English – Key Stage 5

Year 12

Half TermTopics to be coveredKey skills covered
Autumn HT 11. Othello- study the play alongside the themed poetry- helps to contextualise the variations and types of love and because for the A-level exam comparison is a key skill. (AO3 and 4)
2. Plotted pre 1900 poetry for students to understand ways that similar ideas about love could be presented in a different genre, at a different time.
3. Understanding of the structure of the course and ways to cover the 5 AOs.
1. Understanding of the deeper and more varied approach to analysis for AO2 required for A-level.
2. Understanding of all of the AOs, what they are and what they look like in text.
3. Skills building in understanding and building on confidence in responding originally to poetry.
Autumn HT 21. Complete ‘Othello’ and the selection of poetry from pre 1900. Focus on exam style to answer both of these questions in the two exams for the AS exam.
2. Explore some extracts of prose from past exam series to build confidence in responding to unseen prose- for the mock exam (paper 2).
3. Building contextual knowledge and conventions of time frames, begin the study of ‘The Great Gatsby’ for paper 2 of the AS exam.
4. Mock exam (both papers but reduce paper 2 Q2- only write about one prose text).
1. Building understanding of ‘The Renaissance’ and the form of a play.
2. Working across genres, exploring similar types of love but applying them to different genres of texts, written at different times.
3. Context of ‘The Great Gatsby’-how it fills in to the ‘Modernist’ era.
Spring HT 11. Finish the study of ‘Gatsby’ and prepare for the exam style question (opinion based.)
2. Start reading and studying ‘Jane Eyre’- the comparison text for the prose paper 2 of the AS exam.
3. Teach alongside the recent knowledge of ‘Gatsby’-drawing consistent links between the texts for exam preparation.
1. Building skills in comparison- vital for comparing prose for Paper 2 Q2 of the AS exam, but also to embed the skills for the A-level.
2. Understanding the similarities between the texts-characters, form, perceptions of love-despite the very different timeframes.
3. Ideas on influences of the texts based on contextual knowledge (AO3 and 4)
Spring HT 21. Finish the study of ‘Jane Eyre’ Prepare for links to ‘Gatsby’ and general exam style responses.
2. Contextual knowledge of influences of different eras to allow students to cover AO3 and 4. Create a timeline, making significant notes about style and influences of the timeframes.
3. Reflect and revisit unseen prose, applying knowledge of the different influences of different eras.
4. Mock 2- whole two papers.
1. Understand the variety of ideas and ways to approach the comparison of two prose texts for the exam.
2. Understand the significant influences and conventions of different eras in literature and apply this to prose extracts for the prose interpretation part of the Paper 2 exam.
3. Use contextual knowledge to revise and add to the annotations on their poetry anthologies.
Summer HT 11. General revision and exam skills.
2. Revision of the selection of poetry from the anthology and reflect on influences between eras and possible links between texts. (AO3 and 4)
1. Revision of exam style- critical interpretation for Ao5.
2. Ways to boost marks by using AO5 effectively to influence meaning.
Summer HT 2

Year 13

Half TermTopics to be coveredKey skills covered
Autumn HT 11. Completion and guidance on NEA (only one text can be taught- ‘Kevin’, the other is a text on their choice)
2. Read and study ‘Birdsong’- Sebastian Faulks
3. Historical, contextual knowledge of WW1 period in history, event and battles that are mentioned in the novel. Understanding why this was such a significant movement in literature
Texts in Shared Contexts
1. Independence of reading and responding to texts through topic/question of their choice-prepares for unseen section of the exams
2. Students should be set tasks for homework to read a section of the poems from the anthology that explicitly cover some of the themes given, not those selected for explicit teaching in lessons next half-term
3. Timeline of historical context through a timeline of the major battles that will be referenced in the literature
4. Students begin reading ‘My Boy Jack’ in preparation for next half term
Autumn HT 21. Complete reading of ‘Birdsong’ beginning to include the teaching of a selection on the poems from ‘The Oxford Book of War Poetry’ to contextualise
2. Begin teaching of ‘My Boy Jack’- taught thematically for comparisons to key poems
3. Selection of 3 poems for each of the 15 themes suggested for covering the anthology
1. Strong sense of some of the AQA identified themes building a picture of this era in history, based on some of the key poems, independent reading of all of the anthology and completion of the lead prose text
2. Understanding of how this period in history impacts all genres of literature- prose, poetry and drama
3. Secure knowledge and confidence in responding to poetry. Ways to consider variations in form and structure- to build confidence for the unseen poetry part of Paper 1
4. Taught to explicitly cover ways to make links for comparison for the A-level exam, paper 2
Spring HT 11. Complete the teaching of ‘My Boy Jack’- exam focus- suggested structure for response to opinion based questions
2. Complete the teaching of poetry from the selection of 3 poems for each of the 15 themes suggested for covering the anthology. Work on comparison to ‘My boy Jack’- for exam purposes
1. Clarity in understanding the impact of the play form and how it presents a similar subject matter and contextual time frame differently
2. Secure knowledge and confidence in responding to poetry. Ways to consider variations in form and structure- to build confidence for the unseen poetry part of Paper 1
3. Strong cross genre skills for comparison developing to prepare for Section C of Paper 1 of the A-level paper
Spring HT 21. In preparation for section B.1 of paper 2 (unseen prose), a range of unseen prose should be studied to increase confidence in this area (built from A.S) and help to continue to contextualise this period in history
2. Mock 1 (paper 2- texts in shared contexts paper only)
3. Introduction of the content of Paper 1 (covering the texts from last year). Revise Othello through approaches to the different style of question for the A-level paper, rather than A.S
1. Confidence built from skills founded in AS- responding to unseen prose. Use of contextual knowledge from AS to support this
2. Secure knowledge of the whole of paper 2 for A-level: ‘Texts in shared contexts’
3. Revision of exploring Shakespeare- contextually revise The Renaissance time frame from notes from AS
4. Work on comparative skills for both paper 2 section B and Paper 1 section C
Summer HT 11. Revise ‘The Great Gatsby’ and pre 1900 poetry from last year- approaching from the angle of the new style of question stems and expectations of the A-level paper
2. Revise skills for the unseen poem (section B of Paper 1)- wording of the question to be prepared for. (use some of the poetry from post 1900 from the anthologies that students already have)- increasing their confidence in responding to unseen texts
3. Prepare for Mock 2- early on in this half-term- both papers 1 and 2
1. Understanding the switch (on time frames from AS) from WW1 context (Late Victorian) to the Modernist voices of both the War and after the war ‘Gatsby’
2. Understanding of the expectations and ideas behind the approach to the texts in Paper 1 of the A-level
3. Building confidence in responding to an unseen text, both poetry and prose- for both papers
4. Revision of quotes for the closed book requirements of the exam in readiness for the actual exam and to revise for mock 2
Summer HT 21. Revision of areas that students feel they need further support on
2. Repetitive exemplar questions for exam preparation
1. Revision of areas that students feel they need further support on
2. Repetitive exemplar questions for exam preparation