Students will embark on an in-depth study of Shakespeare’s tragedy, focusing on stagecraft, language, character and theme. They will study the entire play, using a range of methods including role play and written work. In addition to this, students will investigate and analyse a range of fiction and non-fiction pieces in order to develop their understanding of how to approach unseen extracts.
There will be tasks in each half term designed to prepare students for the GCSE examinations in English Language and English Literature. In Term 1 students will complete reading assessment questions. In Term 2 they will complete imaginative writing style questions. In addition to this, there will be a GCSE style English Literature questions on Macbeth focusing on an extract.
Dramatic Irony
A literary technique, originally used in Greek tragedy, by which the full significance of a character's words or actions is clear to the audience or reader although unknown to the character.
Foreshadowing
Be a warning or indication of (a future event).
Ambition
A strong desire to do or achieve something.
Revenge
The action of hurting or harming someone in return for an injury or wrong suffered at their hands.
Apparition
A ghost or ghostlike image of a person.
Pathetic Fallacy
Where the weather is used to indicate the mood of a passage or character.
Shakespearean tragedy
A five act play in which many of the main characters die by the end; centers on a tragic hero who begins the story as a respected, basically good person but succumbs to evil and therefore his/her doom (usually involving misery and an untimely death).
Divine Right of Kings
The idea that kings are chosen by God and are not accountable to their subjects; rebellion against a king is also rebellion against God, and is therefore the worst of all possible crimes/sins.
Order of the Universe
Sometimes referred to as the Great Chain of Being. the belief of people living in Elizabethan England that the universe is connected and chaos in nature reflects chaos in the human world.
Heath
A barren wasteland, where unscrupulous characters linger.
Develop the individual:
Many lessons will be discussion-led, asking the students to present ideas and beliefs about key scenes in order to lead to learning. Students will develop their communication skills by working in groups and as a class to formulate essay responses and shorter answers.
Students will also focus on the ethical dilemmas faced by Macbeth and the power struggles between major and minor characters in the play. They will also examine the role of the supernatural and its juxtaposition with the state of society at the time of the play.
Create a supportive community:
The class teacher will foster an environment where students feel able to contribute ideas clearly and safely. Students are encouraged to support each other and build on their own ideas through the contributions and influences of others.
Students will continue their English Literature studies by exploring a modern play based on the theme of choice and consequence. They will explore the themes of the play, developing a critical understanding of the author’s use of language, tone and structure.
Students will explore the social and historical context of the text, analysing the writer's construction of character, setting, events and themes. They will attempt a range of literature exam-style questions, learning how to develop essay responses to incorporate critical analysis skills and reflective ideas.
Alongside this, they will work on their analysis of non-fiction texts and develop their own non-fiction writing skills.
Students will undertake GCSE questions from Language Paper 2: Non-fiction and Transactional Writing.
In addition to this, there will be GCSE style English Literature questions on An Inspector Calls, focusing character and theme.
Humanity
Human beings collectively; the act of being humane or fair to others.
Respectability
The quality of being socially acceptable.
Recrimination
the act of accusing in return; opposing another charge
Bourgeoisie
the upper class
Capitalist
a business person
Heirarchy
a society which is unequal
Misogynist
extremely sexist towards women
Socialist
someone who believes in social responsibility and collective ownership of production
Conservative
someone who believes in individual freedom and favours free enterprise and private ownership
Charity
The voluntary giving of help, typically in the form of money, to those in need.
Develop the individual:
Students will explore the relationships between characters in the texts, in addition to the relationship between a writer and the text. Students will explore a range of themes and discuss their own critical responses, analysing their own reactions and feelings regarding the key events of the stories. There will be a clear focus on critical thinking.
Create a supportive community:
Students will approach the units collaboratively, working together to pull apart key scenes and events in the stories. Students will be encouraged to share best practice, reflect on their own learning and the learning of others and to suggest, via peer-marking, prospective improvements in different pieces of work.
Students will study a range of 15 poems from the 'Relationships' section in the Edexcel Anthology. They will learn how to read critically and understand how to evaluate and compare poems independently, both seen and unseen.
During this term, students will also begin preparation for the GCSE Spoken Language assessment, which will be completed in the final term of the year.
Students will complete their first set of end-of-year GCSE mock examinations. These will be:
English Language Paper 1: Analysing and evaluating a fiction extract and producing a piece of imaginative writing.
English Language Paper 2: Analysing, evaluating and comparing fiction extracts and producing a piece of transactional writing.
Literature Paper 1: An essay that tests their understanding and knowledge of a Shakespeare play (Macbeth) and a modern text (An Inspector Calls).
Students will also complete their Spoken Language Assessment.
Juxtaposition
Two things being seen or placed close together with contrasting effect.
Meter
The basic rhythmic structure of a verse or lines in verse. Many traditional verse forms prescribe a specific verse meter, or a certain set of meters alternating in a particular order.
Iambic Pentameter
A foot is an iamb if it consists of one unstressed syllable followed by a stressed syllable, so the word remark is an iamb. Pent means five, so a line of iambic pentameter consists of five iambs – five sets of unstressed syllables followed by stressed syl
Stanza
A group of lines forming the basic recurring metrical unit in a poem; a verse.
Irony
The expression of one's meaning by using language that normally signifies the opposite, typically for humorous or emphatic effect.
Lyric
Expressing the writer's emotions, usually briefly and in stanzas or recognized forms.
Symbolism
The use of symbols to represent ideas or qualities.
Enjambment
The continuation of a sentence without a pause beyond the end of a line, couplet, or stanza.
Imagery
Visually descriptive or figurative language, especially in a literary work.
Caesura
A break between words within a metrical foot. In modern verse, a pause near the middle of a line.
Develop the individual:
Students will look at poetry from a range of time periods, cultures and viewpoints, allowing them to develop empathy skills. They will also be encouraged to research the different poets, looking at lifestyle, context and history. They will also develop their spoken language and listening skills, responding to questions and building on each others' ideas.
Create a supportive community:
Poetry, as always, is student-led and asks students to put forward ideas and interpretations in order to shape responses. The class teacher will encourage students to have the confidence to share these ideas.