Wide Range

KS4 English Language

KS4 Aims: Language

Reading

Pupils will be expected to:

Read and understand the depth and influence of literature through:

  • Reading a wide range of challenging, yet engaging, 19th century-20th century literature, as well as extended literary non-fiction, such as essays, reviews and articles

  • Read literature and other writing through an inquisitive eye to effectively make comparisons

Understand and critically evaluate texts through:

  • The varying purposes of the texts, including the writer’s message and intention

  • Reiterating and resonating the content of texts through summarising and synthesising the ideas and information, as well as, evaluating their usefulness for specific purposes

  • Drawing on knowledge of the purpose, audience, form and context of the writing, including its social, historical and cultural context to supplement inferences and explanations

  • Identifying and interpreting themes, ideas and information within texts

  • Exploring aspects of plot, characterisation, events and settings in order to draw out the significance behind the effects

  • Seeking evidence in the text to support a point of view, as well as justifying inferences with the evidence to further support arguments

  • Distinguishing between statements that are supported by evidence, specifically within non-fictional texts, and to identify bias and the misuse of evidence in order to present a particular perspective

  • Analysing a writer’s choice of vocabulary, form, linguistic and structural features, and evaluating their significance and effectiveness

Writing

Pupils will be expected to:

Write a piece of text accurately and effectively to create interest or with informative purpose through:

  • Adapting their writing for a wide range of purposes and audiences; including to describe, narrate, explain, inform or ague a set idea

  • Selecting and organising ideas, facts and key points effectively for support and emphasis

  • Selecting and judiciously using vocabulary, grammar, form, and structural features, including rhetorical devices, to reflect audience, purpose and context - whilst using Standard English where appropriate

  • Making notes, drafting and writing, as well as including useful information provided by other forms, i.e. information given from an extract in order to support ideas/arguments

Revise, edit and proof-read through:

  • Reflecting on whether their draft accomplishes the proposed impact and effect

  • Rearranging their written pieces, and modifying its grammar and vocabulary to improve coherence, consistency, clarity and overall effectiveness

  • Paying attention to the precision and effectiveness of grammar, punctuation and spelling

Grammar and vocabulary

Pupils will be expected to:

Consolidate and build on their knowledge of grammar and vocabulary through:

  • Reviewing their efficiency and impact in the texts they read

  • Drawing on new vocabulary and grammatical structures and phrases from their reading and listening, and using these consciously in their writing and speech to achieve dramatic effects

  • Examining some of the variances between spoken and written language, i.e. differences associated with formal and informal registers

  • Using linguistic and literary terminology accurately and confidently throughout all pieces of work, written and spoken

Spoken English

Pupils will be expected to:

Speak confidently, audibly and effectively through:

  • Using Standard English when appropriate according to the context and audience

  • Working successfully in groups of varying sizes and taking on roles such as leading and managing discussions, including others efficiently, revising and summarising, and contributing to meeting goals/deadlines

  • Listening to and building on the contributions made by others, questioning ideas to clarify and inform as well as challenging ideas when necessary

  • Planning for various purposes and audiences, including selecting and arranging information and ideas effectively and persuasively for presentations and debates

  • Listening and responding to a variety of different contexts, both formal and informal, and assessing content, perspectives and evidence within a presentation

  • Improvising, preparing and performing play scripts and poetry whilst keeping in mind the use of language, tone and other dramatic effects to present an idea across successful

SPOKEN LANGUAGE

Activity - Discussions

Purposes to include Describing, Instructing, Narrating, Explaining, Justifying, Persuading,

Hypothesising; and Exploring, Shaping and Expressing Ideas, Feelings and Opinions

  • Structuring and Organising Speech

  • Chronologically

  • Logically

  • Order of Importance

  • Point & Counterpoint

  • Strategies

  • Tone

  • Pace

  • Reiterating

  • Questioning

  • Reframing

  • Different Techniques

  • Tone

  • Expression

  • Asides

  • Direct Address

  • Gesture

  • Body Language

  • Illustrations

  • Images

  • Anecdote

  • Listening

  • Making Appropriate and Sensitive Interventions

  • Asking Pertinent Questions

  • Summarising Main Points

  • Judging Intentions and Standpoint of the Speaker

  • Explicit and Implicit Meanings

  • Recognising Use and Abuse of Evidence

  • Recognising Deliberately Ambiguous Statements

  • Recognising Political and Cultural Bias

  • Considering the Speaker’s Hidden Agenda

READING

Gathering Information

  • Events / Plot

-Ideas / Vision

-Key Symbols & Images/motifs

-Characterisation

  • Writer’s Intentions

  • Purpose

  • Unconscious Intentions

  • Aesthetic

  • Comparing Texts

  • Different Texts, Same Theme

  • Similar Texts

  • Different Cultural Texts

  • Different Historical Texts

-Fact and Opinion

  • Distinguishing between Fact and Opinion

  • Objectivity

  • Subjectivity

  • Checking for Bias

  • Reading between the Lines

-Interpretation

  • Initial Reaction + inferences

  • Justifying & Supporting Interpretation with Evidence

  • Different Cultural Interpretations

  • Based on Age

  • Based on Class

  • Based on Gender

Meaning

  • Inferring & Deducing Meaning

  • Symbolism

  • Narrative voice/tone

  • Connotation

  • Writer’s Intentions

  • Purpose

  • Vision

  • Unconscious Intentions

Content and its Meanings

  • Symbolism

  • Choice of Words

  • Choice of Imagery

  • Setting / Scenes

  • Symbolism of Form & Presentation

Comparing Texts

  • Literary Genre

  • Checking for Bias

  • Reading between the Lines

  • Writer’s Agenda

  • Political Bias

  • Cultural Bias

  • Misrepresentation

  • Out of Context

  • Interpretation

WRITING

  • Different Types of Text

  • Fictional

  • Poetry

  • Plays

  • Short Stories

Fictional Texts

  • Planning

  • General Idea / Plot

  • Themes

  • Characters

  • Setting

  • Intentions

  • Consistency

  • Of Argument / Points

  • Themes

  • Character / Plot

  • Legibility

Using the Imagination

  • Creative Imagination

  • Depth/detail

  • Empathy with Characters

  • Relating to Personal Experience

  • Imagining Other Perspectives

  • Different Viewpoints

  • Different Cultures

  • Different Histories

Linguistic & Literary Techniques

  • Sound Patterns

  • Use of Imagery and Figurative Language

  • Use of Hyperbole

  • Formal and Informal Language

  • Linguistic and Literary Forms

  • Persuasive Techniques

Considering the Reader

  • Target Audience

  • Engaging the Reader

  • How to Treat the Reader in Different Texts

  • Creating and Maintaining Believable Characters and Storylines

  • Structure of Composition

  • Adapting Form and Content

  • Style and Language

  • Using Different Forms

  • Adapting Form to Suit Purpose

  • Adapting Form to Suit Target Audience

  • Sentence Structure

  • Varying Length

  • Varying Subjects

  • Varying Word Order

  • Use of Complex Sentences

Technical Accuracy

Clear and Coherent Language & Expression

  • Use of Accurate Grammar

  • Subject-verb Agreement

  • Correct and Consistent Use of Tenses

  • Clear and Appropriate Punctuation

Linguistic and Literary Forms

Persuasive Techniques

  • Rhetorical Questions

  • Irony

  • Humour

  • Evidence

  • Repetition

  • Contrast and Comparison

  • Direct Address

  • Emotive Language

KS4 English Literature

KS4 Aims: Literature

Pupils will be expected to:

  • Actively engage with the texts and develop insightful inferences as independent candidates with critical and inquisitive minds

  • Develop their knowledge and understanding of the language used and the effects within the text

  • Select and evaluate textual detail to supplement interpretations effectively

  • Understand and evaluate how language, structure and form contribute towards the writer’s purpose and/or message

  • Relate the chosen texts to their social, historical and cultural contexts – whilst effectively drawing out the significance and influence between the text and its context

Shakespeare

Macbeth

  • Plot devices

  • Foreshadowing

  • Euphemisms

  • Contrasting characters

  • Ambiguity

  • Imagery

  • Violent imagery

  • Biblical imagery

  • Metaphors

  • Repetition

  • Character development

  • Social impact

  • Social context

  • Historical context

  • Reactions from both a modern and Jacobean audience

  • Use of language

  • Recurring motifs/symbols/themes

  • Tragedy

  • Ambition/Temptation

  • Guilt/remorse

  • Regicide

  • Fate

  • Supernatural

19th Century Novel

A Christmas Carol

  • Historical background

  • Social implications

  • Religious implications

  • Embedded context

  • Plot devices

  • Breakdown of the Staves

  • Foreshadowing

  • Pathetic fallacy

  • Extended metaphors

  • Motifs

  • Dickenson’s style of writing

  • Societal references

  • Dickens’ message: political and social strife

  • Character development

Modern Text Drama

An Inspector Calls

  • Cultural and historical background

  • Embedded context

  • Priestley’s style of writing/plot devices

  • Use of dramatic effects

  • Stage directions

  • Setting

  • Historical references

  • Features of a drama/play

  • Presentation of social class

  • Priestley’s message: social issues

  • Major themes/motifs

  • Capitalism

  • Socialism

  • Social responsibility

  • Industrialisation

  • Character development

  • Enigma of Inspector Goole

  • Guilt/remorse of the Birlings

  • Anonymity/absence of Eva Smith

  • Metaphorical roles of characters

Poetry

AQA Anthology – Power and Conflict

Ozymandias – Percy Byshhe Shelley

London – William Blake

Extract From the Prelude – William Wordsworth

My Last Duchess – Robert Browning

Charge of the Light Brigade – Alfred lord Tennyson

Exposure – Wilfred Owen

Strom on the Island – Seamus Heaney

Bayonet Charge – Ted Hughes

Remains – Simon Armitage

Poppies – Jane Weir

War Photographer – Carol Ann Duffy

Tissue – Imtiaz Dharker

The Emigree – Carol Rumens

Checking Out Me History – John Agard

Kamikaze – Beatrice Garland

  • Cultural and historical background

  • Writer’s poetic style

  • Major themes

  • Structure of the poem

  • Meaning i.e. subconscious or literal

  • Context to support thematic implications

  • Comparisons