themes of culture and belonging. In 'Edexcel Belonging Poetry continued', pupils work on making more nuanced comparisons focusing on the final three poems: *Poppies*, *Catrin* and *Cousin Kate*..

Poetry anthology: continued study

In 'Edexcel Belonging Poetry', pupils compared the language, form and structure of a variety of poems connected by the themes of culture and belonging. In 'Edexcel Belonging Poetry continued', pupils work on making more nuanced comparisons, focusing on the three final poems: *Kumukanda*, *In Wales, wanting to be Italian* and *Us*.

In 'AQA Power and Conflict Poetry continued', pupils used a range of reading skills, to aid the supported decoding of challenging poems. In 'Unseen Poetry', pupils use these reading skills to decode texts with independence. 

Unseen poetry

Modern text: second deep dive

In 'Macbeth: a tragic hero', pupils become more critical of Macbeth, analysing the role he plays in his own downfall. In 'Macbeth & masculinity: the struggle for power', pupils explore how Macbeth's insecurity surrounding his masculinity is his hamartia.

Macbeth and masculinity: the struggle for power

Nineteenth century text: second deep dive

In 'A Christmas Carol: a ghost story', pupils apply their understanding of the gothic genre to the text, exploring the reasons why Dickens chose to write this as a ghost story. In 'A Christmas Carol: A Christian Parable',  pupils look at the Christian roots of this tale to gain a more nuanced understanding of Dickens' social and moral purpose in writing the novella. 

 In ‘The language of Change’ pupils develop an understanding of how to generate interesting content, including the use of rhetorical devices and structure to organise and present their ideas. In ‘Spoken Language Masters’, pupils learn the value of public speaking and focus on developing their verbal skills to become confident and articulate speakers. 

Spoken language masters: refining public speaking skills

In 'Fiction: Books that Changed My World', pupils explore how authors use language for effect in their writing. In 'Fiction: Inner Musings', pupils develop focus on using author's language choices to make nuanced evaluations about a text..

In 'Fiction: Science Fiction', pupils identify and comment on recurring images and symbolism in texts. In 'Fiction: Books that Changed my World', pupils explore multiple interpretations of an author's language choices.

Fiction: books that changed my world

In 'Non-Fiction: Teenage Kicks', pupils evaluate how authors use language, to express similar or differing viewpoints. In 'Non-Fiction: Explorers', pupils analyse how historical or social context may lead to authors having differing views, on the same topics.

In 'Non-Fiction: Changing Views', pupils compare language choices used in non-fiction texts. In 'Non-Fiction: Teenage Kicks', pupils evaluate how authors use language to expresses similar or differing viewpoints.

Non-fiction: teenage kicks

In 'Fiction: Inner Musings', pupils develop narrative writing skills. In 'Writing Masters', pupils experiment using language and structure to write interesting and creative texts.

In 'Fiction: Books that Changed My World', pupils explore how authors use language for effect in their writing. In 'Fiction: Inner Musings', pupils develop focus on using author's language choices to make nuanced evaluations about a text.

Fiction: inner musings

In 'Non-Fiction: Teenage Kicks', pupils evaluate how authors use language to express similar or differing viewpoints. In 'Non-Fiction: Explorers', pupils analyse how historical or social context may lead to authors having differing views on the the same topics.

Non-fiction: explorers

Writing masters

'Macbeth': the role of guilt

In 'Jekyll and Hyde': society as the villain, pupils explore Stevenson’s use of certain characters and motifs to depict society as the villain in the novella. They dive into elements of the Gothic and analyse Stevenson uses hypocrisy and the character of Utterson to critique Victorian attitudes to social class.

'Jekyll & Hyde': the dark side of the Industrial Revolution

In this unit, pupils explore Dickens’ use of religious ideas in order to explore themes of charity and morality, considering how he encourages Christian readers to show compassion to the poor.

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