| Time | Content Domain | Topic | 24/7 Learning Reference or Knowledge Organiser Ref |
| Autumn Term | A Christmas Carol & Descriptive Writing | Understanding context- The Victorian Era | Knowledge Organisers 9.1 – 9.7 |
| Analysing characterisation | |||
| Creating descriptions and narrative voice | |||
| Using reference to a text | |||
| Analysing a writer’s intention | |||
| Analysing texts critically | |||
| Developing semantic fields | |||
| Identifying figurative language devices | |||
| Analysing language and its impact | |||
| Analysing form and structure | |||
| Analysing themes across a text | |||
| Inference and deduction | |||
| Developing personal responses to a text | |||
| Using sentence structures for effect | |||
| Engaging a reader through imaginative tone and style | |||
| Spring Term | Macbeth & Writing with a Viewpoint | Understanding context- Shakespearean influences | Knowledge Organisers 9.8 – 9.13 |
| Organising ideas effectively | |||
| Analysing characterisation | |||
| Understanding the impact of stage directions | |||
| Using reference to a text | |||
| Analysing a writer’s intention | |||
| Evaluating texts critically | |||
| Rhetorical devices | |||
| Varying sentence structures for effect | |||
| Analysing language and its impact | |||
| Analysing structural choices | |||
| Analysing themes across a text | |||
| Inference and deduction | |||
| Developing personal responses to a text | |||
| Alternative interpretations | |||
| Summer Term | Poetry & Comparative Analysis | Understanding context- WW1 and WII | Knowledge Organisers 9.14 – 9.19 |
| Inference and deduction | |||
| Poetic forms | |||
| Analysing structure | |||
| Making comparisons between texts | |||
| Figurative language | |||
| Analysing language choices and their impact | |||
| Linking texts to their contexts | |||
| Critically exploring a writer’s choices | |||
| Consideration of message and purpose | |||
| Word classes | |||
| Analysing form and tone | |||
| Using reference to text | |||
| Comparing ideas and beliefs | |||
| Alternative interpretations |
