·Learning about different language techniques, structural devices, and formal conventions that writers use and recognising them in a given text.

·Learning how to explain why these techniques have been used, the effects they create and their impact on the reader.

·Learning how to elevate analysis by offering alternative interpretations.

·Learning about historical / social context and how we can use this to illuminate our understanding of a text.

·With regard to non-fiction, looking at how form, intended audience, and the purpose of a text affects the writing style and choices.

·Learning how to structure and write a response using a PEE (Point, Evidence, Explanation) format – and perhaps elevating this to a PETAL (Point, Evidence, Technique, Analysis, Link) format.

2)Descriptive writing

·Looking at different sentence structures that students can use to elevate their writing and make it more engaging.

·Teaching students how to utilise the language techniques and structural devices we’ve seen in other texts in their own writing (e.g. practising creating metaphors, similes, personification, pathetic fallacy, motifs etc.)

·Developing creativity by using pictures or briefs as a starting point for a description.

·Broadening vocabulary with lists of impressive words and synonyms for students to learn

·Learning how to create an immersive description by using sensory details.

·Learning how to create voice and character when writing from the point of view of a character in a scene or picture.

3)Persuasive writing

·Using the acronym SPEARFACTOR (Superlatives, Personal pronouns, Emotive language, Alliteration, Repetition, Facts, Anecdotes, Command words, Triplets, Opinions, and Rhetorical questions) to introduce students to common rhetorical devices used for persuasion.

·Writing persuasive speeches and giving presentations

·Learning the conventions of a debate

4)Tricky literature – Shakespeare and Poetry

·Familiarising students with some examples of pre-1900 poetry and extracts from Shakespeare and giving them strategies for reading older English and using context to find the meanings of words they don’t recognise.

·Learning about formal and structural devices that are particular to poetry and Shakespeare (e.g. stanzas, enjambment, metre, iambic pentameter, sonnets etc.)

·Using skills from previous lessons (PEE / PETAL paragraph writing) to create analytical responses to these texts.