English literature - year 12

“Literature is not only a mirror; it is a map, a geography of the mind”

-Margaret Atwood, novelist- 

Autumn Term Spring Term Summer Term
  • Components 1 and 3 - Drama and Modern Poetry
  • Component 2 - Prose
  • Component 4 - Coursework
  • Drama, Component 1
  • A streetcar named Desire - Tennessee Williams
  • Modern Poetry, Components 3 - These Poems will be studied
  • Eat Me - Patience Agbabi
  • Chainsaw Versus the Pampas Grass - Simon Armitage
  • Material - Ros Barber
  • History -John Burnside
  • An Easy Passage- Julia Copus
  • The Deliverer -Tishani Doshi
  • The Lammas Hireling -Ian Duhig
  • To My Nine-Year-Old Self - Helen Dunmore
  • A Minor Role - U A Fanthorpe
  • The Gun - Vicki Feaver
  • The Furthest Distances I’ve Travelled - Leontia Flynn
  • Giuseppe - Roderick Ford
  • Effects- Alan Jenkins
  • From the Journal of a Disappointed Man - Andrew Motion
  • Look We Have Coming to Dover! -Daljit Nagra
  • Please Hold - Ciaran O’Driscoll
  • On Her Blindness -Adam Thorpe
  • Ode on a Grayson Perry Urn -Tim Turnbull
  • Students will study, in tandem, Frankenstein and The Handmaid’s Tale. The following themes and topics will be addressed:
  • Framed narratives
  • Unreliable narrators
  • Dystopian influences
  • Social, literary, historical context
  • Romanticism
  • Religious language
  • Heroes and heroines
  • The Natural World
  • The impact of Science
  • Writers’ Visions
  • The Noble Savage
  • Feminism
  • The concept of the Other Students will also continue studying the play, covering –
  • Notions of tragedy
  • Characterisation
  • Dramatic effects
  • Sexuality
  • Presentation of violence
  • Hamartia
  • Productions of the play
  • This changes every year, and will consist of the study and comparison of two works of prose, poetry, or drama – two different genres will normally be chosen
  • Students deploy skills in all five assessment objectives, covering –
  • Developing fluent arguments
  • Close textual analysis
  • Social, literary, historical context
  • Comparisons between texts
  • Different critical views
DWS Life Learning Skills
Initiative, Resilience, Inquiry, Knowledge
Autumn Term
  • Components 1 and 3 - Drama and Modern Poetry
  • Drama, Component 1
  • A streetcar named Desire - Tennessee Williams
  • Modern Poetry, Components 3 - These Poems will be studied
  • Eat Me - Patience Agbabi
  • Chainsaw Versus the Pampas Grass - Simon Armitage
  • Material - Ros Barber
  • History -John Burnside
  • An Easy Passage- Julia Copus
  • The Deliverer -Tishani Doshi
  • The Lammas Hireling -Ian Duhig
  • To My Nine-Year-Old Self - Helen Dunmore
  • A Minor Role - U A Fanthorpe
  • The Gun - Vicki Feaver
  • The Furthest Distances I’ve Travelled - Leontia Flynn
  • Giuseppe - Roderick Ford
  • Effects- Alan Jenkins
  • From the Journal of a Disappointed Man - Andrew Motion
  • Look We Have Coming to Dover! -Daljit Nagra
  • Please Hold - Ciaran O’Driscoll
  • On Her Blindness -Adam Thorpe
  • Ode on a Grayson Perry Urn -Tim Turnbull
DWS Life Learning Skills
Initiative, Resilience, Inquiry, Knowledge
Spring Term
  • Component 2 - Prose
  • Students will study, in tandem, Frankenstein and The Handmaid’s Tale. The following themes and topics will be addressed:
  • Framed narratives
  • Unreliable narrators
  • Dystopian influences
  • Social, literary, historical context
  • Romanticism
  • Religious language
  • Heroes and heroines
  • The Natural World
  • The impact of Science
  • Writers’ Visions
  • The Noble Savage
  • Feminism
  • The concept of the Other Students will also continue studying the play, covering –
  • Notions of tragedy
  • Characterisation
  • Dramatic effects
  • Sexuality
  • Presentation of violence
  • Hamartia
  • Productions of the play
DWS Life Learning Skills
Initiative, Resilience, Inquiry, Knowledge
Summer Term
  • Component 4 - Coursework
  • This changes every year, and will consist of the study and comparison of two works of prose, poetry, or drama – two different genres will normally be chosen
  • Students deploy skills in all five assessment objectives, covering –
  • Developing fluent arguments
  • Close textual analysis
  • Social, literary, historical context
  • Comparisons between texts
  • Different critical views
DWS Life Learning Skills
Initiative, Resilience, Inquiry, Knowledge
CONTACT US

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office@darrickwood.bromley.sch.uk

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