Read and appreciate the depth and power of the English literary heritage through:
Reading a wide range of high-quality, challenging, classic literature and extended literary non-fiction, such as essays, reviews and journalism. This writing should include whole texts. The range will include:
At least one play by Shakespeare
Works from the 19th, 20th and 21st centuries
Poetry since 1789, including representative Romantic poetry
Re-reading literature and other writing as a basis for making comparisons
Choosing and reading books independently for challenge, interest and enjoyment
The following resources were created as part of a transition unit at the end of KS3. It is meant to revise skills for reading, annotating and analysing poetry in preparation for the new WJEC English spec.
Skills studied in this unit are meant to aid in critical analysis and essay writing.
On the National Theatre’s award-winning streaming video service for schools you’ll find a selection of acclaimed productions available to stream in your classroom, each recorded in high definition in front of a live theatre audience.
Free to use, the recordings are available on demand and require no special software. The plays are supported by comprehensive resources created by teachers and leading artists.
This is a fully differentiated and resourced lesson that focuses on the opening and closing of narrative pieces, analyses the use of a cyclical structure in a text and asks students to evaluate a text or film they are familiar with.
This is an easy-to-use reading comprehension pack with three sections of differentiated questions.
This activity focuses on Donald Trump and all the crazy/interesting recent events of his presidency. It can be used in form time as part of a literacy focus, or in an English lesson for KS3/KS4 GCSE comprehension training.
Write accurately, fluently, effectively and at length for pleasure and information through:
Adapting their writing for a wide range of purposes and audiences: to describe, narrate, explain, instruct, give and respond to information, and argue
Selecting and organising ideas, facts and key points, and citing evidence, details and quotation effectively and pertinently for support and emphasis
Selecting, and using judiciously, vocabulary, grammar, form, and structural and organisational features, including rhetorical devices, to reflect audience, purpose and context, and using Standard English where appropriate
Make notes, draft and write, including using information provided by others [eg writing a letter from key points provided; drawing on and using information from a presentation]
Revise, edit and proof-read through:
Reflecting on whether their draft achieves the intended impact
Restructuring their writing, and amending its grammar and vocabulary to improve coherence, consistency, clarity and overall effectiveness
Paying attention to the accuracy and effectiveness of grammar, punctuation and spelling
An easy-to-use lesson with differentiated worksheets that allows students to practise their descriptive writing skills. Useful for more able KS3 groups or weaker KS4 classes. It includes scaffolded examples, work banks and example techniques to include.
The focus of the unit is around issues of homelessness, so accompanying the unit is a class reading of Robert Swindell’s novel Stone Cold.
The assessment, however, isn’t on Stone Cold, but is on a creative writing piece, that uses description (so not narration) to describe a homeless person in Cambridge (but this can be changed to any city or town, really). The novel is merely being read to them so that they can use it to help them feel empathy etc.
The second part of lessons, for this unit on descriptive writing. The assessment involves students creating a piece of descriptive writing about a homeless person in a big city (Cambridge specifically here, but you can change this).
Speak confidently, audibly and effectively, including through:
Using Standard English when the context and audience require it
Working effectively in groups of different sizes and taking on required roles, including leading and managing discussions, involving others productively, reviewing and summarising, and contributing to meeting goals/deadlines
Listening to and building on the contributions of others, asking questions to clarify and inform, and challenging courteously when necessary
Planning for different purposes and audiences, including selecting and organising information and ideas effectively and persuasively for formal spoken presentations and debates
Listening and responding in a variety of different contexts, both formal and informal, and evaluating content, viewpoints, evidence and aspects of presentation
Improvising, rehearsing and performing play scripts and poetry in order to generate language and discuss language use and meaning, using role, intonation, tone, volume, mood, silence, stillness and action to add impact