Pupil outcome: I can describe the differences between different presentations of love explored in the anthology. Key learning points: - You can highlight the key similarities between poems, but also explore their subtle differences (and...

Pupil outcome: I can draw interesting comparisons between two Romantic poems. Key learning points: - The poems that you choose to compare should both be linked to the focus and nuances of the question you are asked. - Focus your...

Pupil outcome: I can draw interesting comparisons between two war poems. Key learning points: - The poems that you choose to compare should both be linked to the focus and nuances of the question you are asked. - Focus your introduction...

Pupil outcome: I can develop my comparative essay writing skills whilst writing about poems from the Power and Conflict anthology.

Key learning po
ints:
- Topic sentences must be comparative when compar
ing texts.
-...

Pupil outcome: I can write an successful answer comparing two poems from the Worlds and Lives anthology. Key learning points: - Topic sentences must be comparative when comparing texts. - Comparisons should be made between ideas,...

Pupil outcome: I can write concise and developed comparisons of writers' attitudes. Key learning points: - A key characteristic of concise writing is specific and precise word choices. - Adjectives can be used to add detail to your...

Pupil outcome: I can use small strategies to improve the cohesion of my descriptive writing. Key learning points: - Synonyms can be used to avoid repeating a subject e.g. 'The trees'. - Supporting details should be used to describe the...

Pupil outcome: I can create a written response which meets a success criteria. Key learning points: - Topic sentences must be comparative when comparing texts. - Comparisons should be made between ideas, intentions, themes and messages....

Pupil outcome: I can plan a well-structured piece of descriptive writing inspired by a painting ('The Execution of Lady Jane Grey') which employs a third person omniscient narrator. Key learning points: - A third person omniscient...

Pupil outcome: I can evaluate model paragraphs about Puck and the supernatural in ‘A Midsummer Night’s Dream’, and use this evaluation to improve my own analytical writing. Key learning points: - Topic sentences should link to the...

Pupil outcome: I can effectively use a single paragraph outline to plan an analytical response. Key learning points: - Single paragraph outlines are a useful tool in the planning process. - Topic sentences should include words from the...

Pupil outcome: I can create a detailed plan for an essay on societal expectations in 'An Inspector Calls'. Key learning points: - A thesis statement is a clear, overarching argument. - Topic sentences give focus to individual paragraphs....

Pupil outcome: I can explore and analyse the motif of blood in 'Macbeth'. Key learning points: - Blood is a motif that is associated with guilt in 'Macbeth'. - Initially, both Lady Macbeth and Macbeth's reference to blood reflects their...

Pupil outcome: I can use Macbeth’s soliloquy in Act 2, Scene 1 to justify my opinions on Macbeth. Key learning points: - Act 2, Scene 1 is could be seen as crucial in creating the idea that Macbeth is influenced by the supernatural and...

Pupil outcome: I can create a detailed plan for my argument about support for Victorian working class children. Key learning points: - Topic sentences should outline the specific argument that will be covered in a section of our speech....

Pupil outcome: I can use persuasive language to effectively debate the perceptions of Caliban. Key learning points: - While we may not know Shakespeare’s intentions, we can make an educated guess through looking at the language used. -...

Pupil outcome: I can create a detailed essay plan about how Macbeth is a conflicted character. Key learning points: - Act 3 is an important scene as it signifies a shift in Macbeth’s behaviour and his relationship with his wife -...

Pupil outcome: I can explain the similarities and differences between how Dharker and Shelley present ideas of time and temporality. Key learning points: - Shelley foregrounds the difference between the past and the present in ‘England...

Pupil outcome: I can explain how Nichols uses language, form and structure to express ideas of place and belonging in ‘Island Man’. Key learning points: - The repeated imagery of the "sea" implies that the Island Man feels a sense of...

Pupil outcome: I can explain how Bridges uses language and structure to express his viewpoint. Key learning points: - Personification also helps to create a connection between the poet and the river - creates a sense of belonging. - The...

Pupil outcome: I can structure an effective comparative argument with a well-crafted introduction, conclusion and topic sentences. Key learning points: - A comparative introduction should give a broad similarity in theme and nuanced...

Pupil outcome: I can explain how Stevenson uses liminality in Chapter 7. Key learning points: - Twilight marks the transition between day and night; it is a liminal time. - Windows are often important symbols or liminal spaces in gothic...

Pupil outcome: I can refine analytical responses by making them more evaluative. Key learning points: - Topic sentences should focus on intention, not methods. - Judicious quotations from across the text can be used to create compelling...

Pupil outcome: I can write a well-structured and developed piece of narrative writing inspired by a character from a story I have read. Key learning points: - The 5 part narrative structure divides a story into exposition, rising action,...