|Term 1 and 2 ||Component 2 - Comparative Prose - Childhood - The Color Purple |
|Study of ‘The Color Purple’ by Alice Walker for Component 2 of the A Level. It is being compared to ‘Hard Times' by Charles Dickens, which is studied in Terms 3 and 4. Students will be able to write cohesive evaluations of the methods used by the two writers to present their ideas, make focused connections between the two texts and explore the significance of the contexts of production and reception.|
|Assessment: At least one essay will be completed each fortnight. At times, these will be planned as a class, then written at home; at other times, these will be completed in examination conditions during Directed Learning. Additionally, students will sit a formal paper during assessment week in October so that initial progress can be measured (this will focus on the first part of the novel) and another during their January exams (this will focus on the whole of the novel). A full paper about both texts will be sat during Year 12 exam week.||Key Words and Terms|
|Term 1 and 4 ||Component 3 - Contemporary Poetry - The Forward Book of Poetry || |
|Students will study 18 poems from the Forward Book of Poetry. Students will be asked to read the poems before the lesson in Term 1 and complete some tasks based on key ideas. Lessons will be dedicated to development of these ideas, looking for alternatives to initial interpretations and solidifying ideas in annotations of the poems. Students will start to approach the poems as unseen in preparation for their final exams. Students need to learn how to write about poems at A Level Literature standard under timed conditions. Teachers will be trained in appropriate essay style and using correct terminology. The focus of study will be on analysing writer's methods, considering language, structure and form. A comprehensive and critical evaluation of the poems are needed.
Comparison of poems will also be explore by theme. Additional unseen poems will be included in the SOW and students will explore how studied poems can be compared to these. Focused feedback on essays will inform future writing. |
|Assessment: Term 1 - Essay analysing one studied poem in detail.
Exam in January - Comparing two studied poems based on a theme - 1 hour 15 minutes.
Term 4 - One comparison essay - unseen and studied poem - 1 hour 15 minutes
Essays set to practice all of the above throughout the scheme. ||Key Words and Terms|
|Term 2 and 3 ||Component 1 - Drama - Streetcar Named Desire || |
|Students will study Tennessee Williams' exciting and iconic play 'A Streetcar Named Desire'. Students will be guided through reading the play by the teacher setting sections to read at home and in lessons. Contextual elements of Williams' life and New Orleans in the 1940s will play a focal role in understanding the complex characters of the play. At the heart of all study are Williams' methods and the themes that drive the plot. Additional works from Williams and prompts from critical responses will also inform teaching. Students will work independently and in small group situations to develop a range of ideas and interpretations. |
|Assessment: Term 2 - Essay on theme considering the play as studied so far - 45 minutes
Term 3 - Essay on the whole text based on a key theme - 45 minutes
Essays set on analysis and focused on methods and ideas throughout the scheme. ||Key Words and Terms|
|Term 3 and 4 ||Component 2 - Comparative Prose - Childhood - Hard Times |
|Study of ‘Hard Times’ by Charles Dickens for Component 2 of the A Level. It is being compared to ‘The Color Purple’ by Alice Walker, which is studied in Terms 1 and 2. Students will be able to write cohesive evaluations of the methods used by the two writers to present their ideas, make focused connections between the two texts and explore the significance of the contexts of production and reception.|
|Assessment: At least one essay will be completed each fortnight. At times, these will be planned as a class, then written at home; at other times, these will be completed in examination conditions during Directed Learning. A full paper will be sat during Year 12 exam week.||Key Words and Terms|
|Term 5 and 6 ||Component 4 - Non-Examination Unit - The Crucible || |
|In preparation for writing their coursework piece on a comparison of two texts of their choice, on a topic of their choice, students will be explicitly taught about planning, researching, plagiarism, contextual information, including wider reading and analytical style in writing. There will be time for students to research, plan and write in lessons with teacher supervision and support. Further work on narrative style and language style will be incorporates in preparation for writing their piece. |
|Assessment: Non-examination unit - 20% of the overall A Level qualification.
Draft deadline in November of year 13
Final deadline in January of year 13||Key Words and Terms|
|Term 6 ||Revision for End of Year Exams || |
|During this terms teachers will carefully tailor their lessons to their students' needs. Lessons will be split between examined components.
Lessons will include timed tasks which will focus on exam style and help the students to become adjusted to the strict timing. Lessons will also focus on essay style and writing responses, with some focus on content.
Teachers will set focused revision and essays for all students to complete independently at home. |
|Assessment: End of Year Examinations||Key Words and Terms|