A LEVEL ENGLISH

Texts: “A streetcar Named Desire” by Tennessee Williams and “The Handmaid’s Tale” by Margaret Atwood.

Read, understand and develop a personal and critical response to the plot, characters and themes.

To confidently establish links between the social, political and historical context of the texts and the play/novel. To gain insight into the author’s ideas, methods and craft.

To explore complex social, political, psychological issues in the context of classic and modern tragedy (for “A Streetcar Named Desire”) and dystopia and science, and speculative fiction (for “The Handmaid’s Tale), and to establish a connection between actions and events within the context of when the text was written and how they may affect the modern audience through the analysis of language and structure of the texts.

Assessments:

Essays written at home, students’ presentations, timed essays in classroom.

Texts: “A streetcar Named Desire” by Tennessee Williams and “The Handmaid’s Tale” by Margaret Atwood.

Read, understand and develop a personal and critical response to the plot, characters and themes.

To confidently establish links between the social, political and historical context of the texts and the play/novel. To gain insight into the author’s ideas, methods and craft.

To explore complex social, political, psychological issues in the context of classic and modern tragedy (for “A Streetcar Named Desire”) and dystopia and science, and speculative fiction (for “The Handmaid’s Tale), and to establish a connection between actions and events within the context of when the text was written and how they may affect the modern audience through the analysis of language and structure of the texts.

Assessments:

Essays written at home, students’ presentations, timed essays in classroom.

Texts: “Poems of the Decade, An Anthology of the Forward Books of Poetry.” And “Frankenstein” by Mary Shelley.

Read, understand and develop a personal and critical response to the plot, characters and themes.

To confidently establish links between the social, political and historical context of the novel. To gain insight into the author’s ideas, methods and craft, understanding and embedding ideas on gothic, enlightenment, romanticism, angel-of-the-house, framed-narrative, epistolary form, amongst others. To develop skills to establish clear, critical and analytical comparisons between “Frankenstein” and “The Handmaid’s Tale”, exploring the author’s methods and craft, as well as the context of both texts.

To read, understand and develop a personal a critical response to a selection of post-2000 poetry. To develop critical and analytical skills to read and understand unseen poems and to establish clear, critical and analytical comparisons between poems studied in the lesson and unseen poems.

Assessments:

Essays written at home, students’ presentations, timed essays in classroom.

Texts: “Poems of the Decade, An Anthology of the Forward Books of Poetry.” And “Frankenstein” by Mary Shelley.

Read, understand and develop a personal and critical response to the plot, characters and themes.

To confidently establish links between the social, political and historical context of the novel. To gain insight into the author’s ideas, methods and craft, understanding and embedding ideas on gothic, enlightenment, romanticism, angel-of-the-house, framed-narrative, epistolary form, amongst others. To develop skills to establish clear, critical and analytical comparisons between “Frankenstein” and “The Handmaid’s Tale”, exploring the author’s methods and craft, as well as the context of both texts.

To read, understand and develop a personal a critical response to a selection of post-2000 poetry. To develop critical and analytical skills to read and understand unseen poems and to establish clear, critical and analytical comparisons between poems studied in the lesson and unseen poems.

Assessments:

Essays written at home, students’ presentations, timed essays in classroom.

To consolidate knowledge, understanding, and application of the texts and skills studied in previous terms.

To prepare proposal of comparative coursework based on two texts.

Assessments:

Essays written at home, students’ presentations, timed essays in classroom.

Coursework proposal.

Mock exams: Paper 1, Drama (A Streetcar Named Desire); Paper 2, Prose (The Handmaid’s Tale and Frankenstein); Paper 3, Poetry (Poems of the Decade)

To consolidate knowledge, understanding, and application of the texts and skills studied in previous terms.

To prepare proposal of comparative coursework based on two texts.

Assessments:

Essays written at home, students’ presentations, timed essays in classroom.

Non Fiction Anthology

• A study of 20 non-fiction spoken and written texts across different time periods and contexts.
• Students will learn a toolkit of linguistic and literary devices to analyses the texts.
• Students will learn to compare and contextualise the texts looking at the purpose of each text in the anthology and unseen texts.

Assessments:

Essays written at home, timed essays in classroom

Mock exams:

Paper 1 Non Fiction comparison

Non Fiction Anthology

• A study of 20 non-fiction spoken and written texts across different time periods and contexts.
• Students will learn a toolkit of linguistic and literary devices to analyses the texts.
• Students will learn to compare and contextualise the texts looking at the purpose of each text in the anthology and unseen texts.

Assessments:

Essays written at home, timed essays in classroom

Mock exams:

Paper 1 Non Fiction comparison

The Great Gatsby focuses on exploring the nature of narrative.

Students will learn to show knowledge and understanding of The Great Gatsby. They will apply literary and linguistic methods to inform their interpretations of the text.

Students will apply the relevant aspects of narrative for text analysis, identify how meanings and effects are created and conveyed. Students will draw on the literary contexts to analyse a narrative text.

Poetry

Rapture by Carol Ann Duffy.

A study of 15 poems from the collection Rapture tracking a relationship from start to finish.

Students will learn to analyse the poems using poetic techniques such as imagery, symbolism, rhythm, rhyme, tone, form and structure. They will analyse the impact of linguistic choices. They will identify and describe how meanings and effects are created and conveyed through language. Students will consider the ways in which the poems relate to each other and significant literary contexts

Assessments:

Essays written at home, timed essays in classroom

The Great Gatsby focuses on exploring the nature of narrative.

Students will learn to show knowledge and understanding of The Great Gatsby. They will apply literary and linguistic methods to inform their interpretations of the text.

Students will apply the relevant aspects of narrative for text analysis, identify how meanings and effects are created and conveyed. Students will draw on the literary contexts to analyse a narrative text.

Poetry

Rapture by Carol Ann Duffy.

A study of 15 poems from the collection Rapture tracking a relationship from start to finish.

Students will learn to analyse the poems using poetic techniques such as imagery, symbolism, rhythm, rhyme, tone, form and structure. They will analyse the impact of linguistic choices. They will identify and describe how meanings and effects are created and conveyed through language. Students will consider the ways in which the poems relate to each other and significant literary contexts

Assessments:

Essays written at home, timed essays in classroom

• Continue and complete The Great Gatsby and Poetry
• Introduce the Coursework
  • The coursework has two sections
  • For task 1, Analytical and comparative writing, learners write an essay of approx. 2000 words on a non-fiction text chosen from a list set by OCR and a second free choice text.
  • One of the texts must have been published after 2000.
  • For task 2, learners produce a piece of original non-fiction writing of 1000–1200 words.

Assessments:

• Essays written at home, students’ presentations, timed essays in classroom.
• Coursework proposal.

Mock exams: The Great Gatsby / Non fiction anthology / Poetry

• Continue and complete The Great Gatsby and Poetry
• Introduce the Coursework
  • The coursework has two sections
  • For task 1, Analytical and comparative writing, learners write an essay of approx. 2000 words on a non-fiction text chosen from a list set by OCR and a second free choice text.
  • One of the texts must have been published after 2000.
  • For task 2, learners produce a piece of original non-fiction writing of 1000–1200 words.

Assessments:

• Essays written at home, students’ presentations, timed essays in classroom.
• Coursework proposal.

Mock exams: The Great Gatsby / Non fiction anthology / Poetry