Pupil outcome: I can explain how Puck is presented in Act 2, Scene 2 of ‘A Midsummer Night’s Dream’. Key learning points: - In Act 2, Scene 2, Puck tries to fulfil Oberon’s orders but he makes a mistake. - Puck’s mistake creates much...

Pupil outcome: I can evaluate model paragraphs about the presentation of Oberon and Titania in Act 2, Scene 1 of ‘A Midsummer Night’s Dream’, and use my evaluation to develop my own writing. Key learning points: - Annotating a question...

Pupil outcome: I can plan a piece of fiction writing using a success criteria. Key learning points: - Single paragraph outlines are a useful tool for planning writing. - When you plan writing, you should plan the vocabulary that you will...

Pupil outcome: I can explore the language of Puck’s epilogue, linking it to other moments in the play. Key learning points: - ‘A Midsummer Night’s Dream’ ends with an epilogue given by the character of Puck. - Puck’s epilogue breaks the...

Pupil outcome: I can explain how Puck is presented in ‘A Midsummer Night’s Dream’ using evaluative and well supported topic sentences. Key learning points: - Topic sentences state a paragraph’s main idea. - Evaluative topic sentences...

Pupil outcome: I can write a clear thesis statement about 'The Twisted Tree'. Key learning points: - An introduction to an analytical essay should include a clear thesis statement. - A clear thesis statement should introduce your...

Pupil outcome: I can explore the poem 'Sympathy' and use it, and the poem 'Caged Bird', to inspire my own writing. Key learning points: - Angelou was inspired to write 'Caged Bird' after reading a poem called 'Sympathy' by Paul Laurence...

Pupil outcome: I can analyse how Shakespeare uses language and structure to present Iago as evil in Acts 1 and 2. Key learning points: - Using two slightly different adjectives in a topic sentence can add depth and debate to a paragraph....

Pupil outcome: I can precisely use quotations from an extract from Burnett’s ‘The Secret Garden’ as evidence to support a topic sentence. Key learning points: - An analytical question asks you to use evidence from the text to present...

Pupil outcome: I can structure a conceptual argument about the theme of appearances and reality in ‘Othello’. Key learning points: - Critically evaluative thesis statements can be developed using 'whilst', 'not only' and 'crucially'. -...

Pupil outcome: I can construct a clear argument about Othello as a tragic hero. Key learning points: - Introductions could follow the three-part structure. - The thesis statement should address the writer's purpose or message, in...

Pupil outcome: I can structure a conceptual argument based on the theme of jealousy in ‘Othello’. Key learning points: - Topic sentences should develop in a sequence, to maintain focus on the argument. - Connotations of words and images...

Pupil outcome: I can write an analytical essay that answers the question ‘How does Shakespeare present Prospero’s treatment of Caliban as cruel?’ in 'The Tempest'. Key learning points: - A thesis statement summarises the overall argument...

Pupil outcome: I can explain how Ian Beck presents the gas attack in his short story, ‘Propping Up The Line’ in a well-planned analytical paragraph. Key learning points: - The gas attack, and its aftermath, is the central focus of Beck’s...

Pupil outcome: I can write a detailed comparative response to answer the question: ‘Compare how the concept of dying at war is presented in Naidu’s ‘The Gift of India’ and one other poem.’ Key learning points: - A comparative thesis...

Pupil outcome: I can write a vivid description inspired by Ian Beck's 'Propping Up The Line' which captures some of Alfred’s experiences and memories of the front line. Key learning points: - Many writers use vivid description to convey...

Pupil outcome: I can plan an effective description of a dystopian setting. Key learning points: - Descriptions should include minimal action. - An effective way to include character is with one small character action, for example,...

Pupil outcome: I can plan and write up a clear and cohesive paragraph to answer the question: ‘How does Bilan present the temple? in 'Asha and the Spirit Bird'. Key learning points: - In analytical writing, use conjunctions and...

Pupil outcome: I can write an analytical paragraph which explores the presentation of Ariel. Key learning points: - Shakespeare presents Ariel as mistreated and exploited by Prospero. - Shakespeare also presents Prospero’s kindness to...

Pupil outcome: I can plan an essay response, showing a clear understanding of key terms which structure a successful plan. Key learning points: - Annotate an essay question so you know its focus. - A successful plan follows a clear...

Pupil outcome: I can plan an answer to a question on the inevitability of fate in Shakespeare’s ‘Romeo and Juliet’. Key learning points: - Arguably, Shakespeare presents fate as inevitable throughout ‘Romeo and Juliet’. - Act 5, Scene 3...

Pupil outcome: I can create a thesis statement and topic sentences to explain how Shakespeare presents Romeo’s feelings about love in ‘Romeo and Juliet’. Key learning points: - A thesis statement is an overarching argument and should...

Pupil outcome: I can use introductions, conclusions and analytical paragraphs to write an effective response to a question on fate in Shakespeare’s ‘Romeo and Juliet’. Key learning points: - An introduction might start with a general...

Pupil outcome: I can create a thesis statement and topic sentences to explain how Priestley presents the older generation and their attitudes towards social responsibility. Key learning points: - A thesis statement is an overarching...