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Wadalba Community School

Wadalba Community School

Respect, Responsibility & Excellence

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Year 10

Assessment Schedule

Task Number Task 1 Task 2 Task 3 Task 4
Unit Seven Steps of Writing Close Study: Novel Close Study of a Drama Text Poetry Analysis                                                                                         
Nature of Task                                                                   Selection of Classwork with Editing                                                                                           Multimodal Presentation                                                                                                                                                             Extended Response (for students wanting to do Standard or Advanced English) OR Creative Response (for students wanting to do English Studies) In-class Assessment                                      
Value 30% 30% 30% 10%


Term 1

Course Content: Seven steps of writing Non Fiction short texts - Narrative

Students understand that narrative provides structures for expressing ideas and values. 

They learn that 

  • stories represent broad aspects of humanity, society and culture, made particular and personal to interest the responder 

  • stories often revolve around complication or conflict (internal, between characters or of a character with society), which may rise to a climax before falling to a resolution 

  • plot structures (chronological, flashback, in media res, circular etc) can control responses to the story 

  • values are embedded in narratives through selection of details of events and characters and choice of language 

  • through these implied values, narrative can be a vehicle for arguments.


Students understand how authority may be constructed, confirmed or challenged.

They learn that:

  • a sense of authority may be constructed by language use

  • authority is strengthened through citation and references to established sources

  • groups of responders may be included or excluded by language use

  • texts may contradict or subvert cultural assumptions


Students understand that perspective provides a frame through which we see the world.

They learn that:

  • The world and the texts may be seen through particular frames

  • Views of the world may be exploited for particular purposes

  • Readers and viewers may be positioned to accept particular views.


  • Students broaden their understanding and use of metacognitive processes to choose and develop certain strategies appropriate for particular situations. They extend their range of reflective practices to consider how their own context influences the ways they respond, compose and learn.


Term 2

Course content: The Art of Storytelling                              Novel - Fictional - Theme

Students understand that the elements of a text work together to support the theme.

They learn that:

  • themes draw together the elements of a text

  • themes can be indicated through patterns in texts such as motif, parallel plots or characters

  • there may be major or minor themes

  • themes are traditionally through to provide insight into the world view of the author

  • themes may be challenged by considering representation in the text from a different perspective.


Students understand that particular values attach to certain genres.

They learn that:

  • genres shape representation and perception

  • adaptations of genres across time and culture reflect changing values

  • subverting the genre can challenge the value system associated with the genre.

Code and Convention

Students recognise that codes and conventions reflect and shape power relationships and culture.

They learn that:

  • some codes and conventions are valued more than others and that this can depend on context

  • Understanding and using these conventions is potentially a source of power.


Term 3

Course content: Close Study of Text - Drama


Students understand that representation embeds attitudes, beliefs and values.

They learn that: 

  • representation may be intentionally or unintentionally biased 

  • representation is influenced by and in turn influences its context  

  • representation favours or privileges a position by omitting or silencing the views or perspectives of particular groups.


Students understand that characters can represent types of people, ideas and values.

They learn that 

  • characters may be a medium through which ideas and societal attitudes and values are conveyed 

  • characters may operate as foils for each other 

  • representation and interpretation of character depends on personal and cultural values


Students understand how the complexity of their own and other contexts shape composition and response to texts.

They learn that:

  • their perspectives of the world are filtered through their own context

  • context shapes language, forms and features of texts

  • language, forms and features of texts inscribe values and attitudes in their representations of people, information and ideas

  • texts may be responded to and composed differently in different contexts.


Students use a range of strategies to discriminate between nuanced meanings. They transfer their knowledge of texts to new contexts


Term 4

Course Content:   Techniques revision - Poetic techniques

Course content: Teachers Choice

  • Big Picture Portfolio OR Documentary Study OR Banksy Study OR Stacks of Tracks OR Gender in the Media 

Point of View

Students understand that point of view is the position from which the subject matter of a text is designed to be perceived.

They learn that:

  • Narrators may be omniscient, limited, deceptive, masking the ideology of the text

  • There may be multiple narrators offering different points of view

  • A point of view may be through a focaliser

  • A narrator may adopt a satirical tone

  • The point of view can create an emotional response

  • Points of view controls the meaning of a text and may be resisted.

Connotation, Imagery and Symbol

Students understand that attention to imagery can give rise to subtle and complex meanings.

They learn that:

  • the emphasis on imagery in a text varies according to its audience and purpose

  • understanding the effect of imagery and symbol varies according to personal experience, social and cultural context

  • attention to patterns of imagery invite readings that are more cohesive.


Students understand that the thrust and shape of argument is influenced by context of composition and reception.

They learn that:

  • argument is the logical development of supported thesis with the purpose of bringing audiences to a new intellectual or emotional understanding

  • rhetorical devices are chosen for their effect for particular audiences and purposes

  • arguments, despite claims to objectivity, come from a particular perspective.

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