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 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 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 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 write a convincing analytical response about the Ghost of Christmas Past. Key learning points: - Context should be integrated into your argument to support your ideas and opinions about the writer’s intentions. - An...

Pupil outcome: I can analyse how Priestley uses Mrs Birling’s character to explore the impact of gender and class expectations. Key learning points: - Arguably, Priestley uses the characters to critique the flaws of gender and class...

Pupil outcome: I can compare how poets present their nostalgic memories of childhood. Key learning points: - Poems can be linked by theme e.g. nostalgia. - Poems can be linked by attitude, considering how the poets feel about the subject...

Pupil outcome: I can explain how Stevenson uses narrative structure to present his ideas on duality in society. Key learning points: - Stevenson uses conventions of epistolary fiction to foreground the importance of letters and...

Pupil outcome: I can use single paragraph outlines to plan a written response. Key learning points: - Consider using paragraphs to zoom in and out of key details, in your description - Imagery can be used to link your paragraphs,...

Pupil outcome: I can confidently plan a cohesive argument analysing Edgar Allan Poe’s ‘The Tell-Tale Heart’. Key learning points: - Poe shows us how guilt drives the narrator further into insanity and delusion. - Single paragraph...

Pupil outcome: I can explain the similarities and differences in how Wordsworth and Brontë present nature in ‘Lines Written in Early Spring’ and ‘Shall earth no more inspire thee’. Key learning points: - Both poets use language to...

Pupil outcome: I can successfully plan and write copy for a website. Key learning points: - Planning is an important part of the writing process. - Single paragraph outlines should include hooks, topic sentences, supporting detail and...

Pupil outcome: I can plan a convincing, holistic argument about the text. Key learning points: - When writing an essay, you have to think carefully about the order in which you present your ideas. - When writing, lay the foundational...

Pupil outcome: I can write an extended and developed response about duality. Key learning points: - Reading the question and picking out key words is useful in order to understand its expectations. - Planning key points helps to create...

Pupil outcome: I can explain how Duffy presents the life-changing responsibilities of parenthood. Key learning points: - The speaker is initially looking at a photo and reminiscing about their mother’s life before she had children. - The...

Pupil outcome: I can plan a comparative analysis of ‘Before You Were Mine’ and one other poem. Key learning points: - Context is a useful lens through which to consider the writer’s intentions and evaluate our interpretations of the...

Pupil outcome: I can identify similarities and differences between ‘Sonnet 29’, ‘Love's Philosophy’ and ‘Letters from Yorkshire’. Key learning points: - Shelley, Barrett-Browning and Dooley use natural imagery in their poems to depict an...

Pupil outcome: I can explain how Hardi uses language and structure to present ideas of home, upheaval and heritage in 'My Mother's Kitchen'. Key learning points: - The language around the upheaval implies that refugees lose their sense...

Pupil outcome: I can use single paragraph outlines to plan a written response. Key learning points: - Open writing with a hook - this could be anecdotes or rhetorical questions - Ensure viewpoint, purpose and audience is established...

Pupil outcome: I can create a written response which meets a success criteria. Key learning points: - An excellent introduction could start with a brief summary of each poem. - An introduction should then have a more specific statement...

Pupil outcome: I can compare how Romantic poets use language, form and structure to critique power and authority. Key learning points: - Both poets critiqued the power held by institutions in society. - Shelley focuses on the oppressor -...

Pupil outcome: I can develop my paragraphs using a range of supporting detail. Key learning points: - Topic sentences should have a clear focus and use discourse markers to contextualise the section of the novella. - Clear discourse...