English Language and 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 Department | Mrs J Phillips | J.Phillips@glynschool.org |
| Key Stage 5 Coordinator | Ms S Bayliss | S.Bayliss@glynschool.org |
| English Lead Practitioner | Miss C Fitzpatrick | C.Fitzpatrick@glynschool.org |
Year 12 sequence of lessons
Half Term 1 and 2
- Teacher 1 - Romantic poetry - poets 1-3
- Teacher 2 - Post-2000 poetry
- Preparation for January PPE1
Why we sequence the scheme of work this way
Studying discrete poems, a text type all students are familiar with from GCSE, supports students during their transition to A Level.
This allows a purposeful initial focus on Assessment Objectives 1 and 2, which students have focused on throughout GCSE, and allows new terminology and concepts unique to poetry to be introduced concurrently.
Half Term 3
- Teacher 1 - Introduction to Tragedy
- Teacher 2 - Post-2000 poetry, comparative unseen poetry making connections
Why we sequence the scheme of work this way
This allows students to complete the Post-2000 poetry content, beginning to develop AO4 skills making connections between texts, then take a break from the Romantic poetry and move onto a different text type in preparation for:
Half Term 4 and 5
- Teacher 1 - Shakespeare
- Teacher 2 - Modern tragedy, interleaved with introduction to NEA
Why we sequence the scheme of work this way
By studying plays alongside one another students have a better understanding of how genre and form influence the presentation of ideas alongside the importance of the context. Studying contrasting examples of the tragic genre supports students’ development of AO3 skills considering the impact of the literary generic context.
Both parts of the specification which require AO5 skills are introduced at the same time. Students are taught how to source, read, take notes from, reference academic writing, and how to use it to illuminate and develop their own ideas about texts.
Half Term 6
- Teacher 1 - Shakespeare and introduction to Prose
- Teacher 2 - Modern tragedy interleaved NEA
Why we sequence the scheme of work this way
Students are prepared for the significant amount of reading they need to complete over the summer for both the Prose and NEA components.
Year 13 sequence of lessons
Half Term 1 and 2
- Teacher 1 - Prose - The Handmaid’s Tale and Frankenstein
- Teacher 2 - Romantic poets 4 and 5, interleaved with NEA
- HT2 - preparation for Nov PPE1 and feedback- PPE takes place ahead of Christmas to ensure revision time is used effectively
Why we sequence the scheme of work this way
Prose - 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 novels. Students need to have completed both novels in their entirety before they are able to make the connections between the two texts at a sophisticated level.
Poetry - based on student feedback that all of the poetry at once impacted their enjoyment of the poems, the Romantic poetry content has been split. This allows a docs on this more challenging element of the specification close to the A Level exams.
Half Term 3
- Teacher 1 - Prose interleaved with Shakespeare revision
- Teacher 2 - Romantic and Post-2000 poetry revision, Streetcar revision, NEA monitoring
- Preparation for Feb PPE1
Why we sequence the scheme of work this way
Prose - students have had sufficient time to study both texts in their entirety to be able to complete the style of questions required in this unit. Both units focus on AO4 skills. Students are working
Half Term 4, 5 and 6
- HT4 - NEA final deadline
- 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
