English Literature - Key Stage 5
We look to foster and develop a love of language and literature that will challenge students to develop morally, academically and culturally.
| Head of English | Mrs J Phillips | J.Phillips@glynschool.org |
Year 12 sequence of lessons
Half Term 1 and 2
- Teacher 1 - Browning
- Teacher 2 - Paris
- Preparation for January PPE1
Why we sequence the scheme of work this way
Browning is used as a transition unit between 11 and 12 as it only assesses AO1 and AO2. It contains poems from both the Power and Conflict and Love and Relationships AQA GCSE Poetry Anthologies, enabling a supported transition with some familiar content for most students while new linguistic concepts and terms are introduced.
The Paris Anthology is taught alongside this, introducing non-literary texts and allowing the 32 texts to be grouped based on genre and mode, and for this to be taught across both Years 12 and 13. This approach of grouping by text type supports a focus on AO3 - one of the two higher marked Assessment Objectives for this question (AO1 - 15 marks, AO3 - 15 marks, AO4 - 10 marks) and introduces the importance of literary context for the whole specification.
Half Term 3
- Teacher 1 - Browning
- Teacher 2 - Paris
Half Term 4
- Teacher 1 - Gatsby interleaved with Paris
- Teacher 2 -Responsive academic writing masterclasses. Introduction to NEA.
Why we sequence the scheme of work this way
AQA advice is to interleave across the course. NEA is introduced well in advance of Summer so students are fully prepared for their Summer Transition tasks of reading, researching, planning and writing a first draft Introduction of Aims. The focus on academic writing feeds into NEA and is in line with the Faculty-wide focus on extended academic writing.
Half Term 5
- Teacher 1 - Gatsby interleaved with Paris
- Teacher 2 -NEA interleaved with Introduction to Streetcar
- PPE preparation and feedback
Why we sequence the scheme of work this way
Complexity of the requirements and terminology mean introduction of NEA cannot take place during the transition period. AQA advice is to interleave across the course
Half Term 6
- Teacher 1 - Introduction to Dystopia/ The Handmaid’s Tale
- Teacher 2 -Streetcar interleaved with NEA
Why we sequence the scheme of work this way
Summer holidays provide sufficient preparation time for reading and research, utilising the independent working skills acquired across the course. NEA uses skills closely linked with Paris and so it is necessary for students to have covered a significant number of these texts already. Students have been at school for a sufficient length of time to build relationships with staff and students to be able to tackle sensitive subject matter in the novel.
Year 13 sequence of lessons
Half Term 1, 2 and 3
- Teacher 1 -The Handmaid’s Tale interleaved with Gatsby
- Teacher 2 - Streetcar, interleaved with Paris and NEA monitoring
- HT2 - preparation for Nov PPE1 and feedback- PPE takes place ahead of Christmas to ensure revision time is used effectively
- HT3 preparation for Feb PPE2 and NEA final deadline
Why we sequence the scheme of work this way
A Streetcar Named Desire is interleaved with spoken Paris texts in Yr13 following AQA recommendation.
Half Term 4
- Teacher 1 - The Handmaid’s Tale interleaved with Paris
- Teacher 2 - interleave Paris , NEA final deadline
Half Term 5 and 6
- Revision of all texts - process activities (develop knowledge and understanding)
Why we sequence the scheme of work this way
- Following Pixl model of learning
Half Term 6 - Exams
