The KING’S Medium Term Plan – ENGLISH
Y7 LC4 Programme
Module
An Introduction to Gothic Literature.
This module will focus on preparing students for the AQA English Language paper one reading and narrative writing
questions.
The module aims to introduce students to the Gothic genre, developing a strong understanding of the key features
through the study of a range of Gothic texts, including: Frankenstein, Dracula, The Woman in Black and Dr Jekyll and Mr
Hyde amongst others.
As well as reading a range of Gothic texts students will begin to write their own Gothic short stories, developing their
narrative writing skills.
Building on
Prior Learning
Although Gothic is a new genre of literature for year 7 students, this module will build on the skills students have been
developing throughout learning cycles one to three. Students will continue to read a wide range of texts, identifying key
features and explaining their effects. In addition to this students will develop their creative writing skills.
Learning cycle five will focus on Mary Shelley’s Gothic text Frankenstein. This module will help prepare students by giving
them a clear idea about the key features of Gothic literature before studying this particular text in more detail.
Future
Learning
Overarching
Subject
Challenge
Question
Exam Board
Links:
How is Gothic literature characterised?
The first part of the module (weeks 1-3) and the mid-term assessment will focus on preparing students for the AQA English
Language paper one reading questions. The second part of the module (weeks 4-6) and the end of learning cycle
assessment will focus on preparing students for the AQA English Language paper one narrative writing question.
Lines of
Enquiry
Week 1
4 1hr lessons
(including up to
one hour of
REACH1 and a
literacy
workshop2)
plus 1 hour of
homework3
Week 1: What is Gothic Literature?
Week 2: What do monsters represent in Gothic fiction?
Week 3: How does Stevenson build tension in The Body-Snatchers? (mid-term assessment)
Week 4: Why is madness such a prominent theme in Gothic literature?
Week 5: How can creativity be crafted and refined?
Week 6: What steps should be taken to write a short Gothic story? (end of learning cycle assessment)
Line of Enquiry: What is Gothic literature?
Overview:
This week students will be introduced to the Gothic module and the GCSE exam paper which it is based around. The first
lesson will ask students to think about the ideas they currently associate with the term ‘gothic’ before developing an
understanding of some of the key features of Gothic literature. Students will read three Gothic texts this week, which will
include: an extract from The Castle of Otranto, which is considered to be the first Gothic text; The Raven by Edgar Allan
Poe and an extract from The Woman in Black as an example of 20th century Gothic.
Lesson Hypotheses:
Hypothesis 1: Gothic literature is characterised by the element of fear.
Hypothesis 2: Gothic literature takes on many forms.
Hypothesis 3: Demonic or supernatural figures are at the heart of all Gothic literature.
Learning Intentions:
AO1: Identify and interpret explicit and implicit information and ideas; select and synthesise evidence from different texts.
AO2: Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers,
using relevant subject terminology to support their views.
1
Review and Evaluate Attainment then Challenge and Hone: students are given feedback on an extended piece of writing from their teacher. Students then redraft their
work based on the targets they have been given.
2
Each week students will spend part of a lesson working on a particular literacy focus to help develop their basic skills.
3
This learning cycle students will write a section of a story each week for their homework, developing the literacy skill which they have been focusing on during the week.
AO4: Evaluate texts critically and support this with appropriate textual references.
Weekly Success Criteria:
Begin to develop an understanding of some of the key features of Gothic including setting and character.
Apply this knowledge to The Castle of Otranto, The Raven and The Woman in Black, by identifying and explaining the
impact of Gothic features.
Develop an understanding of what is meant by the terms ‘demonic’ and ‘supernatural’ and consider how these are
relevant to Gothic literature.
Learning Outcomes:
AO14
GP1 Shows simple awareness of ideas.
GP2 Shows simple awareness of ideas with simple reference or textual details.
GP3 Identifies main ideas; selects some quotations/ references, not always supporting.
GP4 Identifies main ideas; attempts some inference; selects some quotations/ references.
GP5 (REACH) Shows a clear understanding of the text and the main ideas; begins to interpret the text; selects relevant
quotations/ references.
GP1 Shows simple awareness of structure and language; offers simple comment on the effects of structure and language;
simple references (AO2). Simple comment on the text; offers simple example from the text; simple mention of writer’s
methods; simple references (AO4).
GP2 Shows simple awareness of structure and language; offers simple comment on the effects of structure and language;
simple references or examples; simple mention of subject terminology (AO2). Simple evaluative comment on the text;
offers simple example from the text which may explain view; simple mention of writer’s methods; simple references or
textual details (AO4).
4
AO1 is assessed in AQA Language paper one through a four mark question which involves the straightforward retrieval of information and is therefore not marked on the 19 grade point scale. This is a simple breakdown of the skills which might be displayed at each grade point outside of the exam.
GP3 Shows some understanding of structural and language features; attempts to comment on the effects of structural and
language features; selects some relevant examples and quotations; uses subject terminology, not always appropriately
(AO2). Attempts evaluative comment on the text; offers an example from the text to explain views; Simple mention of
writer’s methods; selects some quotations which occasionally support views (AO4).
GP4 Shows some understanding of structural and language features; comments on the effects of structural and language
features; selects some relevant examples and quotations; uses subject terminology (AO2). Evaluative comment on the
text; offers examples from the text to explain views; comments on writer’s methods; selects some quotations which
support views (AO4).
GP5 (REACH) Shows clear understanding of structural and language features; clearly explains the effects of the writer’s
choice of structural and language features; selects a range of relevant examples and quotations; uses subject terminology
accurately (AO2). Clearly evaluates the text; offers examples from the text to explain views clearly; clearly explains the
effects of writer’s choices; selects some relevant quotations to support views (AO4).5
Homework: Writing with literacy focus
Week 2
Line of enquiry: What do monsters represent in Gothic fiction?
4 1hr lessons
(including up to
one hour of
REACH and a
literacy
Overview:
This week students will study the monstrous characters in Gothic fiction, developing their understanding of typical Gothic
characters and character traits by looking at extracts from Frankenstein, Dr Jekyll and Mr Hyde and Dracula. Students will
begin to consider what these monsters might represent, making particular reference to the science vs. nature debate.
Lesson Hypotheses:
5
Learning intentions and outcomes will be the same for each week in this series (reading intentions and outcomes for weeks 1-3 and writing intentions and outcomes for
weeks 4-6) as all lessons are focused around the same exam questions which are assessed by outcome. A particular focus may be highlighted for individual lessons or
activities (see PowerPoint). It is through this intense focus on a particular skill set that we hope to improve students’ ability to analyse and write texts, therefore building a
solid foundation for their GCSE exam preparation. Examples of levelled responses and skills will be given to students during the course of this module in order to further
explain what is required of students to obtain each grade point.
workshop) plus
1hr homework
Hypothesis 1: The creation of monsters mirrors society’s fear of technological and scientific advancements.
Hypothesis 2: Human nature is the real horror behind Gothic fiction.
Hypothesis 3: Monsters in Gothic literature are characterised by their otherness.
Learning Intentions:
AO1: Identify and interpret explicit and implicit information and ideas; select and synthesise evidence from different texts.
AO2: Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers,
using relevant subject terminology to support their views.
AO4: Evaluate texts critically and support this with appropriate textual references.
Weekly Success Criteria:
Develop an understanding of Gothic monsters and typical Gothic character traits.
Consider the science vs. nature debate and how this might link to Frankenstein’s Creature in Frankenstein.
Consider Stevenson’s message about human nature by studying an extract of Dr Jekyll and Mr Hyde.
Define the term ‘otherness’ and apply this idea to an extract of Dracula.
Learning Outcomes:
AO1
GP1 Shows simple awareness of ideas.
GP2 Shows simple awareness of ideas with simple reference or textual details.
GP3 Identifies main ideas; selects some quotations/ references, not always supporting.
GP4 Identifies main ideas; attempts some inference; selects some quotations/ references.
GP5 (REACH) Shows a clear understanding of the text and the main ideas; begins to interpret the text; selects relevant
quotations/ references.
GP1 Shows simple awareness of structure and language; offers simple comment on the effects of structure and language;
simple references (AO2). Simple comment on the text; offers simple example from the text; simple mention of writer’s
methods; simple references (AO4).
GP2 Shows simple awareness of structure and language; offers simple comment on the effects of structure and language;
simple references or examples; simple mention of subject terminology (AO2). Simple evaluative comment on the text;
offers simple example from the text which may explain view; simple mention of writer’s methods; simple references or
textual details (AO4).
GP3 Shows some understanding of structural and language features; attempts to comment on the effects of structural and
language features; selects some relevant examples and quotations; uses subject terminology, not always appropriately
(AO2). Attempts evaluative comment on the text; offers an example from the text to explain views; Simple mention of
writer’s methods; selects some quotations which occasionally support views (AO4).
GP4 Shows some understanding of structural and language features; comments on the effects of structural and language
features; selects some relevant examples and quotations; uses subject terminology (AO2). Evaluative comment on the text;
offers examples from the text to explain views; comments on writer’s methods; selects some quotations which support
views (AO4).
GP5 (REACH) Shows clear understanding of structural and language features; clearly explains the effects of the writer’s
choice of structural and language features; selects a range of relevant examples and quotations; uses subject terminology
accurately (AO2). Clearly evaluates the text; offers examples from the text to explain views clearly; clearly explains the
effects of writer’s choices; selects some relevant quotations to support views (AO4).
Week 3
Homework: Writing with literacy focus
Line of enquiry: How does Stevenson build tension in The Body-Snatchers?
Overview:
4 1hr lessons
(including up to
one hour of
REACH and a
This week students will be working towards completing a mid-term assessment which will ask them to analyse an extract
of The Body-Snatchers by Robert Louis Stevenson. Students will apply their knowledge to the text in order to identify
Gothic features, analysing language and structural features and their effects on the reader. In particular, students will
focus on Stevenson’s ability to build and control tension within the short story.
literacy
workshop) plus
1hr homework
Lesson Hypotheses:
Hypothesis 1: Stevenson controls the tension by withholding information.
Hypothesis 2: Stevenson uses the weather to signify unnatural disturbances.
Hypothesis 3: [mid-term assessment]
Learning Intentions:
AO1: Identify and interpret explicit and implicit information and ideas; select and synthesise evidence from different texts.
AO2: Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers,
using relevant subject terminology to support their views.
AO4: Evaluate texts critically and support this with appropriate textual references.
Weekly Success Criteria:
Identify Gothic features in The Body-Snatchers.
Identify key language and structural features and begin to explain the effects on the reader.
Develop an understanding of how writers build tension in short stories.
Complete mid-term assessment (reading questions on an extract of The Body-Snatchers).
Mid-term Assessment:
English Language paper one, Section A (reading)
Questions TBC
See separate mark scheme for complete grade point 1-8/9 descriptors.
Learning Outcomes:
AO1
GP1 Shows simple awareness of ideas.
GP2 Shows simple awareness of ideas with simple reference or textual details.
GP3 Identifies main ideas; selects some quotations/ references, not always supporting.
GP4 Identifies main ideas; attempts some inference; selects some quotations/ references.
GP5 (REACH) Shows a clear understanding of the text and the main ideas; begins to interpret the text; selects relevant
quotations/ references.
GP1 Shows simple awareness of structure and language; offers simple comment on the effects of structure and language;
simple references (AO2). Simple comment on the text; offers simple example from the text; simple mention of writer’s
methods; simple references (AO4).
GP2 Shows simple awareness of structure and language; offers simple comment on the effects of structure and language;
simple references or examples; simple mention of subject terminology (AO2). Simple evaluative comment on the text;
offers simple example from the text which may explain view; simple mention of writer’s methods; simple references or
textual details (AO4).
GP3 Shows some understanding of structural and language features; attempts to comment on the effects of structural and
language features; selects some relevant examples and quotations; uses subject terminology, not always appropriately
(AO2). Attempts evaluative comment on the text; offers an example from the text to explain views; Simple mention of
writer’s methods; selects some quotations which occasionally support views (AO4).
GP4 Shows some understanding of structural and language features; comments on the effects of structural and language
features; selects some relevant examples and quotations; uses subject terminology (AO2). Evaluative comment on the text;
offers examples from the text to explain views; comments on writer’s methods; selects some quotations which support
views (AO4).
GP5 (REACH) Shows clear understanding of structural and language features; clearly explains the effects of the writer’s
choice of structural and language features; selects a range of relevant examples and quotations; uses subject terminology
accurately (AO2). Clearly evaluates the text; offers examples from the text to explain views clearly; clearly explains the
effects of writer’s choices; selects some relevant quotations to support views (AO4).
Homework: Writing with literacy focus
Week 4
Line of enquiry: Why is madness such a prominent theme in Gothic literature?
4 1hr lessons
(including up to
one hour of
REACH and a
literacy
workshop) plus
1hr homework
Overview:
From this week onwards students will focus on developing their creative writing skills. However, there will still be
opportunities for them to continue developing their reading skills throughout. This week students will consider the theme
of madness and how it is presented in The Yellow Wallpaper and The Sandman. By studying The Yellow Wallpaper,
students will gain a clearer understanding of the structure and key components of short stories (building on from what
they learnt when reading The Body-Snatchers in week three). Students will begin to write creatively, focusing on diary
entries to develop characters.
Lesson Hypotheses:
Hypothesis 1: Confinement leads to insanity.
Hypothesis 2: Perspective changes everything.
Hypothesis 3: To question reality is to welcome madness.
Learning Intentions:
AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different
forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support
coherence and cohesion of texts.
AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate
spelling and punctuation.
Weekly Success Criteria:
Read The Yellow Wallpaper and consider how the theme of madness is presented – what clues does the writer present to
the reader that the speaker might be mad?
Write diary entries from the perspectives of different characters in The Yellow Wallpaper. Consider how a change of
perspective can have a drastic impact on the narrative.
Read The Sandman and analyse how madness is presented in this short story – how does it compare to The Yellow
Wallpaper?
Write a diary entry from the perspective of Nathaniel (The Sandman), attempting to convey a sense of madness.
Learning Outcomes:
GP1 Communicates some meaning; occasional sense of purpose, form and/or audience; simple vocabulary; one or two
unlinked ideas; no paragraphs; limited or no evidence of structural features (AO5). Occasional use of sentence
demarcation; some evidence of conscious punctuation; simple range of sentence forms; occasional use of Standard English
with limited control of agreement; accurate basic spelling; simple use of vocabulary (AO6).
GP2 Simple success in communication of ideas; simple awareness of purpose, form and audience; limited control of
register; simple vocabulary; simple linguistic devices (AO5). Occasional use of sentence demarcation; some evidence of
conscious punctuation; simple range of sentence forms; occasional use of Standard English with limited control of
agreement; accurate basic spelling; simple use of vocabulary (AO6).
GP3 Communicates with some success; attempts to match purpose, form and audience; attempts to control register;
begins to vary vocabulary with some use of linguistic devices; some linked and relevant ideas; attempt to write in
paragraphs with some discourse markers, not always appropriate; attempts to use structural features (AO5). Sentence
demarcation is mostly secure and sometimes accurate; some control of a range of punctuation; attempts a variety of
sentence forms; some use of Standard English with some control of agreement; some accurate spelling of more complex
words; varied use of vocabulary (AO6).
GP4 Communication is mostly successful; sustained attempt to match purpose, form and audience; some control of
register; conscious use of vocabulary with some use of linguistic devices; increasing variety of linked and relevant ideas;
some use of paragraphs and some use of discourse markers; some use of structural features (AO5). Sentence demarcation
is mostly secure and sometimes accurate; some control of a range of punctuation; attempts a variety of sentence forms;
some use of Standard English with some control of agreement; some accurate spelling of more complex words; varied use
of vocabulary (AO6).
GP5 (REACH) Communication is clear; tone, style and register generally matched to purpose, form and audience;
vocabulary clearly chosen for effect and successful use of linguistic devices; writing is engaging with a range of connected
ideas; usually coherent paragraphs with range of discourse markers; usually effective use of structural features (AO5).
Sentence demarcation is mostly secure and mostly accurate; range of punctuation is used, mostly with success; uses a
variety of sentence forms for effect; mostly uses Standard English appropriately with mostly controlled grammatical
structures; generally accurate spelling, including complex and irregular words; increasingly sophisticated use of vocabulary
(AO6).
Homework: Writing with literacy focus
Week 5
Line of enquiry: How can creativity be crafted and refined?
4 1hr lessons
(including up to
one hour of
REACH and a
literacy
workshop) plus
a minimum of
1hr revision.
Overview:
Students will continue to develop their creative writing skills focusing on how to create detailed descriptions and how to
build tension. Students will learn how to make their writing more exciting by employing a range of literary techniques.
The week will end with students considering how Gothic is presented in popular culture with particular reference to the
Thriller music video (Michael Jackson).
Lesson Hypotheses:
Hypothesis 1: The devil is in the detail.
Hypothesis 2: Rising tension is the key to keeping readers engaged.
Hypothesis 3: Gothic horror is glamorised in popular culture.
Learning Intentions:
AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different
forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support
coherence and cohesion of texts.
AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate
spelling and punctuation.
Weekly Success Criteria:
Refresh knowledge of language techniques and create examples to be used as part of a detailed description.
Write a description of the setting of a Gothic story.
Students should think back to week three when they considered how Stevenson built and controlled tension in The BodySnatchers, they should apply this knowledge and create their own plans/ storyboards of Gothic stories which gradually
build tension. Students might also consider the use of cliff hangers and include a cliff hanger as part of their storyboard/
plan.
In groups, students create a new version of the music video Thriller using Gothic features which they have learnt about
over the five weeks.
Learning Outcomes:
GP1 Communicates some meaning; occasional sense of purpose, form and/or audience; simple vocabulary; one or two
unlinked ideas; no paragraphs; limited or no evidence of structural features (AO5). Occasional use of sentence
demarcation; some evidence of conscious punctuation; simple range of sentence forms; occasional use of Standard English
with limited control of agreement; accurate basic spelling; simple use of vocabulary (AO6).
GP2 Simple success in communication of ideas; simple awareness of purpose, form and audience; limited control of
register; simple vocabulary; simple linguistic devices (AO5). Occasional use of sentence demarcation; some evidence of
conscious punctuation; simple range of sentence forms; occasional use of Standard English with limited control of
agreement; accurate basic spelling; simple use of vocabulary (AO6).
GP3 Communicates with some success; attempts to match purpose, form and audience; attempts to control register;
begins to vary vocabulary with some use of linguistic devices; some linked and relevant ideas; attempt to write in
paragraphs with some discourse markers, not always appropriate; attempts to use structural features (AO5). Sentence
demarcation is mostly secure and sometimes accurate; some control of a range of punctuation; attempts a variety of
sentence forms; some use of Standard English with some control of agreement; some accurate spelling of more complex
words; varied use of vocabulary (AO6).
GP4 Communication is mostly successful; sustained attempt to match purpose, form and audience; some control of
register; conscious use of vocabulary with some use of linguistic devices; increasing variety of linked and relevant ideas;
some use of paragraphs and some use of discourse markers; some use of structural features (AO5). Sentence demarcation
is mostly secure and sometimes accurate; some control of a range of punctuation; attempts a variety of sentence forms;
some use of Standard English with some control of agreement; some accurate spelling of more complex words; varied use
of vocabulary (AO6).
GP5 (REACH) Communication is clear; tone, style and register generally matched to purpose, form and audience;
vocabulary clearly chosen for effect and successful use of linguistic devices; writing is engaging with a range of connected
ideas; usually coherent paragraphs with range of discourse markers; usually effective use of structural features (AO5).
Sentence demarcation is mostly secure and mostly accurate; range of punctuation is used, mostly with success; uses a
variety of sentence forms for effect; mostly uses Standard English appropriately with mostly controlled grammatical
structures; generally accurate spelling, including complex and irregular words; increasingly sophisticated use of vocabulary
(AO6).
Homework: Writing with literacy focus
Week 6
End of Learning Cycle Assessment Week.
Exam Paper: English Language paper one, Section B (narrative writing)
Task: Write the opening of a Gothic story.
(Students will be given an image as a stimulus for this assessment)
See separate mark scheme for complete grade point 1-8/9 descriptors.