English - Year 9

	Autumn	Spring	Summer
Knowledge	Dystopia AnchorText: 1984 by George Orwell Satellite texts extracts: Maze Runner by James Dashner The Hunger Games by Suzanne Collins Farenheit 451 by Ray Bradbury The Handmaid's Tale by Margaret Atwood Empire of the Sun by J.G Ballard	The Gothic Anchor Text: Wuthering Heights by Emily Bronte Satellite texts extracts: The Castle of Otranto by Horace Walpole The Mystery of Udolpho by Ann Radcliff Jane Eyre by Charlotte Bronte The Oval Portrait, Edgar Allan Poe The Tell-Tale Heart, Edgar Allan Poe The Werewolf, Angela Carter The Yellow Wallpaper, Charlotte Perkins Gilman Beloved, Toni Morrison Frankenstein, Mary Shelley Rebecca, Daphne Du Maurier Strange Case of Dr Jekyll and Mr Hyde, Robert Louis Stevenson Students know: - Gothic Literature is a genre of literature and film that covers horror, death, and at times, romance - The Gothic derived from Walpole’s The Castle of Otranto and developed with texts such as Mysteries of Udolpho, Jane Eyre and Wuthering Heights. - Gothic conventions consist of evoking mystery and fear, emotional distress, the supernatural, romance as well as many others. - Characterisation is a conscious construct developed by a writer’ often convincing representation of society or a dramatised version for stylistic or moral effect. - A conceptual metaphor is a figurative comparison that draws on experience and shared understanding of a source and the target image. - Romanticism is an artistic and intellectual movement that began in the late 18th century where imagination rather than reason was the most important factor. - A Byronic hero is an arrogant, intelligent, educated outcast, who somehow balances their cynicism and self-destructive tendencies with a mysterious magnetism and attraction, particularly for heroines. - A periodic sentence is a sentence in which the main clause is given at the endof the sentence in order to create interest or suspense	Tragedy through time Anchor text: Macbeth by William Shakespeare Satellite texts extracts: Oedipus the King, Sophocles The Pardoner’s Tale, Geoffrey Chaucer Students know : - The conventions of Greek tragedy/Aristotelian unities - The conventions of medieval tragedy - The conventions of Renaissance/Revenge tragedy - The conventions of modern tragedy - The characteristics of a tragic hero - How the themes of fate, morality, reputation and justice are presented in specific texts - How tragedies are structured - How to structure an argument - The historical context of Shakespeare’s Macbeth
High frequency vocabulary and grammatical structures taught	Key Vocabulary: Theme Motif Symbolism Allegory Allusion Foreshadowing Imagery Pathetic Fallacy Oppression Rebellion Equality Injustice Flaw Community Judicious Narrative Tier Three Vocabulary Dystopia Utopia Protagonist Antagonist Totalitarian Propaganda Censorship Surveillance Dictatorship The Human Condition Microcosm Macrocosm Semantic Field Onomatopoeia Students can: - construct simple, compound, and complex sentences - use subordinate and main clauses effectively - vary sentence lengths and structures for clarity and impact - control syntax to shape tone and meaning - punctuate accurately with commas, colons, semicolons, and dashes - use punctuation to influence pace and atmosphere - maintain subject–verb agreement - ensure tense consistency throughout writing - choose between active and passive voice appropriately - select ambitious vocabulary with precision - explore semantic fields and layers of meaning - embed and analyse textual evidence critically - evaluate the writer’s intent and methods using PE-WETCARTS - develop thesis statements with personal perspective - plan and write dystopian narratives with cohesion - employ metaphor, symbolism, and extended metaphor creatively -- structure transactional texts for effectiveness - utilise rhetorical devices such as antithesis, parenthesis, and rhetorical questions - analyse structural shifts and connect ideas across texts - summarise and synthesise literary themes and techniques - participate in structured discussion and debate. - respond thoughtfully to peer feedback - express ideas clearly using Standard English	Key Vocabulary: Characterisation Conceptual metaphor Convention Desire Disturbed Duality Empathy Human condition Psychological Solitude Trope Tier Three Vocabulary Analepsis Byronic Fin-de-siècle Frame narrative Gothic Occult Physiognomy Romanticism Sublime Unreliable narrator Students can: - use tenor, vehicle and ground to analyse a range of metaphors - use excellent epithets to evaluate and analyse Gothic characters and conventions - Develop understanding of societal anxiety portrayed through Gothic literature - Evaluate the writer’s creation of characters and their state of mind using PE-WETCARTS - Develop use of conceptual metaphors to craft own detailed description. - Use periodic sentences within own writing to build suspense. - Summarise chronological events within Wuthering Heights and the development of tension and conflict. - Evaluate the roles of Cathy and Heathcliff and Bronte’s purpose in creating such characters. - Discuss thematic links between texts such as the conflicted mind.	Key vocabulary: Symbolism Motif Character arc Fatal flaw Tier Three Vocabulary Tragedy Aristotelian unities Protagonist Antagonist Tragic hero Anti-hero Hamartia Peripeteia Anagnorisis Machiavellian Catharsis Prologue Chorus Exodus Students can: - Identify and explain the effect of symbolism and motifs in specific texts - Explain how key themes are presented in the texts in specific texts - Explain the difference between meaning and intentions of specific words - Construct personal viewpoints in the form of thesis statements - Write about tragic heroes and their function in the text - Select and embed relevant textual detail using PE-WETCARTS - Consider alternative interpretations - Analyse the writer’s use of language, structure and form - Evaluate the writer’s intent
Assessment	Formative Assessments: Writing: A setting description Reading: An extract-based response focused on a convention of Gothic. Summative Assessments:	Formative Assessments: Writing: Persuasive writing Reading: An extract-based response focused on the downfall of a character. Summative Assessments:	Formative Assessments: Writing: Autobiographical Writing Reading: An extract-based response evaluating the archetypal tragic hero.
Cultural Capital Careers Cross Curricular Links	Cultural Capital:The three modules in Year take students into the wider world. The Gothic bridges the divide between the 19th and 20th centuries; War Writer focuses on modernism; Tragedy moves from Oedipus to Othello to Okwonko; Freedom is centred on the writers of the Harlem Renaissance. Careers: historian, artefacts curator, actor, performing arts, poet, artist, teacher, anthropologist, philosopher, lecturer, literary critic, librarian Cross curricular links: Ancient and Medieval history, drama through performance, maths and music through exploration of poetry.