Pupils will read Macbeth to consolidate their skills in interpreting and analysing not only Shakespearean English, but also the crafting of a play. As well as exploring the rich language, students will also consider themes such as ambition, loyalty, guilt and the supernatural. By further delving into Jacobean society, students can deepen their understanding of how a work of art is rooted in the time, place and space in which it is created; considering which of the issues explored are still relevant today. These skills are vital for GCSE English literature papers 1 & 2, and are transferable to language content.
GCSE English literature paper 1: Section A.
The use of ambiguous (unclear) language to confuse or trick.
The doctrine that kings derive their authority from God not their subjects, from which it follows that rebellion is the worst of political crimes.
Cruel, unreasonable, or arbitrary use of power or control.
The state or position of being a king.
The act of revealing something about someone which endangers them, or deceiving them in a deliberately deceptive manner. Both Macbeth and Lady Macbeth can be accused of betrayal.
Feeling of shame or regret as a result of poor conduct.
Non rhyming verse in iambic pentameter.
A line of verse with five metrical feet, each consisting of one short (or unstressed) syllable followed by one long (or stressed) syllable.
Behaviour involving physical force intended to hurt, damage, or kill someone or something. Also strongly connected to war and conflict.
Patriarchy is a social system in which men hold primary power and predominate in roles of political leadership, moral authority, social privilege and control of property. In some patriarchal societies property and title are inherited only by male lineage.
The practice of magic, especially black magic; the use of spells. The witches are important to steering the plot.
A manifestation or event attributed to some force beyond scientific understanding or the laws of nature. Closely linked to ghosts and witchcraft.
A strong desire to do or achieve something, also associated with success. This can be linked to desire to socially climb.
A state of mind where chaos takes over, and a character is no longer able to make sense. Also this can be associated with foolish behaviour. However this is most linked to Lady Macbeth where madness and guilt take hold.
The act of deliberately causing someone to believe something that is not true, especially for personal gain.
In term 1, students will work with their teachers on annotating a range of fictional and non-fictional extracts to identify the effects of Language and Structure within a text. These skills are vital for the reading sections of both GCSE English language papers 1 & 2, and are transferable to literature content.
In term 2, students will be developing, planning and crafting imaginative writing, using a range of descriptive techniques and accurate spelling, punctuation and grammar. These skills are vital for the writing section of GCSE English language paper 1, and are transferable to most other aspects of the English curriculum.
1) Language and Structure analysis of a non-fiction text.
2) Creative Writing assessment based on a picture stimulus.
Using pronouns such as you / your, we / us / our to engage an audience.
A one sentence paragraph - normally used for emphasis.
Including statements / quotations from experts or others, to make your writing / arguments seem more believable.
Formal or less formal? Serious or humorous? Factual or full of opinions? Balanced or biased?
Motif is a literary technique that consists of a repeated element that has symbolic significance to a literary work. Sometimes, a motif is a recurring image. Other times, it's a repeated word, phrase, or topic expressed in language.
Creating a picture for the reader using words.
Ideas or emotions associated with a word / idea / image e.g. red may have connotations of danger or romance.
The techniques writers use to make their work more powerful, specifically the words they use e.g. metaphor, simile, hopeful imagery.
The techniques writers use to make their work more powerful, specifically how they order their ideas and sentences e.g. short sentences for impact, mysterious opening, ellipses.
When a story does not run in chronological order, instead going back to focus on an event from the past.
A story that starts and ends with the same / very similar ideas or words.
The techniques or "tools" writers use to make their words powerful. E.G. Metaphor, simile, rhetorical questions.
Formal or less formal? Serious or humorous? Factual or full of opinions? Balanced or biased?
Why has the author written this? What are they trying to achieve? E.G. Persuade, entertain etc.
Who has this been written for? Older people? Younger people? People with an interest is something?
An Inspector Calls: Pupils will read this modern classic to build their critical reading and analytical skills, whilst also considering a wide range of structural techniques, symbolism, characters, themes and the context in which it was written. Priestley’s post-war play interrogates the moral and social responsibilities individuals hold whilst performing a social critique of the hierarchal institutions that govern society.
Boys Don’t Cry:
A new addition to the GCSE suite, we are delighted to be trialling this impactful novel which challenges our preconceptions and stereotypes at every turn. This novel embeds the same skillset as Lord of The Flies. Through the trials and tribulations of the Bridgeman family, we experience a rollercoaster of emotions, starting with a bombshell landing in Dante’s lap: what to do when at the age of 17, you suddenly find out you are a father?
GCSE English literature paper 1: Section B.
A person from two or more cultural or ethnic backgrounds.
A preconceived (already held) opinion that is not based on reason or actual experience, normally a negative opinion against a specific group or culture.
Foreshadowing is a literary device in which a writer gives an advance hint of what is to come later in the story. Foreshadowing often appears at the beginning of a story, or a chapter, and it helps the reader develop expectations about the upcoming events.
A narrative (story) told from two different viewpoints e.g. a third person narrator and from a character's perspective.
A group of people living together, with an agreed set of rules and morals.
Motif is a literary technique that consists of a repeated element that has symbolic significance to a literary work. Sometimes, a motif is a recurring image. Other times, it's a repeated word, phrase, or topic expressed in language.
Ideas, characters, imagery etc. referencing another famous book, poem, play etc.
A character or narrator voicing an author or poet's own personal opinions.
To treat / think of someone as if they are no longer a person
The aim that a writer is trying to achieve e.g. to persuade their audience to take a certain action, to point out a particular issue.
Students will work with their teachers on annotating a range of fiction and non-fiction extracts, for key ideas that the writer includes to successfully develop a theme, mood or argument. These skills are vital for the reading sections of both GCSE English language papers 1 & 2, and are transferable to literature content.
Also, pupils will develop understanding of how to write non-fiction text types such as letters, speeches, articles, reviews, and travel writing. These skills are vital for the writing section of GCSE English language paper 2, and are transferable to most other aspects of the English curriculum, as well as fostering communication skills.
1) Evaluation of a non-fiction text. 2) Transactional writing.
Using pronouns such as you / your, we / us / our to engage an audience.
Express something other than and especially the opposite of the literal meaning, usually for humorous effect / to emphasise an idea.
A one sentence paragraph - normally used for emphasis.
Including statements / quotations from experts or others, to make your writing / arguments seem more believable.
Creating a picture for the reader using words.
Specific words used with a particular technical application in a subject of study, profession, etc.
Rules for different genres (types) of texts. E.G. Newspaper articles start with a headline.
Passive voice is a verb form that creates a sense of indirect action in a sentence, leading with the object, and often conceals the subject of a sentence. E.G. active voice = I broke the vase, passive voice = the vase was broken.
An additional headline or title that comes immediately after the main headline or title or a title given to one of the parts or divisions of a piece of writing.
A heading at the top of an article or page in a newspaper or magazine.
Ideas or emotions associated with a word / idea / image e.g. red may have connotations of danger or romance.
Speaking directly to your audience: "Have you ever...?" "It is our responsibility, all of us..."
The techniques or "tools" writers use to make their words powerful. E.G. Metaphor, simile, rhetorical questions.
Who has this been written for? Older people? Younger people? People with an interest is something?
Rules for different genres (types) of texts. E.G. Newspaper articles start with a headline.
Thinking about the "ingredients" and order of a piece of writing as a whole. Why is it put together specifically like this?
Formal or less formal? Serious or humorous? Factual or full of opinions? Balanced or biased?
Why has the author written this? What are they trying to achieve? E.G. Persuade, entertain etc.
Who has this been written for? Older people? Younger people? People with an interest is something?
A repeated idea throughout a story.
The location and situation of a story. When and where is it taking place, and what is happening at that time?
Through reading a range of stimulating non-fiction texts, students will develop skills across both the writing and reading sections of GCSE English Language in preparation for their end of year examinations. A range of reading skills lessons (focused on non-fiction texts) will develop students' skills in identifying, explaining and analysing language and structural techniques. To complement this, students will further develop their comparison skills by practising question 7a and 7b Language GCSE skills where students explore similarities between texts and then compare and contrast key ideas. Not only will students be taught a range of structural devices and language techniques to use in their own transactional writing for AO5 marks, but also, they will be explicitly taught spelling, punctuation and grammar rules to boost their scores for AO6.
GCSE English language papers 1 & 2
GCSE English literature paper 1
A point of comparison, a likeness across two or more things.
A difference between people or things that are being compared
The combination of components or elements to form a connected whole.
A heading at the top of an article or page in a newspaper or magazine.
An additional headline or title that comes immediately after the main headline or title or a title given to one of the parts or divisions of a piece of writing.
The techniques writers use to make their work more powerful, specifically the words they use e.g. metaphor, simile, hopeful imagery.
The techniques writers use to make their work more powerful, specifically how they order their ideas and sentences e.g. short sentences for impact, mysterious opening, ellipses.
Including statements / quotations from experts or others, to make your writing / arguments seem more believable.
Rules for different genres (types) of texts. E.G. Newspaper articles start with a headline.
Specific words used with a particular technical application in a subject of study, profession, etc.
A one sentence paragraph - normally used for emphasis.
The aim that a writer is trying to achieve e.g. to persuade their audience to take a certain action, to point out a particular issue.
Pupils will continue to study a range of poems from the Edexcel GCSE English literature poetry anthology: "Belonging" cluster. As well as further improving their comparative analytical skills by exploring the ways in which poets craft and structure their works, students will consider a range of ideas around "belonging" to different times, places, spaces, identities, and groups.
Students will plan, write and present their individual speaking and listening presentations on a topic of their choice.
Comparative analytical essays.
GCSE Spoken Language Endorsement.
Writing a poem to tell a story from the perspecive or viewpoint of a specific character or historical figure.
A character or narrator voicing an author or poet's own personal opinions.
Ideas, characters, imagery etc. referencing another famous book, poem, play etc.
A person from two or more cultural or ethnic backgrounds.
A literary, artistic, and philosophical movement originating in the 18th century. Often focussed on autobiographical material, thoughts and feelings, common human values, and an appreciation of nature.
Motif is a literary technique that consists of a repeated element that has symbolic significance to a literary work. Sometimes, a motif is a recurring image. Other times, it's a repeated word, phrase, or topic expressed in language.
A narrative (story) told from two different viewpoints e.g. a third person narrator and from a character's perspective.
A sonnet (pronounced son-it) is a fourteen line poem with a fixed rhyme scheme. Often, sonnets use iambic pentameter: five sets of unstressed syllables followed by stressed syllables for a ten-syllable line.
The measured flow of words and phrases in verse or prose as determined by the relation of long and short or stressed and unstressed syllables.
Creating a picture for the reader using words.
A poet takes on a poetic persona, when they write from the point of view of a character or someone other than themselves.
A stanza is a grouped set of lines within a poem, usually set off from others by a blank line or indentation, on a related topic. A "poetry paragraph".
A rhyme scheme is the pattern of sounds that repeats at the end of a line or stanza. E.G. regular rhyme? Alternating lines or rhyming couplets?
Writing a text telling the story of your OWN life, from your point of view.
A popular narrative ("story") song passed down orally ("speaking / singing"). In the English tradition, it usually follows a form of rhymed (abcb) quatrains (four line stanzas), with the first & third, and second & fourth lines rhyming.
Formal or less formal? Serious or humorous? Factual or full of opinions? Balanced or biased?
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