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.
| Acting Head of English | Ms V Lester | V.Lester@glynschool.org |
Year 12 sequence of lessons
Half Term 1 and 2
Teacher 1 - Frankstein
Teacher 2 - Romantic poetry
Why we sequence the scheme of work this way
As Frankenstein is a piece of Romantic fiction there is a clear contextual link between the two texts.
The ‘overlap’ between the two texts and the ability to apply knowledge from other areas, supports students in their transition to A Level.
Half Term 3 and 4
Teacher 1 - The Handmaid's Tale
Teacher 2 - Post-2000 poetry
Why we sequence the scheme of work this way
Students have been at school sufficiently long length of time to build relationships with staff and students to be able to tackle sensitive subject matter.
Atwood draws on a variety of contexts to inform her writing of this novel - students are better equipped at this point in the the year for the necessary research required.
Half Term 5
Teacher 1 - Comparative prose making connections; subject knowledge
Teacher 2 - Comparative poetry making connections; subject knowledge
Why we sequence the scheme of work this way
Students need to have completed both texts in their entirety before they are able to make the connections between the two texts at a sophisticated level.
Half Term 6
Teacher 1 - Comparative prose exam technique; Intro to Drama/Shakespeare
Teacher 2 - Comparative poetry exam technique making connections; Intro to coursework
Year 13 sequence of lessons
Half Term 1
- Tragedy: King Lear
- Coursework
Why we sequence the scheme of work this way
Coursework requires independent working skills. Completing EPQ/Year 12 prepares students for the skills required for this unit.
Year 13 Students are better prepared to tackle both the language and the sensitive issues portrayed in the two dramatic texts.
Half Term 2
- King Lear
- A Streetcar Named Desire
- Interleaved with coursework
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.
Half Term 3
- PPE preparation and feedback
Why we sequence the scheme of work this way
Students have had sufficient time to study both texts in their entirety to be able to complete the style of questions required on this exam unit.
Half Term 4
- Revision of Prose
- Revision of poetry
Half Term 5
- Revision of Prose
- Revision of poetry
Half Term 6 - Exams
