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(ENGLISH) Curriculum Map
Spaced Learning RAG Red = Introduction of new Knowledge or skill Amber = Revisit Green = Reinforce
Year Term Content Knowledge Skills Progress Check
7
1 300 mins – Survival
The importance of collaborative
work; the creativity element of
writing; varying uses of lexical
choice
Collaborative Work; Inference
Reasoning
Checks on performance, oracy - analysis and explanation.
Lord of the Flies How a writer creates narrative,
time, place and character;
different ways an author can
construct a narrative (e.g. linear/
non-linear)
Writing: Drafting, editing, proof
reading through peer, self-
assessing; writing for different
purposes and audiences- argue,
persuade, analyse, explain –
articles, speeches; entertain -
writing from different
perspectives/non-linear
narratives; text conversion; script
writing; focussing on the effect of
word choice; be able to use
correct form of spelling,
punctuation and grammar;
Revisiting terminology from KS2
and applying it. Reading: Group reading –
narratives; non-fiction texts – e.g.
newspapers retrieval of
information/inference. Oracy: Group work on
presentations; drama activities;
group discussions, analysis of
texts; debating of issues brought
up in texts
Progress checks on the performance of students’ work; Mini-Progress checks on the analysis of other students’ work and a variety of texts; Cumulative progress checks on the analysis of Golding’s writing End of unit Progress Check on a character from the novel.
(ENGLISH) Curriculum Map
Spaced Learning RAG Red = Introduction of new Knowledge or skill Amber = Revisit Green = Reinforce
2 'Crime &
Punishment'
Know the different forms of non-
fiction writing; know how to
construct the different forms of
writing (layout, techniques);
importance of audience.
Writing: Drafting, editing, proof
reading through peer, self-
assessing; writing for different
purposes and audiences- argue,
persuade, analyse, explain –
articles, speeches; writing from
different perspectives; focussing
on the effect of word choice; be
able to use correct form of
spelling, punctuation and
grammar;
Revisiting terminology from KS2
and applying it. Reading: Group reading – non-
fiction texts – e.g. newspapers
retrieval of information/inference. Oracy: Group work on
presentations; group discussions,
analysis of texts; debating of
issues brought up in texts
Progress checks on the performance of students’ debating; Mini-Progress checks on the analysis of other students’ work and a variety of texts; Cumulative progress checks on the analysis and writing of various non-fiction texts. End of unit Progress Check on the analysis of a non-fiction text.
Narrative Writing - Writing for Suspense
How a writer creates narrative,
time, place and character;
writing terminology; knowledge
of different genres of writing;
importance of audience.
Writing: Drafting, editing, proof
reading through peer, self-
assessing; Using a variety of
writing techniques to create
different effects to appeal to an
audience; creating narrative and
descriptive writing; structuring a
piece of writing; empathetic
writing; be able to use correct
form of spelling, punctuation and
grammar;
Lesson 2 – mini Progress Checks - peer/student and teacher marked; Lesson 8 – Progress Checks on drama activity; End of Unit Progress Checks - text transformation; take part of Little Red Riding Hood
(ENGLISH) Curriculum Map
Spaced Learning RAG Red = Introduction of new Knowledge or skill Amber = Revisit Green = Reinforce
Reading: explaining and
analysing own and others’ work;
comprehension on various fiction
texts;
Oracy: via role play and
presentation; collaborative work;
inference; explaining and
analysing
and write it as if it were a suspense/horror story.
3 A Midsummer
Night's Dream
How a playwright creates
narrative, plot and character;
terminology; importance of
context;
Writing: Drafting, editing, proof
reading through peer, self-
assessing; Using a variety of
writing techniques to create
different effects to appeal to an
audience; creating narrative and
descriptive writing; writing pieces
of non-fiction based on the play;
structuring a piece of writing;
empathetic writing; be able to
use correct form of spelling,
punctuation and grammar;
Reading: explaining and
analysing own and
Shakespeare’s work;
comprehension on various parts
of the text;
Oracy: via role play and
presentation; collaborative work;
inference; explaining and
analysing
Progress checks on the performance of students’ performance; Mini-Progress checks on the analysis of other students’ work and a variety of texts; Cumulative progress checks on the analysis of Shakespeare's writing End of unit Progress Check on a character from the play.
(ENGLISH) Curriculum Map
Spaced Learning RAG Red = Introduction of new Knowledge or skill Amber = Revisit Green = Reinforce
Poetry That a writer uses a range of
techniques to create effect; that
tone, pitch and speed of voice
can affect the performance and
reception of a text; that context
affects a piece of writing; culture
of the US/world of the 1960s and
contemporary culture
Writing: drafting/editing own
poems for performance, using
techniques and knowledge of
contextual influences;
Reading: explain, analyse;
finding and summarising
information; reading for explicit
and inferred meaning;
collaborative work
Oracy- collaborative work for
writing and performance;
performing and presentation
skills; explaining and analysing
own and others’ work; reading
poems out aloud.
Progress Checks on the performance of students’ own poem; Mini-Progress Checks on the analysis of chosen quotations from other students’ work; Cumulative Progress Checks on the writing of four poems/lyrics.
Year Term Content Knowledge Skills Progress Checks
8
1 Of Mice & Men
Characters, themes, plot and
context of the novel; Cultural
differences, socio-cultural issues;
Writing: Drafting, editing, proof
reading through peer, self-
assessing; Using a variety of
writing techniques to create
different effects to appeal to an
audience; creating narrative and
descriptive writing; writing pieces
of non-fiction based on the play;
structuring a piece of writing;
empathetic writing; analytical
writing; to be able to use correct
form of spelling, punctuation and
grammar;
Reading: explaining and
analysing own and Steinbeck’s
Progress checks on the performance of students’ work; Mini-Progress checks on the analysis of other students’ work and a variety of texts; Cumulative progress checks on the analysis of Steinbeck’s writing
(ENGLISH) Curriculum Map
Spaced Learning RAG Red = Introduction of new Knowledge or skill Amber = Revisit Green = Reinforce
work; comprehension on various
parts of the text;
Oracy: Group
research/preparation leading to
individual presentations (e.g.
character experts leading to hot
seating); group
discussion/analysis of texts;
debating issues.
End of unit Progress Check on a character from the novel.
2 C19th Texts Things
That Go Bump in the
Night
Characters, themes, plot and
context of the texts; Cultural
differences, socio-cultural issues;
How a writer creates narrative,
time, place and character;
writing terminology; knowledge
of different genres of writing;
importance of audience.
Writing: Drafting, editing, proof
reading through peer, self-
assessing; writing for different
purposes and audiences- argue,
persuade, analyse, explain –
articles, speeches; entertain -
writing from different
perspectives/non-linear
narratives; focussing on the effect
of word choice; be able to use
correct form of spelling,
punctuation and grammar;
Reading: Group reading –
narratives; non-fiction texts – e.g.
newspapers retrieval of
information/inference. Oracy: Group work on
presentations; drama activities;
group discussions, analysis of
texts; debating of issues brought
up in texts
Progress Checks on the of students’ own story; Mini-Progress Checks on the analysis of chosen extracts from differing texts; Cumulative Progress Checks on the writing and analysis of a text.
Macbeth Characters, themes, plot and
context of the play; that tone,
pitch and speed of voice can
Writing: Drafting, editing, proof
reading through peer, self-
assessing; writing for different
Progress checks on the performance of students’ work;
(ENGLISH) Curriculum Map
Spaced Learning RAG Red = Introduction of new Knowledge or skill Amber = Revisit Green = Reinforce
affect the performance and
reception of a play; Cultural
differences, socio-cultural issues;
purposes and audiences- argue,
persuade, analyse, explain –
articles, speeches; entertain -
writing from different
perspectives/non-linear
narratives; focussing on the effect
of word choice; be able to use
correct form of spelling,
punctuation and grammar;
Reading: Group reading –
narratives; non-fiction texts – e.g.
newspapers retrieval of
information/inference. Oracy: Group work on
presentations; drama activities;
group discussions, analysis of
texts; debating of issues brought
up in texts
Mini-Progress checks on the analysis of Shakespeare's techniques/understanding of the play; Cumulative progress checks on the analysis of Shakespeare's writing End of unit Progress Check on a character/theme from the play.
3 Disasters
The analysis of a range of non-
fiction pieces; analysis of fiction
texts; ability to write the above.
Writing: Drafting, editing, proof
reading through peer, self-
assessing; writing for different
purposes and audiences- argue,
persuade, analyse, explain –
articles, speeches; entertain -
writing from different
perspectives/non-linear
narratives; focussing on the effect
of word choice; be able to use
correct form of spelling,
punctuation and grammar;
Reading: Group reading –
narratives; non-fiction texts – e.g.
Progress checks on the performance of students’ performance; Mini-Progress checks on the analysis of other students’ work and a variety of texts; Cumulative progress checks on the analysis of Shakespeare's writing
(ENGLISH) Curriculum Map
Spaced Learning RAG Red = Introduction of new Knowledge or skill Amber = Revisit Green = Reinforce
newspapers retrieval of
information/inference. Oracy: Group work on
presentations; drama activities;
group discussions, analysis of
texts; debating of issues brought
up in texts
End of unit Progress Check on a character from the play.
Drama – The Curious
Incident of the Dog
in the Night time.
Characters, themes, plot and
context of the play; Cultural
differences, socio-cultural issues;
Writing: Drafting, editing, proof
reading through peer, self-
assessing; writing for different
purposes and audiences- argue,
persuade, analyse, explain –
articles, speeches; entertain -
writing from different
perspectives/non-linear
narratives; focussing on the effect
of word choice; be able to use
correct form of spelling,
punctuation and grammar;
Reading: Group reading –
narratives; non-fiction texts – e.g.
newspapers retrieval of
information/inference. Oracy: Group work on
presentations; drama activities;
group discussions, analysis of
texts; debating of issues brought
up in texts
Progress checks on the performance of students’ work; Mini-Progress checks on the analysis of playwright's techniques/understanding of the play; Cumulative progress checks on the analysis of Shakespeare's writing End of unit Progress Check on a character/theme from the play.
(ENGLISH) Curriculum Map
Spaced Learning RAG Red = Introduction of new Knowledge or skill Amber = Revisit Green = Reinforce
Year Term Content Knowledge Skills Progress Checks
9
1 Creative Writing Build upon the knowledge of how
a writer creates narrative, time,
place and character; writing
terminology; knowledge of
different genres of writing;
importance of audience;
importance of structute; using
SPaG to help aid meaning and
effect.
Writing: drafting and editing;
narrative, description, with
greater emphasis on structure
and use of extended metaphor;
revisiting and using terminology;
be able to use correct form of
spelling, punctuation and
grammar to aid meaning and
create effect;
Reading: Reading and
responding to unseen texts;
reading for alternative
meanings/inference (in different
forms of text – e.g. film and
music).
Oracy: collaborative group/pair
work on reading and responding
; reading out of own/others’
stories
Peer/self-Progress Checks on mini tasks; Formal mini-Progress Checkss.
Animal Farm Characters, themes, plot and
context of the novel; Cultural
differences, socio-cultural issues;
Writing: Drafting, editing, proof
reading through peer, self-
assessing; writing for different
purposes and audiences- argue,
persuade, analyse, explain –
articles, speeches; entertain -
writing from different
perspectives/non-linear
narratives; focussing on the
effect of word choice; be able to
use correct form of spelling,
punctuation and grammar
Progress checks on the performance of students’ work; Mini-Progress checks on the analysis of other students’ work and a variety of texts; Cumulative progress checks on the analysis of Orwell’s writing
(ENGLISH) Curriculum Map
Spaced Learning RAG Red = Introduction of new Knowledge or skill Amber = Revisit Green = Reinforce
Reading: Group reading –
narratives; non-fiction texts – e.g.
newspapers retrieval of
information/inference. Oracy: Group work on
presentations; drama activities;
group discussions, analysis of
texts; debating of issues brought
up in texts
End of unit Progress Check on a character from the play.
2 Unseen Poetry –
Controversial
Characters;
Characters, themes, plot and
context of the poems; Cultural
differences, socio-cultural issues;
Writing: Drafting, editing, proof
reading through peer, self-
assessing; writing for different
purposes and audiences- argue,
persuade, analyse, explain –
articles, speeches; entertain -
writing from different
perspectives; focussing on the
effect of word choice; be able to
use correct form of spelling,
punctuation and grammar
Reading: Group reading –
poems; non-fiction texts – e.g.
newspapers retrieval of
information/inference. Oracy: Group work on
presentations; drama activities;
group discussions, analysis of
texts; debating of issues brought
up in texts
Progress checks on the performance of students’ work; Mini-Progress checks on the analysis of other students’ work and a variety of texts; Cumulative progress checks on the analysis of poets' writing End of unit Progress Check on a character from the play.
(ENGLISH) Curriculum Map
Spaced Learning RAG Red = Introduction of new Knowledge or skill Amber = Revisit Green = Reinforce
What’s Your Point? Know the effect of tone, register,
purpose and audience upon the
writing of non-fiction texts;
terminology
Writing: Drafting, editing, proof
reading through peer, self-
assessing; writing for different
purposes and audiences- argue,
persuade, analyse, explain –
articles, speeches; - writing from
different perspectives; focussing
on the effect of word choice; be
able to use correct form of
spelling, punctuation and
grammar
Reading: Group reading – non-
fiction texts – e.g. newspapers
retrieval of information/inference. Oracy: Group work on
presentations; group discussions,
analysis of texts; debating of
issues brought up in texts.
Progress checks on the
performance of a debate
Mini-Progress checks on the analysis of other students’ work and a variety of texts; Cumulative progress checks on the analysis of authors’ writing End of unit Progress Check on reading and writing of a non-fiction piece.
3 Romeo and Juliet Characters, themes, plot and
context of the play; How a
playwright creates narrative,
time, place and character;
writing terminology;
Writing: explanatory, analytical
writing; use of references to
support points of view; inference,
using above to support;
collaborative work
Reading: reading for explicit and
inferred meaning; collaborative
work
Oracy: As above; presentation
skills
Assessed piece in class – utilising the skills taught/practised that term; End of Unit Progress Checks – timed written piece, assessing AOs1, 2, 3, 4.
(ENGLISH) Curriculum Map
Spaced Learning RAG Red = Introduction of new Knowledge or skill Amber = Revisit Green = Reinforce
Year Term Content Knowledge Skills Progress Checks
10
1
Lit: Love & Relationships Poetry/Unseen
Know the content of the
Anthology poems; know the
Progress Checks focii of the
questions; know poetic
terminology; know how a poet
creates meaning; know the
cultural context of the Anthology
poems;
Writing: explanatory, analytical
writing about the Anthology and
unseen poems; non-fiction
writing (newspaper article); use
of references to support points of
view; inference, using above to
support; collaborative work;
Reading: reading for explicit and
inferred meaning; retrieval of
important information;
collaborative work
Oracy: Justifying/arguing POV;
analysing collaborative work;
Assess 1: W/C14/10/19: Lit: Poetry Comparison Q; Romeo and Juliet spaced learning.
An Inspector Calls
Plot, character and structure of
the play; cultural differences,
socio-political and cultural
issues; How a playwright creates
narrative, time, place and
character; writing terminology;
importance of audience; the
ability to analyse quotations,
linking to the point of a question;
the ability to construct an
analytical piece of work using
PETAL; how to construct a
newspaper article.
Writing: explanatory, analytical
writing; non-fiction writing
(newspaper article); use of
references to support points of
view; inference, using above to
support; collaborative work;
Reading: reading for explicit and
inferred meaning; retrieval of
important information;
collaborative work
Oracy: Justifying/arguing a POV;
collaborative work;
Peer/self-Progress Checks on small writing tasks; Two mini-mock tasks to be deep marked by teacher; end of unit Progress Checks. Marked to AQA mark scheme and Trust’s grade boundaries.
Lang: Paper 1 Section A
Build upon the knowledge of
how a writer creates narrative,
Writing: explanatory, analytical
writing; use of references to
Lang: Paper 1 Sect A.
(ENGLISH) Curriculum Map
Spaced Learning RAG Red = Introduction of new Knowledge or skill Amber = Revisit Green = Reinforce
time, place and character;
writing terminology; knowledge
of different genres of writing;
know that the previous links to
AO5; importance of audience;
importance of structure; using
SPaG to help aid meaning and
effect; know that the previous
links to AO6.
support points of view; inference,
using above to support;
collaborative work;
Reading: reading for explicit and
inferred meaning; retrieval of
important information;
collaborative work
Oracy: Justifying/arguing a POV;
collaborative work;
2 Lit: An Inspector Calls As above Assess 2: W/C13/01/20: Mocks W/C 23/03/20 Lit: Romeo revision/A
Christmas Carol
Plot, character, theme and
context of play/novella; how to
link the previous to the AOs.
Writing: explanatory, analytical
writing; use of references to
support points of view; inference,
using above to support;
collaborative work;
Reading: reading for explicit and
inferred meaning; retrieval of
important information;
collaborative work
Oracy: Justifying/arguing a POV;
collaborative work;
Lang: Paper 2 Section A
Know the style of questions for
the paper; know the AOs focii of
the questions; know terminology;
know how a writer creates an
argument, persuades, explains.;
3 A Christmas Carol;
Unseen Poetry As above. Mini-progress revision
work, based on AQA mark scheme.
Speaking & Listening; Lang Paper 1 Re-visit.
S&L – know how to deliver a
presentation and answer
questions in a formal manner
without reading off the board or
from a script;
S&L - Justifying/arguing a POV;
to be able to deliver a
presentation with appropriate
tone and inflection.
S&L - Assessed as per AQA marks scheme.
(ENGLISH) Curriculum Map
Spaced Learning RAG Red = Introduction of new Knowledge or skill Amber = Revisit Green = Reinforce
Year Term Content Knowledge Skills Progress Checks
11
1 Lit – Romeo Revision +AO5; A Christmas Carol
Revision
As above As above Assess 1: W/C/16/09/19 Lit: 15/10/18 = poetry Lang: Paper 1, Sect A Mocks: W/C/18/11/19: Lit & Lang Paper 1 in Autumn 2, Wks 3 & 4 Lit & Lang: End of Unit: Paper 2, Sect. A
Paper 1 Section B – Focus on AO6; Paper 1 Section A
As above
As above
2 Feedback on Mocks/paper 2 Revision – Unseen poetry & Anthology & Animal Farm
As above
As above
DC2: Lit: Based on Animal Farm Lang: Paper 2 Sect B. Mocks: Lit & Lang Paper 2 in Spring 2, Wks 2 & 3; DC3: Lit & Lang: Based on exams
Feedback on Mocks/Paper 2 Revision Sect A and B
As above As above
3 Revision based on Mock results
As above As above DC4: Lit: A Christmas Carol; Lang: Paper 1Sect A Revision based on
Mock results As above As above
(ENGLISH) Curriculum Map
Spaced Learning RAG Red = Introduction of new Knowledge or skill Amber = Revisit Green = Reinforce
Year Term Content Knowledge Skills Progress Checks
11
Media
1 Component One Section B: Video
Games Introduction & overview of Pokémon Go (CSP) Pokémon Go - Audience and Industry
Analysis of contemporary videos (Bruno
Mars –Uptown Funk & Katy Perry – Roar (CSPs) – ML, Audience, industry & Rep + context) Analysis of older music video (Michael Jackson (CSP)) (ML, Rep and Context) Comparison of older video with
contemporary video; exam focus - media
For all CSP texts, students to be
introduced to the texts and
explore the context in which they
were created.
Students to understand the history
of the industry
Students to analyse text in
relation to audience and Industry.
Theory: Uses and Gratification
and Hierarchy of Needs.
Students to analyse both
contemporary music videos in
relation to ML, REP, AUDIENCE
and INDUSTRY.
Students to analyse the historical
music video in ML, REP.
S
Analytical, explanatory,
evaluative, comparison skills,
knowledge and recall of CSP
information. Applying
terminology and theory
Oracy, presentation,
collaboration, research
Revision skills
Peer/self-Progress Checks on small writing tasks; Mini assessments on CSPs to be deep marked by teacher; end of unit Progress Checks. Marked to EDUCAS mark scheme. MOCK EXAM – 18th November based on paper 1
(ENGLISH) Curriculum Map
Spaced Learning RAG Red = Introduction of new Knowledge or skill Amber = Revisit Green = Reinforce
language & representation
Analysis of online, social and participatory
media for Bruno Mars and Katy Perry (CSP) (Media language
Representation
Media industries Audiences Media contexts)
Students to analyse the social
media and websites of the artists
(ML, REP, AUDIENCE and
INDUSTRY)
2 Radio
Industry & The Archers (CSP) (BBC, PSB); sense of evolving media product Audience & The Archers: target audience, global audience, responses, fandom
Newspapers Introduction & overview
The Archers (CSP): analysis of
industry and audience
Newspapers Introduction & overview
Analytical, explanatory,
evaluative, comparison skills,
knowledge and recall of CSP
information. Applying
terminology and theory
Oracy, presentation,
collaboration, research
Revision skills
Peer/self-Progress Checks on small writing tasks; Mini assessments on CSPs to be deep marked by teacher; end of unit Progress Checks. Marked to EDUCAS mark scheme. Mock exam - 13th May on paper 2
(ENGLISH) Curriculum Map
Spaced Learning RAG Red = Introduction of new Knowledge or skill Amber = Revisit Green = Reinforce
Analysis: The Guardian (CSP) ML & rep (issues, age, ethnicity) Analysis: The Sun (CSP) ML & rep (issues) Industry &
The Sun (CSP) - ownership, context, political leaning etc. Audience & The Sun (CSP) – target audience, readership, responses
Analysis of rep and ML for CSP
Analysis of rep and ML for CSP
Analysis of audience and industry
for CSP
Analysis of audience and industry
for CSp
3 Revision Revision of all CSPs texts, focusing on year 10 CSPs first.,
Analytical, explanatory,
evaluative, knowledge and recall
of CSP information. Applying
terminology and theory
Oracy, presentation,
collaboration, research
Revision skills
Peer/self-Progress Checks on small writing tasks; Mini assessments on CSPs to be deep marked by teacher; end of unit Progress Checks. Marked to EDUCAS mark scheme.
(ENGLISH) Curriculum Map
Spaced Learning RAG Red = Introduction of new Knowledge or skill Amber = Revisit Green = Reinforce
Year Term Content Knowledge Skills Progress Checks
12 Lang
1 • Child Language Acquisition (CLA) – Paper 1, Section B
Relevant theories, brushing
up and adding onto GCSE
lexical knowledge
Writing: explanatory,
analytical writing;
use of references to
support points of
view; inference, using
above to support;
collaborative work;
Reading: reading for
explicit and inferred
meaning; retrieval of
important information;
collaborative work
Oracy:
Justifying/arguing a
POV; collaborative
work
Questions based upon texts analysed in class.
(ENGLISH) Curriculum Map
Spaced Learning RAG Red = Introduction of new Knowledge or skill Amber = Revisit Green = Reinforce
• Introduction of Original Writing coursework – c.2 weeks
• Language Diversity and Change – Paper 2, Section A
• The criteria for this part
of the coursework; the
conventions of the
three different styles of
writing; • Relevant language
change theories and
historical context of
change
Coursework: Writing: explanatory,
analytical, creative
writing; use of
references from a
chosen text to
support points of
view;
Reading: reading for
explicit and inferred
meaning; retrieval of
important information
Oracy:
Justifying/arguing/ex
plaining a POV
Coursework proposal for Original Writing
2 • Continued Language Diversity and Change – Paper 2, Section A
• Language and Gender/Power/Technology (Language discourses) – Paper 2, Section A
• Relevant language
change theories and
historical context of
change • Relevant language
change theories and
historical context of
change
Writing: explanatory,
analytical writing;
use of references to
support points of
view; inference, using
above to support;
collaborative work;
Reading: reading for
explicit and inferred
meaning; retrieval of
important information;
collaborative work
Oracy:
Justifying/arguing a
POV; collaborative
work
• Introduction of Language Investigation coursework
Coursework:
(ENGLISH) Curriculum Map
Spaced Learning RAG Red = Introduction of new Knowledge or skill Amber = Revisit Green = Reinforce
• Continued Language and Gender/Power/Technology (Language discourses) – Paper 2, Section A
• Language Meanings and Representations – Paper 1, Section A
Holistic understanding of the
English Language’s place in
the world including influence;
history; criticisms,
development, attitudes
Synthesis of all A
Level Language
knowledge (lexical
analysis, comparative
and evaluative
analysis, relevant
theories, holistic links,
contextual factors) Writing: explanatory,
analytical writing;
use of references to
support points of
view; inference, using
above to support;
collaborative work;
Reading: reading for
explicit and inferred
meaning; retrieval of
important information;
collaborative work
Oracy:
Justifying/arguing a
POV; collaborative
work
3 • Continued Language Meanings and Representations – Paper 1, Section A
Synthesis of all A
Level Language
knowledge (lexical
analysis, comparative
and evaluative
analysis, relevant
theories, holistic links,
contextual factors)
MOCK exam – full Paper 1
(ENGLISH) Curriculum Map
Spaced Learning RAG Red = Introduction of new Knowledge or skill Amber = Revisit Green = Reinforce
Reading: reading for
explicit and inferred
meaning; retrieval of
important information;
collaborative work
Oracy:
Justifying/arguing a
POV; collaborative
work
• Non-fiction writing – Paper 2, Section B
• Revision of CLA and Meaning and Representations for MOCK
• Coursework completion
Writing: Fluent and cohesive
prose on linguistic
debates
Creative and
conceptualised
perspective and
evaluative
understanding, showing awareness of
social, cultural and
historical contextual
factors Use of linguistic techniques to engage and direct an audience’s perspective
(ENGLISH) Curriculum Map
Spaced Learning RAG Red = Introduction of new Knowledge or skill Amber = Revisit Green = Reinforce
Year Term Content Knowledge Skills Progress Checks
12 Lang
1 • Child Language Acquisition (CLA) – Paper 1, Section B
Relevant theories, brushing
up and adding onto GCSE
lexical knowledge
Writing: explanatory,
analytical writing;
use of references to
support points of
view; inference, using
above to support;
collaborative work;
Reading: reading for
explicit and inferred
meaning; retrieval of
important information;
collaborative work
Oracy:
Justifying/arguing a
POV; collaborative
work
Paper 1, Q4 - based upon texts analysed in class.
(ENGLISH) Curriculum Map
Spaced Learning RAG Red = Introduction of new Knowledge or skill Amber = Revisit Green = Reinforce
• Introduction of Original Writing coursework – c.2 weeks
• Language Diversity and Change – Paper 2, Section A
• The criteria for this part
of the coursework; the
conventions of the
three different styles of
writing; • Relevant language
change theories and
historical context of
change
Coursework: Writing: explanatory,
analytical, creative
writing; use of
references from a
chosen text to
support points of
view;
Reading: reading for
explicit and inferred
meaning; retrieval of
important information
Oracy:
Justifying/arguing/ex
plaining a POV
Coursework proposal for Original Writing
2 • Continued Language Diversity and Change – Paper 2, Section A
• Language and Gender/Power/Technology (Language discourses) – Paper 2, Section A
• Relevant language
change theories and
historical context of
change • Relevant language
change theories and
historical context of
change
Writing: explanatory,
analytical writing;
use of references to
support points of
view; inference, using
above to support;
collaborative work;
Reading: reading for
explicit and inferred
meaning; retrieval of
important information;
collaborative work
Oracy:
Justifying/arguing a
POV; collaborative
work
• Introduction of Language Investigation coursework
Coursework:
(ENGLISH) Curriculum Map
Spaced Learning RAG Red = Introduction of new Knowledge or skill Amber = Revisit Green = Reinforce
• Continued Language and Gender/Power/Technology (Language discourses) – Paper 2, Section A
• Language Meanings and Representations – Paper 1, Section A
Holistic understanding of the
English Language’s place in
the world including influence;
history; criticisms,
development, attitudes. Debate forums used to ensure
evaluative and perceptive
inferences are made and
justified wholly. Topics based
on Language and Discourse
concepts as well as relevant
contextual interpretations
based on societal
representations in media and
language.
Synthesis of all A
Level Language
knowledge (lexical
analysis, comparative
and evaluative
analysis, relevant
theories, holistic links,
contextual factors) Writing: explanatory,
analytical writing;
use of references to
support points of
view; inference, using
above to support;
collaborative work;
Reading: reading for
explicit and inferred
meaning; retrieval of
important information;
collaborative work
Oracy:
Justifying/arguing a
POV; collaborative
work
3 • Continued Language Meanings and Representations – Paper 1, Section A
Synthesis of all A
Level Language
knowledge (lexical
analysis, comparative
and evaluative
analysis, relevant
theories, holistic links,
contextual factors)
MOCK exam – full Paper 1
(ENGLISH) Curriculum Map
Spaced Learning RAG Red = Introduction of new Knowledge or skill Amber = Revisit Green = Reinforce
Reading: reading for
explicit and inferred
meaning; retrieval of
important information;
collaborative work
Oracy:
Justifying/arguing a
POV; collaborative
work
• Non-fiction writing – Paper 2, Section B
• Revision of CLA and Meaning and Representations for MOCK
• Original Writing coursework completion; Language Investigation full planning completed for data collection over summer break.
Writing: Fluent and cohesive
prose on linguistic
debates
Creative and
conceptualised
perspective and
evaluative
understanding, showing awareness of
social, cultural and
historical contextual
factors Use of linguistic techniques to engage and direct an audience’s perspective
(ENGLISH) Curriculum Map
Spaced Learning RAG Red = Introduction of new Knowledge or skill Amber = Revisit Green = Reinforce
(ENGLISH) Curriculum Map
Spaced Learning RAG Red = Introduction of new Knowledge or skill Amber = Revisit Green = Reinforce
Year Term Content Knowledge Skills Assessment
12
Literature
1 IC – Introduction
to Prose at A
Level
Paper One Prose
Text- either ‘The
Great Gatsby’ or
‘The Go-Between’
Prose terminology/narrative
perspective/structure/characterisation/Specific
methods used by the writer in set Prose
text/Historicism and Contextual background for text
Learning command words associated with English
Literature A Level
Familiarisation with the 5 assessment objectives used
for A Level English Literature.
The ways in which meanings are shaped in Prose texts.
The writers’ use of time and place in prose texts.
Critical opinions over time about the prose text to
inform students’ opinions. The importance of
introducing different interpretations of texts.
• To explore the
relationships that exist
between texts and the
contexts within which they
are written Preparation
for
comparison/comparison
of genres
• To debate and challenge
the interpretations of
other readers
• To articulate informed,
personal and creative
responses to literary texts,
using associated concepts
and terminology, and coherent, accurate written
expression.
• To analyse ways in which
meanings are shaped in
literary texts.
• To demonstrate
understanding of the
significance and influence
of the contexts in which
literary texts are written
and received. • To explore connections
across literary texts. • To explore literary texts
informed by different
interpretations.
An extended
written task done
in assessment
books. Marked by
the teacher.
Whole class
feedback
followed by
individual DIRT
work response to
WWW/EBI stickers
An extended
written task done
in assessment
books. Marked by
the teacher.
Whole class
feedback
followed by
individual DIRT
work response to
WWW/EBI stickers
Key
assessment/test in
1 LP- ‘Othello’
Paper One
Shakespeare
Text
A Shakespearian tragedy exploring
love/relationships.
Drama conventions/terminology/analysis of
meaning and method.
Plot/Characterisation/Structure/Theme.
• To explore the
relationships that exist
between texts and the
contexts within which they
are written Preparation
for
(ENGLISH) Curriculum Map
Spaced Learning RAG Red = Introduction of new Knowledge or skill Amber = Revisit Green = Reinforce
Contextual factors/Historicist concepts.
Responding to different critical analysis of the play
over time.
Closed book- the shape of the drama/quotations
comparison/comparison
of genres
• To debate and challenge
the interpretations of
other readers
• To articulate informed,
personal and creative
responses to literary texts,
using associated concepts
and terminology, and coherent, accurate written
expression.
• To analyse ways in which
meanings are shaped in
literary texts.
• To demonstrate
understanding of the
significance and influence
of the contexts in which
literary texts are written
and received. • To explore connections
across literary texts. • To explore literary texts
informed by different
interpretations.
class time. Deep
marking by
teacher. DIRT
work. (Year 12
mocks?)
2 IC -Introduction
to WW1 Paper-
‘Journey’s End’
WW1 Drama
Text/Unseen
WW1 Prose
WW1 Context/structure/characterisation/dramatic
techniques /terminology – writing about a play
The ways that meanings are shaped in drama texts.
The use of dramatic structure; stagecraft; dramatic
characterisation; dramatic speech and language.
(Interleaving with LP Othello above)
Critical opinion over time about the drama text.
Revision of all of the Prose section above but applied to
Unseen Prose text
Understanding the specific use of the term ‘significance’
when responding to A level questions
An extended
written task done
in assessment
books. Marked by
the teacher.
Whole class
feedback
followed by
individual DIRT
work response to
WWW/EBI stickers
(ENGLISH) Curriculum Map
Spaced Learning RAG Red = Introduction of new Knowledge or skill Amber = Revisit Green = Reinforce
An extended
written task done
in assessment
books. Marked by
the teacher.
Whole class
feedback
followed by
individual DIRT
work response to
WWW/EBI stickers
Key
assessment/test in
class time. Deep
marking by
teacher. DIRT
work.
2 LP- ‘Love
Through the
Ages’ Pre-C19th
Poetry
Anthology
Revisit/revise
The Great
Gatsby-
interleaved IC
The AQA anthology of love poetry through the ages-
students study a range of different types of poem as they
explore representations of love over time.
The context of each poem written before 1900/
specific methods used by the poet.
Historicism and contextual background for both
genres of text.
Pupils are introduced to the question for study in Year
13, comparing pre 1900 poetry to the prose text ‘The
Great Gatsby’.
The skills for this area of
study/examination are as
above. The same assessment
objectives are common to
both exam papers and all
questions.
3 IC- Unseen
WW1 Prose –
Preparation
for Year 12
Summer
Exam/ ‘A Long
Long Way’
World War 1
Comparison
Question
Coursework
Introduction
• WW1 Context and Ireland /Prose terminology
revision/narrative
perspective/structure/characterisation/Specific
methods used by the writer in ALLW
• Cover first 5-8 chapters of the novel.
Pupils learn about the questions, texts and rubric of
the NEA (i.e. the course work)
The skills for this area of
study/examination are as
above. The same
assessment objectives
are common to both
exam papers and all
questions.
An extended
written task done
in assessment
books. Marked by
the teacher.
Whole class
feedback
followed by
individual DIRT
work response to
WWW/EBI stickers
(ENGLISH) Curriculum Map
Spaced Learning RAG Red = Introduction of new Knowledge or skill Amber = Revisit Green = Reinforce
End of year
assessment: formal
mock examination.
Deep
marking/whole
class
feedback/DIRT
response.
Year 12 Summer
Exam
LP- Othello
Question (Love
Through the Ages)
IC – Unseen WW1
Prose Question
3
LP- Unseen
Poetry
Love Through
The Ages
Paper
Revisit/revise
Othello
Students study a range of different types of poem as they
explore representations of love over time.
How to recognise the context of each poem.
Expectations/ conventions of the era e.g.
romanticism/metaphysical etc. Link To Pre 1900 Poetry.
Specific methods used by the poets.
Historicism and contextual background for the poems.
How to draw on their knowledge of other poetry over
time and apply this.
Strategies for dealing with unseen material/making
comparisons between the poems.
• Spaced learning activates on:
character/theme/structure/dramatic
conventions/context/the critics/terminology
• Effective planning for exam success/effective
annotation/the assessment objectives/WAGOLL
analysis/AFL activities/How to create effective
revision
The skills for this area of
study/examination are as
above. The same assessment
objectives are common to
both exam papers and all
questions.
(ENGLISH) Curriculum Map
Spaced Learning RAG Red = Introduction of new Knowledge or skill Amber = Revisit Green = Reinforce
Year Term Content Knowledge Skills Assessment
Yr, 13 1 LP WW1 Context
Paper 2 Scars Upon
My Heart
Anthology. Female
War Poetry
LP Cont. Unseen
Poetry Love
Through The Ages
Paper 1
Revisit Poetry
Skills-Pre 1900 Love
Poetry
Students study a range of different types of poem as
they explore representations of war by female war
poets.
The context of each poem.
Specific methods used by the poets.
Historicism and contextual background for the
poems. A consideration of the male voice/poets
such as Sassoon, Owen etc.
Strategies for dealing with the critical viewpoint
represented in the question.
Spaced learning activities on:
• The poet’s method and meaning
• Revising in thematic groups e.g. love and loss,
idealistic love etc.
• Contextual Factors/Historicist concepts
• Interleaved learning relating to the content of
The Great Gatsby/Fitzgerald’s methodology
• Critical interpretation/multiple interpretation
The skills for this area of
study/examination are as
above. The same
assessment objectives
are common to both
exam papers and all
questions.
An extended written
task done in
assessment books.
Marked by the
teacher. Whole class
feedback followed
by individual DIRT
work response to
WWW/EBI stickers
Key assessment/test
in class time. Deep
marking by teacher.
DIRT work.
1 IC WW1
Comparative Prose
Question ‘Journey’s
End’ and ‘A Long
Long Way’
Revisit ‘Journey’s
End’ text from
Prose terminology/narrative
perspective/structure/characterisation/Specific methods
used by the writer in set Prose text
Revision of all of the above but applied to ALLW
/Historicism and Contextual background for text
Revision of command words associated with English
Literature A Level
The skills for this area of
study/examination are as
above. The same
assessment objectives
are common to both
exam papers and all
questions.
An extended written task
done in assessment
books. Marked by the
teacher. Whole class
feedback followed by
individual DIRT work
response to WWW/EBI
stickers
(ENGLISH) Curriculum Map
Spaced Learning RAG Red = Introduction of new Knowledge or skill Amber = Revisit Green = Reinforce
Spring Term of Year
12
IC NEA Coursework
Reading and
Writing
Revision of the 5 assessment objectives used for A Level
English Literature.
Introduction of critical opinion about ALLW
Focus on content needed from both texts to write the
comparative essay on WW1 exam paper.
Spaced Learning Revision of ‘Journey’s End’
Pupils examine and consider a range of different texts
and titles for the course work.
Reading and discussion about past course work
examples from AQA website and our own centre.
Tutorials with each pupil with reference to their own
course work texts and titles.
The same assessment
objectives used for exam
work are applied to the
coursework.
There are, however,
different levels of
expectation as the course
work text has been
written over a period of
time and students have
had time to redraft and
revise.
Key assessment/test in
class time. Deep marking
by teacher. DIRT work.
Ongoing teacher
assessment of course
work drafts and sections.
2 LP Continue study
of 25 poems from
Scars Upon My
Heart.
Revise/revisit
Othello
Students study a range of different types of poem as
they explore representations of war by female war
poets.
The context of each poem.
Specific methods used by the poets.
Historicism and contextual background for the
poems. A consideration of the male voice/poets
such as Sassoon, Owen etc.
Strategies for dealing with the critical viewpoint
represented in the question
Spaced learning on the earlier poems from the war
collection from Term 1.
Year 13 Mocks Jan
End of year assessment:
formal mock
examination. Deep
marking/whole class
feedback/DIRT response
(ENGLISH) Curriculum Map
Spaced Learning RAG Red = Introduction of new Knowledge or skill Amber = Revisit Green = Reinforce
Spaced learning on: shared annotations of the extract,
mini mocks followed by AFL activities/feedback on last
year from AQA /effective planning for exam success
/presentations on key concepts e.g. racism, protagonists
with a tragic flaw etc.
2 IC Continued study
of WW1 Unseen
Extract Question
and
ALLW/Journey’s
End Comparative
Question
Completion of
coursework final
drafts prior to
February half term.
Course work tutorials continue as students move
towards the completion of their individual independent
course work task.
Completion of study of the second half of ALLW
An extended written task
done in assessment
books. Marked by the
teacher. Whole class
feedback followed by
individual DIRT work
response to WWW/EBI
stickers
Key assessment/test in
class time. Deep marking
by teacher. DIRT work.
3 LP Revise
Gatsby/Pre 1900
Poems
Othello/Unseen
Poetry
WW1 Poetry
A range of different revision methods and sessions
developed including shared writing and planning of
practice exam questions. A focus on selection of
effective/relevant texts used for comparative purposes
in the exam. Decoding the question/assertion within it.
GCE Exams Commence
3 IC Revise
ALLW/Journey’s
End/Unseen WW1
Prose Question
Spaced Learning Activities focussed on the comparison
of the drama text ‘Journey’s End’ and the Prose text
‘ALLW’ and the specific differences in the way the two
genres examine themes related to The First World War.
GCE Exams Commence
(ENGLISH) Curriculum Map
Spaced Learning RAG Red = Introduction of new Knowledge or skill Amber = Revisit Green = Reinforce
A range of different revision methods and sessions
developed including shared writing and planning of
practice exam questions. A focus on selection of
important episodes in both texts used for comparative
purposes in the exam. NB these texts are part of an open
text exam.
PLEASE NOTE- A LEVEL EXAMS BEGAN IN MAY 2019
(ENGLISH) Curriculum Map
Spaced Learning RAG Red = Introduction of new Knowledge or skill Amber = Revisit Green = Reinforce
(ENGLISH) Curriculum Map
Spaced Learning RAG Red = Introduction of new Knowledge or skill Amber = Revisit Green = Reinforce
Year Term Content Knowledge Skills Progress Checks
12
Media
1 Introduction to A Level Media CSP: Chicken
Know the four Theoretical
Frameworks; Know the different
media forms e.g. advertising, tv,
etc; know theories and
terminology linked to the
Frameworks; (All of the above will
be amber for some who studied
at GCSE); know the Close Study
Products to be studied; know that
the media both reflects and
influences the values and
ideologies of specific groups and
the wider society (contemporary
and historically).
Know how the four frameworks
affect the creation and reception
of Chicken - Media Language,
representation, industry and
audience; know that the media
both reflects and influences the
values and ideologies of specific
groups and the wider society
(contemporary and historically).
Writing: explanatory, analytical
writing; practical writing skills
(creating print texts, for e.g.); use
of references to support points of
view; inference, using above to
support; collaborative work;
linking Media theory to writing.
Reading: reading for explicit and
inferred meaning; retrieval of
important information;
collaborative work; applying
media theory to texts.
Oracy: Justifying/arguing a POV;
collaborative work; presentations
on theory and how they apply to
existing and student created
texts.
Peer/self-Progress Checks
via memory recall tasks;
Practical Progress Checkss
where theory is applied;
Presentations on how
theories link to actual
textual examples.
Mini Progress Checks -
W/C 30/09/19
End of unit Progress
Checks.
(ENGLISH) Curriculum Map
Spaced Learning RAG Red = Introduction of new Knowledge or skill Amber = Revisit Green = Reinforce
No Offence Know how the four frameworks
affect the creation and reception
of the texts- Media Language,
representation, industry and
audience; know that the media
both reflects and influences the
values and ideologies of specific
groups and the wider society
(contemporary and historically).
Writing: explanatory, analytical
writing; use of references to
support points of view; inference,
using above to support;
collaborative work; linking Media
theory to writing.
Reading: reading for explicit and
inferred meaning; retrieval of
important information;
collaborative work; applying
media theory to these CSPs
Oracy: Justifying/arguing a POV;
collaborative work; presentations
on theory and how they apply to
existing and student created
texts.
Mini Progress Checkss on
each of the frameworks;
Progress Checks based on
the two texts - W/C
20/01/20
The Killing
2 Advertising - Score/Maybelline
Score - Know how Language and
representation frameworks affect
the creation and reception of the
texts; know that the media both
reflects and influences the values
and ideologies of specific groups
and the wider society
(contemporary and historically).
Writing: explanatory, analytical
writing; use of references to
support points of view; inference,
using above to support;
collaborative work; linking Media
theory to writing.
Reading: reading for explicit and
inferred meaning; retrieval of
important information;
collaborative work; applying
media theory to these CSPs
Oracy: Justifying/arguing a POV;
collaborative work; presentations
on theory and how they apply to
Peer/self-Progress Checks
via memory recall tasks;
Practical Progress Checkss
where theory is applied;
Presentations on how
theories link to actual
textual examples.
Mini Progress Checks on
each of the frameworks.
End of unit Progress
Checks.
(ENGLISH) Curriculum Map
Spaced Learning RAG Red = Introduction of new Knowledge or skill Amber = Revisit Green = Reinforce
Print magazines - Men’s Health/Oh
Comely
Know how the four frameworks
affect the creation and reception
of the texts- Media Language,
representation, industry and
audience; know that the media
both reflects and influences the
values and ideologies of specific
groups and the wider society
(contemporary and historically).
existing and student created
texts.
3 Coursework Preparation.
Know how the four frameworks
affect the creation and reception
of own texts - Media Language,
representation, industry and
audience; know that the media
both reflects and influences the
values and ideologies of specific
groups and the wider society
(contemporary and historically).
Skills: the application of the
theories in the response to a brief;
ensuring their products adhere to
the specifics of the brief via the
four frameworks.
Progress Checks –informal discussion with students at intervals throughout the term (as per AQA guidelines); Deep marked by teachers toward the end of term.
Revision for Mocks Know how the four frameworks
affect the creation and reception
of the texts - Media Language,
representation, industry and
audience; know that the media
both reflects and influences the
values and ideologies of specific
groups and the wider society
(contemporary and historically).
Spaced Learning – revision in preparation for the mock exams. Mocks W/C 15/06/20
CSP – Teen Vogue Know how the four frameworks
affect the creation and reception
of the texts- Media Language,
representation, industry and
Writing: explanatory, analytical
writing; use of references to
support points of view; inference,
using above to support;
Peer/self-Progress Checks
via memory recall tasks;
Practical Progress Checkss
where theory is applied;
The Voice
(ENGLISH) Curriculum Map
Spaced Learning RAG Red = Introduction of new Knowledge or skill Amber = Revisit Green = Reinforce
audience; know that the media
both reflects and influences the
values and ideologies of specific
groups and the wider society
(contemporary and historically).
collaborative work; linking Media
theory to writing.
Reading: reading for explicit and
inferred meaning; retrieval of
important information;
collaborative work; applying
media theory to these CSPs
Oracy: Justifying/arguing a POV;
collaborative work; presentations
on theory and how they apply to
existing and student created
texts.
Presentations on how
theories link to actual
textual examples.
Mini Progress Checks on
each of the frameworks.
End of unit Progress
Checks.
(ENGLISH) Curriculum Map
Spaced Learning RAG Red = Introduction of new Knowledge or skill Amber = Revisit Green = Reinforce
Year Term Content Knowledge Skills Progress Checks
13 Lang
1 Revisiting of Language
Revisiting linguistic concepts
regarding representation and
discourse.
Writing: Fluent and cohesive prose on
linguistic debates
Full Paper 2 Mock
(ENGLISH) Curriculum Map
Spaced Learning RAG Red = Introduction of new Knowledge or skill Amber = Revisit Green = Reinforce
Investigation coursework Paper 2 Section B revision
Paper 2 Section A revision
Revisiting of relevant language
theories and contextual factors..
Revising lexical classes and
syntactical terminology; also
persuasive techniques.
Debate forums used to ensure
evaluative and perceptive
inferences are made and justified
wholly. Topics based on
Language and Discourse
concepts as well as relevant
contextual interpretations based
on societal representations in
media and language.
Creative and conceptualised
perspective and evaluative
understanding, showing
awareness of social, cultural and
historical contextual factors Use of linguistic techniques to
engage and direct an audience’s
perspective; explanatory,
analytical writing; use of
references to support points of
view; inference, using above to
support; collaborative work; Coursework:
Analysis of collected data;
synthesising of analysis and
hypothesis previously created
Synthesis of all A Level Language
knowledge (lexical analysis,
comparative and evaluative
analysis, relevant theories,
holistic links, contextual factors) Reading: reading for explicit and
inferred meaning; retrieval of
important information;
collaborative work Oracy: Justifying/arguing a POV;
collaborative work
Regular formative mini-
progress checks based
on individual questions,
and entire Sections of
Paper 2.
Regular checks with
Language Investigation
coursework.
2 Revisiting of Paper 1 both Section A and B concepts regarding CLA, and Meanings and Representations.
Relevant theories, brushing up
and adding onto GCSE lexical
knowledge. Holistic understanding of the
English Language’s place in the
Coursework:
Synthesis of all A Level Language
knowledge (lexical analysis,
comparative and evaluative
analysis, relevant theories,
holistic links, contextual factors)
Submission of Language Investigation coursework. Regular formative progress-checks of individual questions in
(ENGLISH) Curriculum Map
Spaced Learning RAG Red = Introduction of new Knowledge or skill Amber = Revisit Green = Reinforce
Completion of Language Investigation coursework.
world including influence; history; criticisms, development, attitudes
Debate forums used to ensure
evaluative and perceptive
inferences are made and justified
wholly. Topics based on
Language and Discourse
concepts as well as relevant
contextual interpretations based
on societal representations in
media and language.
showing awareness of social,
cultural and historical contextual
factors Reading: reading for explicit and
inferred meaning; retrieval of
important information;
collaborative work.
Oracy: Justifying/arguing a POV;
collaborative work
Paper 1 style, both Section A and B. Use of Paper 1 Mock to guide future progress-checks.
3 Revision of all topics based on prior progress-checks.
Range of revision techniques
used for perceptive holistic
analysis of relevant texts using
relevant theories and contextual
information.
Debate forums used to ensure
evaluative and perceptive
inferences are made and justified
wholly. Topics based on
Language and Discourse
concepts as well as relevant
contextual interpretations based
on societal representations in
media and language.
Reading: reading for explicit and
inferred meaning; retrieval of
important information;
collaborative work.
Synthesis of all A Level Language
knowledge (lexical analysis,
comparative and evaluative
analysis, relevant theories,
holistic links, contextual factors)
Writing: Fluent and cohesive prose on
linguistic debates Creative and conceptualised
perspective and evaluative
understanding, showing
awareness of social, cultural and
historical contextual factors Use of linguistic techniques to
engage and direct an audience’s
perspective; explanatory,
analytical writing; use of
Regular formative progress-checks and full Mock papers; Paper 1s and Paper 2s
(ENGLISH) Curriculum Map
Spaced Learning RAG Red = Introduction of new Knowledge or skill Amber = Revisit Green = Reinforce
references to support points of
view; inference, using above to
support; collaborative work Oracy: Justifying/arguing a POV;
collaborative work
(ENGLISH) Curriculum Map
Spaced Learning RAG Red = Introduction of new Knowledge or skill Amber = Revisit Green = Reinforce
Year Term Content Knowledge Skills Progress Checks
13 Lit
1
2
3
(ENGLISH) Curriculum Map
Spaced Learning RAG Red = Introduction of new Knowledge or skill Amber = Revisit Green = Reinforce
Year Term Content Knowledge Skills Progress Checks
13
Media
1
2
3