The  Story  of  English  

Knowledge  gap  questions  (based  around  a  conceptual  understanding)  

Core  content  &  target  generalisations  to  be  taught  

Target  ideas  to  be  taught  about  core  conceptual  understanding  

Preconceptions  to  be  checked  out  

Key  conceptual  understandings  to  be  taught  

Metacognitive  questions  with  which  we  want  to  pupils  to  develop/grapple    

If  it’s  a  ‘how  do  you  know?’  type  question  then  teaching  needs  to  focus  on  concept    

Residual  knowledge  –  in  6  months  time  what  do  we  want  pupils  to  remember?    

What  are  we  aiming  for  in  terms  of  conceptual  progression?  

What  preconceptions  might  we  encounter?  How  will  we  address  these?    

What  is  the  core  concept?  What  will  mastery  look  like?  

What  questions  do  pupils  need  to  ask  themselves  to  monitor  progress?  

• Does  English  always  get  better?  

• Who  does  language  belong  to?  

• How  have  Shakespeare  &  Chaucer  changed  the  way  we  think?    

Concept:  language  evolves  over  time  

• Changes  in  pronunciation  

• Understanding  where  rules  come  from(Introduction  of  SPaG)  

• The  concept  of  pilgrimage  (Thomas  a  Beckett)  

• Shakespeare  &  Chaucer’s  retelling  of  Troilus  &  Cressida  (Trojan  War)  

• Deconstructions  of  writers’  methods  of  expression  

• Contexts  in  which  writers  work  are  shaped  by  language  

• New  language  allows  new  thought  &  understanding    

• Old  language  is  difficult  &  boring  

• Shakespeare  &  Chaucer  are  irrelevant  to  modern  life  

• Language  and  thought  has  always  been  the  same  

• Source  material  is  changed  by  writers’  language  choices  –  does  it  matter  that  writers  ‘steal’  ideas?  (What  is  plagiarism?)  

• How  do  writers  use  language  to  convey  their  understanding  of  the  world?  

• Ability  to  debate  value  &  truth  of  language  and  texts  

• How  can  I  work  out  what  language  might  mean  from  what  I  already  know  about  language?  (vocabulary,  structure,  grammar)  

• What  do  these  language  choices  tell  me  about  how  thinking  has  changed?