QEGS English Literature Curriculum Maps
In English Language, we QUESTION the texts we read to gain an understanding of their content and intent. We EXPLORE the meaning created by writers through their word, form and structural choices. We GIVE our own opinions and ideas within a variety of written forms and discussion. As a result, we SUCCEED in becoming wellrounded readers who can scrutinise texts for meaning and skillful writers who can communicate effectively for a variety of purposes.
QEGS Year 7 English Literature Curriculum Map |
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| Focus | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
| Topic | The Natural World: poetry. Focus - figurative language. | Frankenstein play | Frankenstein play | Garbage King | Garbage King | Shakespearian speeches: AYLI, MAAN, Mac, MOV… |
| Key concepts/ideas | Explore the change in who and how meaning has been conveyed over many hundreds of years. | Establish an understanding of the play form and structure of a play. Exploring the elements of the gothic genre alongside Coraline. | Establish an understanding of the play form and structure of a play. Exploring the elements of the gothic genre alongside Coraline. | Build on the knowledge and skills learnt in relation to characterisation, and the development of a narrative with its ability to engage a reader. | Build on the knowledge and skills learnt in relation to characterisation, and the development of a narrative with its ability to engage a reader. | Exploring the Shakespearean language, themes of Shakespeare’s plays and context. |
| Key skills | Signposting sentences for analysis – analytical verbs Clarify and Question Close analysis. Reading for multiple meanings. Inference skills. Choosing judicious evidence for analysis. | Signposting sentences for analysis – analytical and modal verbs Signposting for comparison Predict, Clarify, Question, and Summarise for comprehension and inference. Reading for multiple meanings. Understanding different cultures and values. Inference skills. Close analysis. Understanding genres. | Signposting sentences for analysis – analytical and modal verbs Signposting for comparison Predict, Clarify, Question, and Summarise for comprehension and inference. Reading for multiple meanings. Understanding different cultures and values. Inference skills. Close analysis. Understanding genres. | Signposting for comparison Sequencing signposts Predict, Clarify, Question, and Summarise for comprehension and inference. Reading for multiple meanings. Understanding different cultures and values. Inference skills. Close analysis. | Signposting for comparison Sequencing signposts Predict, Clarify, Question, and Summarise for comprehension and inference. Reading for multiple meanings. Understanding different cultures and values. Inference skills. Close analysis. | Embedding context in subordinate clauses and appositives Clarify and Question Reading for multiple meanings. Understanding different cultures and values. Inference skills. Close analysis. Understanding genres. |
| Key terms/vocab | ||||||
| Independent learning/wider reading | Booklet/ Retrieval Activities | Booklet/ Retrieval Activities | Booklet/ Retrieval Activities | Booklet/ Retrieval Activities | Booklet/ Retrieval Activities | Booklet/ Retrieval Activities |
| Assessment | The Natural World – figurative language used in a specific poem. | How has Frankenstein been presented at the start of the play? | How has prejudice been presented in two extracts from the beginning and end? | Compare the characters of Mamo and Dani using the two intro extracts. | To what extent has the end of the novel been structured to have a significant impact? | Quality of Mercy analysis. How does Shakespeare present mercy in this speech? |
| Careers links/Future Learning | Law, Police, Administration, Teaching, Journalism, Librarian, Researcher, Copywriter, PR, Advertising, Social Media, Theatre industry, Politics… | Law, Police, Administration, Teaching, Journalism, Librarian, Researcher, Copywriter, PR, Advertising, Social Media, Theatre industry, Politics… | Law, Police, Administration, Teaching, Journalism, Librarian, Researcher, Copywriter, PR, Advertising, Social Media, Theatre industry, Politics… | Law, Police, Administration, Teaching, Journalism, Librarian, Researcher, Copywriter, PR, Advertising, Social Media, Theatre industry, Politics… | Law, Police, Administration, Teaching, Journalism, Librarian, Researcher, Copywriter, PR, Advertising, Social Media, Theatre industry, Politics… | Law, Police, Administration, Teaching, Journalism, Librarian, Researcher, Copywriter, PR, Advertising, Social Media, Theatre industry, Politics… |
QEGS Year 8 English Literature Curriculum Map |
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| Focus | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
| Topic | Poetry (Character and Voice) | Romeo and Juliet – Characterisation and Theme | Romeo and Juliet – Characterisation and Theme | Lord of the Flies – focus on incorporating context and conceptualised understanding | Lord of the Flies – focus on incorporating context and conceptualised understanding | Speaking and Listening – drama/speeches… |
| Key concepts/ideas | To engage with ‘voices’ and experiences from other times and cultures through poetry. | Explore the tragic theme within a Shakespearean play and develop an understanding of prose and verse as well as Shakespearean attitudes to gender. | Explore the tragic theme within a Shakespearean play and develop an understanding of prose and verse as well as Shakespearean attitudes to gender. | Explore narrative, character, and description and the ways they are constructed to present an author’s social commentary. | Explore narrative, character, and description and the ways they are constructed to present an author’s social commentary. | Build confidence with speaking aloud and communicating verbally. |
| Key skills | Comparative connectives and dashes - to add clauses – for effect Predict, Clarify, Question, and Summarise Reading figurative language for multiple meanings. Understanding different cultures and values. Inference skills. Close analysis. Understanding genres. | Creating a tentative tone – modal verbs for multiple interpretations. Predict, Clarify, and Question Reading figurative language for multiple meanings. Inference skills. Close analysis. Understanding genres. Understand historical context. | Creating a tentative tone – modal verbs for multiple interpretations. Predict, Clarify, and Question Reading figurative language for multiple meanings. Inference skills. Close analysis. Understanding genres. Understand historical context. | Fronted adverbials e.g. symbolically, figuratively, & analytical verbs Predict, Clarify, Question, and Summarise Close analysis. Reading for multiple meanings. Inference skills. Choosing judicious evidence for analysis. | Fronted adverbials e.g. symbolically, figuratively, & analytical verbs Predict, Clarify, Question, and Summarise Close analysis. Reading for multiple meanings. Inference skills. Choosing judicious evidence for analysis. | Talk for writing – verbal signposts Predict & Clarify Using figurative language for effect. Making use of language devices for effect. Understand the art of rhetoric. |
| Key terms/vocab | ||||||
| Independent learning/wider reading | Booklet/ Retrieval Activities | Booklet/ Retrieval Activities | Booklet/ Retrieval Activities | Booklet/ Retrieval Activities | Booklet/ Retrieval Activities | Booklet/ Retrieval Activities |
| Assessment | Character and Voice: ‘The Hunchback in the Park’ & ‘Give’ | How has conflict been presented negatively in the opening act? | How far has Juliet’s father been presented as a bad father? | How has leadership been presented in the extract from chapter 1? | Piggy and his glasses have been used in the novel to symbolise intellect and sense. Find evidence to support this and explore. | Piggy and his glasses have been used in the novel to symbolise intellect and sense. Find evidence to support this and explore. |
| Careers links/Future Learning | Law, Police, Administration, Teaching, Journalism, Librarian, Researcher, Copywriter, PR, Advertising, Social Media, Theatre industry, Politics… | Law, Police, Administration, Teaching, Journalism, Librarian, Researcher, Copywriter, PR, Advertising, Social Media, Theatre industry, Politics… | Law, Police, Administration, Teaching, Journalism, Librarian, Researcher, Copywriter, PR, Advertising, Social Media, Theatre industry, Politics… | Law, Police, Administration, Teaching, Journalism, Librarian, Researcher, Copywriter, PR, Advertising, Social Media, Theatre industry, Politics… | Law, Police, Administration, Teaching, Journalism, Librarian, Researcher, Copywriter, PR, Advertising, Social Media, Theatre industry, Politics… | Law, Police, Administration, Teaching, Journalism, Librarian, Researcher, Copywriter, PR, Advertising, Social Media, Theatre industry, Politics… |
QEGS Year 9 English Literature Curriculum Map |
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| Focus | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
| Topic | Blood Brothers | Blood Brothers | Shakespeare: Tempest, 12th Night, Midsummer – plot and key scenes. | Shakespeare: Tempest, 12th Night, Midsummer – plot and key scenes. | Intro to Poetry – unseen/war poetry: Futility and Exposure. | Intro to Poetry – unseen/war poetry: Futility and Exposure. |
| Key concepts/ideas | Develop students understanding of the play form and the methods used within it to portray character and theme for a purpose. | Develop students understanding of the play form and the methods used within it to portray character and theme for a purpose. | Explore the comedy theme within a Shakespearean play and build on students’ understanding of prose and verse as well as Shakespearean attitudes to gender. | Explore the comedy theme within a Shakespearean play and build on students’ understanding of prose and verse as well as Shakespearean attitudes to gender. | Build on students knowledge and skill with poetry analysis focused on the theme of conflict as a bridge into the GCSE anthology and its theme. | Build on students knowledge and skill with poetry analysis focused on the theme of conflict as a bridge into the GCSE anthology and its theme. |
| Key skills | Analytical verbs/ multiclause sentences to embed context Predict, Clarify, Question, and Summarise Reading figurative language for multiple meanings. Inference skills. Close analysis. Understanding genres. Understand historical context. | Analytical verbs/ multiclause sentences to embed context Predict, Clarify, Question, and Summarise Reading figurative language for multiple meanings. Inference skills. Close analysis. Understanding genres. Understand historical context. | Analytical verbs/ comparative connectives within multiclause sentences Predict, Clarify, Question, and Summarise Reading figurative language for multiple meanings. Inference skills. Close analysis. Understanding genres. Understand historical context. | Analytical verbs/ comparative connectives within multiclause sentences Predict, Clarify, Question, and Summarise Reading figurative language for multiple meanings. Inference skills. Close analysis. Understanding genres. Understand historical context. | Inclusion of adverbs and adjectives to show a writer’s intention e.g. Owen’s defiant use of graphic imagery… Predict, Clarify, Question, and Summarise Reading figurative language for multiple meanings. Understanding different cultures and values. Inference skills. Close analysis. Understanding genres. | Inclusion of adverbs and adjectives to show a writer’s intention e.g. Owen’s defiant use of graphic imagery… Predict, Clarify, Question, and Summarise Reading figurative language for multiple meanings. Understanding different cultures and values. Inference skills. Close analysis. Understanding genres. |
| Key terms/vocab | ||||||
| Independent learning/wider reading | Booklet/ Retrieval Activities | Booklet/ Retrieval Activities | Booklet/ Retrieval Activities | Booklet/ Retrieval Activities | Booklet/ Retrieval Activities | Booklet/ Retrieval Activities |
| Assessment | How have stage directions been used to inform characterisation? | How does Russell use Linda to explore ideas about class? | Extract analysis on the protagonist at the start of the play. The Tempest – Caliban (see SoW) | How has the protagonist been presented as changed? The Tempest – Prospero and Power (see SoW) | Wilfred Owen statement about poems as protests. | Assessment How have stage directions been used to inform characterisation? How does Russell use Linda to explore ideas about class? Extract analysis on the protagonist at the start of the play. The Tempest – Caliban (see SoW) How has the protagonist been presented as changed? The Tempest – Prospero and Power (see SoW) Wilfred Owen statement about poems as protests. How has the fear felt by soldiers in conflict been presented in ‘Futility’? |
| Careers links/Future Learning | Booklet/ Retrieval Activities | Law, Police, Administration, Teaching, Journalism, Librarian, Researcher, Copywriter, PR, Advertising, Social Media, Theatre industry, Politics… | Law, Police, Administration, Teaching, Journalism, Librarian, Researcher, Copywriter, PR, Advertising, Social Media, Theatre industry, Politics… | Law, Police, Administration, Teaching, Journalism, Librarian, Researcher, Copywriter, PR, Advertising, Social Media, Theatre industry, Politics… | Law, Police, Administration, Teaching, Journalism, Librarian, Researcher, Copywriter, PR, Advertising, Social Media, Theatre industry, Politics… | Law, Police, Administration, Teaching, Journalism, Librarian, Researcher, Copywriter, PR, Advertising, Social Media, Theatre industry, Politics… |
QEGS Year 10 English Literature Curriculum Map |
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| Focus | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
| Topic | An Inspector Calls (AO1,2,3 & 4) | An Inspector Calls (AO1,2,3 & 4) | Shakespeare: Macbeth (AO1,2,3 & 4) | Shakespeare: Macbeth (AO1,2,3 & 4) | Shakespeare: Macbeth (AO1,2,3 & 4) | P&C (AO1,2,3& 4) |
| Key concepts/ideas | Explore the use of the crime genre within a play to explore morality, political ideology and writer’s intent. | Explore the use of the crime genre within a play to explore morality, political ideology and writer’s intent. | Build on knowledge of Shakespearean plays to explore the political diatribe within Macbeth and other key themes such as gender and guilt. | Build on knowledge of Shakespearean plays to explore the political diatribe within Macbeth and other key themes such as gender and guilt. | Build on knowledge of Shakespearean plays to explore the political diatribe within Macbeth and other key themes such as gender and guilt. | To engage with ‘voices’ and experiences across centuries of literary expression of thought. |
| Key skills | Appositives – embed AO2 and AO3, modal verbs & a tentative tone Predict, Clarify, Question & Summarise Reading figurative language for multiple meanings. Inference skills. Close analysis. Understanding genres. Understand historical context. | Appositives – embed AO2 and AO3, modal verbs & a tentative tone Predict, Clarify, Question & Summarise Reading figurative language for multiple meanings. Inference skills. Close analysis. Understanding genres. Understand historical context. | Multi-clause sentences, appositives, modal verbs and a tentative tone. Predict, Clarify, Question & Summarise Reading figurative language for multiple meanings. Inference skills. Close analysis. Understanding genres. Understand historical context. | Multi-clause sentences, appositives, modal verbs and a tentative tone. Predict, Clarify, Question & Summarise Reading figurative language for multiple meanings. Inference skills. Close analysis. Understanding genres. Understand historical context. | Multi-clause sentences, appositives, modal verbs and a tentative tone. Predict, Clarify, Question & Summarise Reading figurative language for multiple meanings. Inference skills. Close analysis. Understanding genres. Understand historical context. | Comparative connectives Predict, Clarify, Question & Summarise Reading figurative language for multiple meanings. Understanding different cultures and values. Inference skills. Close analysis. |
| Key terms/vocab | Genre, characterisation, stage direction, dialogue, stage craft, dramatic irony, socialism, capitalism, social responsibility, theme, context. | Genre, characterisation, stage direction, dialogue, stage craft, dramatic irony, socialism, capitalism, social responsibility, theme, context. | Characterisation, dramatic irony, stage craft, theme, dialogue, prose, verse, regicide, great chain of being, context… | Characterisation, dramatic irony, stage craft, theme, dialogue, prose, verse, regicide, great chain of being, context… | Characterisation, dramatic irony, stage craft, theme, dialogue, prose, verse, regicide, great chain of being, context… | Form, stanza, theme, figurative language, structure, phonetic |
| Independent learning/wider reading | Wider reading booklet & activities | Wider reading booklet & activities | Wider reading booklet & activities | Wider reading booklet & activities | Wider reading booklet & activities | Wider reading & tasks |
| Assessment | How has Mr Birling been presented as dislikeable? | How has Priestley used the play to present his ideas about social class? | How has Lady M been presented as ambitious? (A1 S5) | How has Lady M been presented as ambitious? (A1 S5) | How has ambition been presented? – extract and one other | P&C comparison question based on the power of nature. |
| Careers links/Future Learning | Law, Police, Administration, Teaching, Journalism, Librarian, Researcher, Copywriter, PR, Advertising, Social Media, Theatre industry, Politics… | Law, Police, Administration, Teaching, Journalism, Librarian, Researcher, Copywriter, PR, Advertising, Social Media, Theatre industry, Politics… | Law, Police, Administration, Teaching, Journalism, Librarian, Researcher, Copywriter, PR, Advertising, Social Media, Theatre industry, Politics… | Law, Police, Administration, Teaching, Journalism, Librarian, Researcher, Copywriter, PR, Advertising, Social Media, Theatre industry, Politics… | Law, Police, Administration, Teaching, Journalism, Librarian, Researcher, Copywriter, PR, Advertising, Social Media, Theatre industry, Politics… | Law, Police, Administration, Teaching, Journalism, Librarian, Researcher, Copywriter, PR, Advertising, Social Media, Theatre industry, Politics… |
QEGS Year 11 English Literature Curriculum Map |
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| Focus | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 |
| Topic | A Christmas Carol | A Christmas Carol | P&C Poetry/Unseen Poetry | P&C Poetry/Unseen Poetry | Revision | |
| Key concepts/ideas | Explore the use of the genre within a novella to explore morality, political diatribe and writer’s intent. | Explore the use of the genre within a novella to explore morality, political diatribe and writer’s intent. | To engage with ‘voices’ and experiences across centuries of literary expression of thought. | To engage with ‘voices’ and experiences across centuries of literary expression of thought. | Refining practice and challenging performance | |
| Key skills | Appositives – embed AO2 and AO3, modal verbs & a tentative tone Predict, Clarify, Question & Summarise Reading figurative language for multiple meanings. Inference skills. Close analysis. Understanding genres. Understand historical context. | Appositives – embed AO2 and AO3, modal verbs & a tentative tone Predict, Clarify, Question & Summarise Reading figurative language for multiple meanings. Inference skills. Close analysis. Understanding genres. Understand historical context. | Multi-clause sentences, appositives, modal verbs, and a tentative tone/ signposting for essay structures Predict, Clarify, Question & Summarise Reading figurative language for multiple meanings. Inference skills. Close analysis. Understanding genres. Understand historical context. | Multi-clause sentences, appositives, modal verbs, and a tentative tone/ signposting for essay structures Predict, Clarify, Question & Summarise Reading figurative language for multiple meanings. Inference skills. Close analysis. Understanding genres. Understand historical context. | Multi-clause sentences, appositives, modal verbs, and a tentative tone/ signposting for essay structures Predict, Clarify, Question & Summarise Reading figurative language for multiple meanings. Inference skills. Close analysis. Understanding genres. Understand historical context. | |
| Key terms/vocab | Genre, characterisation, theme, narrative perspective, social responsibility, stave, context | Genre, characterisation, theme, narrative perspective, social responsibility, stave, context | Form, stanza, theme, figurative language, structure, phonetic | Form, stanza, theme, figurative language, structure, phonetic | Form, stanza, theme, figurative language, structure, phonetic | |
| Independent learning/wider reading | Wider reading for context | Extract analysis | Wider reading tasks | Wider reading tasks | Practice questions | |
| Assessment | Extract analysis of Marley’s Ghost. | Mock: AIC | Comparison – identity: Agard & 1 | Unseen Poetry | Revision | |
| Careers links/Future Learning | Law, Police, Administration, Teaching, Journalism, Librarian, Researcher, Copywriter, PR, Advertising, Social Media, Theatre industry, Politics… | Law, Police, Administration, Teaching, Journalism, Librarian, Researcher, Copywriter, PR, Advertising, Social Media, Theatre industry, Politics… | Law, Police, Administration, Teaching, Journalism, Librarian, Researcher, Copywriter, PR, Advertising, Social Media, Theatre industry, Politics… | Law, Police, Administration, Teaching, Journalism, Librarian, Researcher, Copywriter, PR, Advertising, Social Media, Theatre industry, Politics… | Law, Police, Administration, Teaching, Journalism, Librarian, Researcher, Copywriter, PR, Advertising, Social Media, Theatre industry, Politics… | |