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Autumn term:
Topic Outline Students should know and understand Students should be able to
19th Century and post-1900 prose: 10 weeks (Teacher 1 to focus on teaching the 19th century novel in class; students are to read the modern prose independently. Teaching focuses on Section B of Paper 2; comparison between two novels)
Biography of the author of the text
The importance and development of the setting/character/plot arcs
The development of the key themes/conceptualised approaches of the writer’s intent
Selection and location of key quotations
How to plan and structure a formal essay
How to develop their critical voice
Aspects of literary criticism
Literary and structural devices
How to structure comparison
Organise revision
The importance of contexts: how is meaning in the text shaped by the context in which it was written?
How to make concise notes
Understand how biographical elements of an author’s life, as well as the setting in which the texts were written, have shaped meaning in the text
Be able to explore and evaluate the development of the setting/characters and plot in the text
Evaluate the ways in which key themes are developed
Employ a critical style in a formal essay which shows a conceptualised personal response and follows a line of argument
Include in their essays embedded quotations and references taken from the texts which support their line of argument
Analyse how language/dramatic/structural devices are used by the writers to shape meaning
Demonstrate a consolidated knowledge of each text.
Preparation for Paper 2: 2 weeks The layout and requirement of each paper
How each Assessment Objective requires them to perform
Respond to each paper, ensuring each AO is addressed and the critical voice is used, with quotations and references fully embedded.
Assessment: Paper 1, Section B Paper 1 Respond to Paper 1
AS Year 12: Teacher 1
Spring term:
Topic Outline Students should know and understand Students should be able to
Unseen Prose: 6 weeks Some knowledge about the biography of the author of the text
The importance and development of the setting/character/plot arcs
The development of the key themes/conceptualised approaches of the writer’s intent
Selection and location of key quotations
How to plan and structure a formal essay
How to develop their critical voice
Aspects of literary criticism
Literary and structural devices
How to structure comparison
Organise revision
The importance of contexts: how is meaning in the text shaped by the context in which it was written?
How to make concise notes
Understand how biographical elements of an author’s life, as well as the setting in which the texts were written, have shaped meaning in the text
Be able to explore and evaluate the development of the setting/characters and plot in the text
Evaluate the ways in which key themes are developed
Employ a critical style in a formal essay which shows a conceptualised personal response and follows a line of argument
Include in their essays embedded quotations and references taken from the texts which support their line of argument
Analyse how language/dramatic/structural devices are used by the writers to shape meaning
Demonstrate a consolidated knowledge of each text.
Paper 1 & 2 assessment The format of both papers Respond confidently to both papers
Summer term:
Topic Outline Students should know and understand Students should be able to
Preparation for NEA following exams Students should be inspired by the authors whose work they have read this year to make informed choices about the texts for their NEA
Be able to justify their choices and submit a thesis for a line of argument they wish to pursue as they prepare for the NEA.
Be able to plan and write an extended essay which draws on the skills used throughout the year.
Autumn term:
Topic Outline Students should know and understand Students should be able to
Othello: 10 weeks (Teaching should focus on section A of Paper 1)
Biography of Shakespeare
The importance and development of the setting/character/plot arcs
The development of the key themes/conceptualised approaches of the writer’s intent
Selection and location of key quotations
How to plan and structure a formal essay
How to develop their critical voice
Aspects of literary criticism
Literary and structural devices
How to structure comparison
Organise revision
The importance of contexts: how is meaning in the text shaped by the context in which it was written?
How to make concise notes
Understand how biographical elements of an author’s life, as well as the setting in which the texts were written, have shaped meaning in the text
Be able to explore and evaluate the development of the setting/characters and plot in the text
Evaluate the ways in which key themes are developed
Employ a critical style in a formal essay which shows a conceptualised personal response and follows a line of argument
Include in their essays embedded quotations and references taken from the texts which support their line of argument
Analyse how language/dramatic/structural devices are used by the writers to shape meaning
Demonstrate a consolidated knowledge of each text.
Preparation for Paper 1: 2 weeks
Assessment: Paper 1, section A Knowledge of the format of paper 1 Respond confidently to both papers
English Literature AS: Teacher 2
Spring term:
Topic Outline Students should know and understand Students should be able to
Pre-1900 anthology poetry Biography of the author of the text
The importance and development of the setting/character/plot arcs
The development of the key themes/conceptualised approaches of the writer’s intent
Selection and location of key quotations
How to plan and structure a formal essay
How to develop their critical voice
Aspects of literary criticism
Literary and structural devices
How to structure comparison
Organise revision
The importance of contexts: how is meaning in the text shaped by the context in which it was written?
How to make concise notes
Understand how biographical elements of an author’s life, as well as the setting in which the texts were written, have shaped meaning in the text
Be able to explore and evaluate the development of the setting/characters and plot in the text
Evaluate the ways in which key themes are developed
Employ a critical style in a formal essay which shows a conceptualised personal response and follows a line of argument
Include in their essays embedded quotations and references taken from the texts which support their line of argument
Analyse how language/dramatic/structural devices are used by the writers to shape meaning
Demonstrate a consolidated knowledge of each text.
Paper 1 & 2 assessment
Summer term:
Topic Outline Students should know and understand Students should be able to
Preparation for NEA following exams
Autumn term:
Topic Outline Students should know and understand Students should be able to
Texts in shared contexts: A Streetcar Named Desire (NB Students will need to read The Handmaid’s Tale at home during this unit. Teaching should focus on the section question of section B in
Biography of the author of the text
The importance and development of the setting/character/plot arcs
The development of the key themes/conceptualised approaches of the writer’s intent
Selection and location of key quotations
How to plan and structure a formal essay
How to develop their critical voice
Aspects of literary criticism
Literary and structural devices
How to structure comparison
Organise revision
The importance of contexts: how is meaning in the text shaped by the context in which it was written?
How to make concise notes
Understand how biographical elements of an author’s life, as well as the setting in which the texts were written, have shaped meaning in the text
Be able to explore and evaluate the development of the setting/characters and plot in the text
Evaluate the ways in which key themes are developed
Employ a critical style in a formal essay which shows a conceptualised personal response and follows a line of argument
Include in their essays embedded quotations and references taken from the texts which support their line of argument
Analyse how language/dramatic/structural devices are used by the writers to shape meaning
Demonstrate a consolidated knowledge of each text.
Preparation for Section B: Unseen prose contextual linking; thematic lead (2 weeks) Compare the presentation of modern themes in an unseen prose extract.
How to respond to an unseen text
How to identify ways in which the writer has shaped meaning
How to identify the way the context of the text adds to its meaning
The typical features of a text produced in the modern era
Read an unknown extract from a new text closely and critically and respond to the question
Evaluate the way meaning is shaped in the text – focusing on both language and structure
Evaluate the way the modern context shapes the meaning of the text
ENGLISH LITERATURE A2: TEACHER 1
Section B Comparison: Compare The Handmaid’s Tale and Streetcar Named Desire; preparation for A2 (2 weeks)
How to identify given modern themes across two texts
How to identify the ways in which this theme is presented, through language, structure and form
Compare the way given modern themes are explored across two texts
Compare and evaluate the ways in which this theme is presented, through language, structure and form
Assessment: Paper 2, Section B Paper 2 Respond to Paper 2
Spring term:
Topic Outline Students should know and understand Students should be able to
Section A, Paper 2: Poetry Feminine Gospels (8 weeks)
Biography of the author of the text
The importance and development of the setting/character/plot arcs
The development of the key themes/conceptualised approaches of the writer’s intent
Selection and location of key quotations
How to plan and structure a formal essay
How to develop their critical voice
Aspects of literary criticism
Literary and structural devices
How to structure comparison
Organise revision
The importance of contexts: how is meaning in the text shaped by the context in which it was written?
How to make concise notes
Understand how biographical elements of an author’s life, as well as the setting in which the texts were written, have shaped meaning in the text
Be able to explore and evaluate the development of the setting/characters and plot in the text
Evaluate the ways in which key themes are developed
Employ a critical style in a formal essay which shows a conceptualised personal response and follows a line of argument
Include in their essays embedded quotations and references taken from the texts which support their line of argument
Analyse how language/dramatic/structural devices are used by the writers to shape meaning
Demonstrate a consolidated knowledge of each text.
Paper 2 assessment, Section A
The format of both questions Respond confidently to either style of question
Summer term:
Topic Outline Students should know and understand Students should be able to
Revision & examination Practice The structure and layout of their final A2 examinations
Respond confidently to the sequence of questions on each paper
Autumn term:
Topic Outline Students should know and understand Students should be able to
Texts in shared context: A Streetcar Named Desire (7 weeks) (NB Students will need to read The Handmaid’s Tale themselves during the duration of this unit. Teaching should focus on the second question in Section B of the paper)
Biography of the author of the text
The importance and development of the setting/character/plot arcs
The development of the key themes/conceptualised approaches of the writer’s intent
Selection and location of key quotations
How to plan and structure a formal essay
How to develop their critical voice
Aspects of literary criticism
Literary and structural devices
How to structure comparison
Organise revision
The importance of contexts: how is meaning in the text shaped by the context in which it was written?
How to make concise notes
Understand how biographical elements of an author’s life, as well as the setting in which the texts were written, have shaped meaning in the text
Be able to explore and evaluate the development of the setting/characters and plot in the text
Evaluate the ways in which key themes are developed
Employ a critical style in a formal essay which shows a conceptualised personal response and follows a line of argument
Include in their essays embedded quotations and references taken from the texts which support their line of argument
Analyse how language/dramatic/structural devices are used by the writers to shape meaning
Demonstrate a consolidated knowledge of each text.
Preparation for Section B: Unseen prose contextual linking; thematic lead (2 weeks)
How to respond to an unseen text
How to identify ways in which the writer has shaped meaning
How to identify the way the context of the text adds to its meaning
The typical features of a text produced in the modern era
Read an unknown extract from a new text closely and critically and respond to the question
Evaluate the way meaning is shaped in the text – focusing on both language and structure
ENGLISH LITERATURE A2: TEACHER 2
Evaluate the way the modern context shapes the meaning of the text
Section B Comparison: Compare The Handmaid’s Tale and Streetcar Named Desire; preparation for A2 (2 weeks)
How to identify given modern themes across two texts
How to identify the ways in which this theme is presented, through language, structure and form
Compare the way given modern themes are explored across two texts
Compare and evaluate the ways in which this theme is presented, through language, structure and form
Spring term:
Topic Outline Students should know and understand Students should be able to
Section B Love Through the Ages: Unseen poetry comparison
Key poetic devices
Literary context from 1600 onwards; the typical literary features of given periods of time, and the way context can shape the meaning of a poem
The many different forms in which a poem can be presented, and the key features of those forms
Selection and location of key quotations
How to plan and structure a formal essay
How to develop their critical voice
Aspects of literary criticism
Literary and structural devices
How to structure comparison
Evaluate the way poetic devices are used to shape meaning
Evaluate the way the context of the poem shapes meaning
Evaluate the way the form of the poem contributes to the writer’s intention
Evaluate the way language is used for effect
Compare the way linked themes are explored in each poem
Practice papers in preparation for Summer examinations.
Summer term:
Topic Outline Students should know and understand Students should be able to
Revision & examination Practice The structure and layout of their final A2 examinations
Respond confidently to the sequence of questions on each paper
