Knowledge and Skills

The Knowledge and Skills overviews show the specific English content students will learn in each unit of study throughout the year. These documents outline both the substantive knowledge (literary concepts, textual analysis, grammatical understanding) and the disciplinary skills (critical reading, creative writing, effective communication) that students will develop. Each unit is broken down to clearly identify what students need to know and what they should be able to do upon completion. Through the systematic development of both knowledge and skills, students build literacy capabilities, analytical thinking, and effective expression appropriate to their stage of learning.

Select a unit to find out more...

To Kill a Mockingbird

Unit Progress Criteria
Knowledge	Skills
To understand what life was like when the novel was written, including the context of 1930s Alabama and the 1960s Civil Rights Movement. To understand and explain how the author uses language to present characters in the text, and to analyse how and why these characters are portrayed in specific ways. To understand the links between literature of the time and the novel, and how real-life inspiration is reflected in the text and relates to current times. To understand and use the features of a newspaper and link this understanding to the novel. To understand the theme of courage in the novel and how it is developed throughout the story. To read, comprehend, and summarise each chapter, including key plots such as Boo Radley and the trial of Tom Robinson. To understand the themes of prejudice, race and racism, and injustice in the novel, and how they are explored through the narrative. To understand the themes of gender and femininity in the novel and their impact on the characters and plot. To understand the form of the novel as a Bildungsroman, or coming-of-age story, and how this form shapes the narrative and character development.	To present findings on the themes of gender and femininity and articulate a point of view both verbally and in writing. To analyse an extract for implicit meaning and understand the events of the opening of the trial. To analyse the closing arguments of the trial, recap persuasive writing techniques, and evaluate our expectations versus the reality of the trial. To consider events from differing narrative perspectives and evaluate the protagonist and the author’s message. To understand and use the theme of tolerance in discussions and writing. To use debating skills in discussions on whether ‘To Kill a Mockingbird’ should be taught in schools. To analyse how Atticus Finch is presented in the novel and recreate the scene of the jury’s verdict from Tom Robinson’s perspective in writing. To present a speech titled ‘Free Tom Robinson’ and engage in role-play related to the novel. To learn new vocabulary to assist with understanding context, make inferences and refer to evidence in the text, and study setting, plot, and characterisation. To study a range of authors in depth and write for purpose and audience, including structured essays and imaginative writing. To plan, edit, and proofread written work effectively and participate in formal debates.

Out of the Blue

Unit Progress Criteria
Knowledge	Skills
To know, understand, and explain the context behind the 9/11 disaster and its aftermath. To appreciate and understand the different reactions to 9/11, including various perspectives and responses. To learn about Simon Armitage and his reasons for writing the poem ‘Out of the Blue.’ To read, comprehend, and summarise key events and themes in the poem, including terrorism, media coverage, and reporting on disasters. To understand the role of the media in reporting on disasters and how it shapes public perception. To understand the themes of terrorism, conflict, and media representation within the poem and broader context. To understand the form of modern poetry and how narrative perspective is used to convey meaning and emotional impact.	To read sections of the poem aloud, practising clear articulation and expression. To infer and deduce both implicit and explicit information from the text, extracting relevant details to support points. To analyse a range of poetic techniques used in the poem and explain their impact and effect. To consider the controversy surrounding the publication of ‘The Falling Man’ image, expressing an opinion both orally and in writing. To write a non-fiction letter arguing a point of view, and plan, draft, and write an imagined eyewitness account of the events. To proofread, edit, and redraft writing tasks to ensure clarity and coherence. To learn new vocabulary to assist with understanding context and make inferences by referring to evidence in the text. To recognise a range of poetic conventions and study the poet in depth. To write for purpose and audience, including imaginative writing and structured essays, while applying grammar, vocabulary, and structure effectively. To participate in formal debates and discussions, such as evaluating whether it was right to publish images like ‘The Falling Man’ in the newspaper.

The People Speak

Unit Progress Criteria
Knowledge	Skills
To understand the historical context of 20th and 21st-century issues, such as the Second World War and the Suffragette movement. To understand the themes of freedom, liberty, protest, human rights, civil rights, conflict, peace, and war, and how these themes are explored in various texts. To understand the conventions of non-fiction techniques and political speeches, including the use of anaphora, analogy, anecdote, antithesis, assertion, concession, data, emotive language, facts, hyperbole, indignant tone, perspective, pun, rebuttal, and the rule of 3. To understand how different rhetorical devices and techniques, such as perspective and point of view, are employed to enhance arguments and convey messages in political speeches and non-fiction writing.	To read and compare speeches, focusing on how each speaker addresses their audience and conveys their message. To write a speech on peace, incorporating effective rhetorical devices and techniques. To deliver an individual presentation on peace, clearly articulating key points and engaging the audience. To learn new vocabulary that assists with understanding context, and make inferences by referring to evidence in the text. To understand the purpose, audience, and context for writing, and how these elements shape the content and style of a speech. To analyse how language, structure, and organisation in texts present meaning and impact the audience. To write for specific purposes and audiences, summarising and organising ideas, and supporting arguments with detailed evidence. To apply grammar, vocabulary, and structure effectively in writing, drawing on knowledge of literary devices. To plan, edit, and proofread written work to ensure clarity and coherence. To give short speeches and participate in formal debates and discussions, using appropriate techniques and engaging with the audience.

Boys Don't Cry

Unit Progress Criteria
Knowledge	Skills
To understand the contemporary setting of modern-day London as depicted in the novel, and how it influences the story and themes. To understand and analyse the themes of stereotyping, sexuality, masculinity, race, teenage pregnancy, and teenage parenthood as explored in the novel. To understand the form of the novel and how its structure and narrative techniques contribute to the presentation of themes and character development. To build on previous work by studying a modern novel, gaining insights into current social issues such as single parenthood, teenage pregnancy, race, and sexuality. To understand ideas and philosophies of the core themes, through critical thinking and philosophical discussion, raised in Boys Don’t Cry, deepening understanding of these contemporary issues. To learn new vocabulary to assist with understanding the context of the novel and its themes.	To make inferences and refer to evidence in the text to support analysis and interpretations. To study the setting, plot, and characterisation in the novel to understand how these elements contribute to the narrative and themes. To write for specific purposes and audiences, including structured essays and imaginative writing, demonstrating an understanding of the novel's themes and characters. To plan, edit, and proofread written work to ensure clarity, coherence, and accuracy. To participate in formal debates and discussions, such as analysing masculinity in the novel. To analyse how the author creates dramatic scenes in the text, focusing on techniques and their impact on the reader. To engage in discussions on key themes, such as masculinity, and express viewpoints clearly and effectively.

The Mosslands School

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Knowledge and Skills

To Kill a Mockingbird

Out of the Blue

The People Speak

Boys Don't Cry

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