1. The
Story
of
English
Knowledge
gap
questions
(based
around
a
conceptual
understanding)
Core
content
&
target
generalisations
to
be
taught
Target
ideas
to
be
taught
about
core
conceptual
understanding
Preconceptions
to
be
checked
out
Key
conceptual
understandings
to
be
taught
Metacognitive
questions
with
which
we
want
to
pupils
to
develop/grapple
If
it’s
a
‘how
do
you
know?’
type
question
then
teaching
needs
to
focus
on
concept
Residual
knowledge
–
in
6
months
time
what
do
we
want
pupils
to
remember?
What
are
we
aiming
for
in
terms
of
conceptual
progression?
What
preconceptions
might
we
encounter?
How
will
we
address
these?
What
is
the
core
concept?
What
will
mastery
look
like?
What
questions
do
pupils
need
to
ask
themselves
to
monitor
progress?
• Does
English
always
get
better?
• Who
does
language
belong
to?
• How
have
Shakespeare
&
Chaucer
changed
the
way
we
think?
Concept:
language
evolves
over
time
• Changes
in
pronunciation
• Understanding
where
rules
come
from(Introduction
of
SPaG)
• The
concept
of
pilgrimage
(Thomas
a
Beckett)
• Shakespeare
&
Chaucer’s
retelling
of
Troilus
&
Cressida
(Trojan
War)
• Deconstructions
of
writers’
methods
of
expression
• Contexts
in
which
writers
work
are
shaped
by
language
• New
language
allows
new
thought
&
understanding
• Old
language
is
difficult
&
boring
• Shakespeare
&
Chaucer
are
irrelevant
to
modern
life
• Language
and
thought
has
always
been
the
same
• Source
material
is
changed
by
writers’
language
choices
–
does
it
matter
that
writers
‘steal’
ideas?
(What
is
plagiarism?)
• How
do
writers
use
language
to
convey
their
understanding
of
the
world?
• Ability
to
debate
value
&
truth
of
language
and
texts
• How
can
I
work
out
what
language
might
mean
from
what
I
already
know
about
language?
(vocabulary,
structure,
grammar)
• What
do
these
language
choices
tell
me
about
how
thinking
has
changed?