Exploring Spoken Language

Comprises:

• Detailed Scheme of Work
• Weekly PowerPoints (7 1hr lessons per fortnight)
• Resources
• HW task

Being able to communicate verbally is fundamental to success beyond school. Giving students the confidence and tools to communicate in a range of settings will enable them to live life to the fullest.

In the past, Schemes of Work on spoken language have been very much based on key male figures throughout history. The spoken word has been dominated by men and therefore our duty is to explore the diversity of spoken language, looking at female speakers, black speakers and speeches from the LGBTQ+ community. Everyone has a voice and their voice is as valued as the next person’s. This unit not only explores the spoken language, but will broaden students’ expectations and understanding of the spoken word and its power.

This unit culminates in assessing the SLC for English Language GCSE, a compulsory element of the GCSE.

By exploring a range of speeches, identifying devices used, exploring and analysing both language and structure, students learn the processes behind planning presentations before they begin drafting their own. Therefore, the quality of the speeches should improve. Additionally, there are many opportunities to discuss and debate in this unit; the aim of this is to alleviate some of the stress of presenting to the class as they should have become accustomed to speaking in front of their peers.

Students will be stretched in this SoL through the introduction of A-Level Language metalanguage. Lots of technical terminology has been used and students will be expected to use this in their own conversations.

Written tasks will reflect the level of challenge as students will be expected to evaluate, analyse and explore the written and spoken language in depth. More able students will consider the effect of written/spoken language on a range of different audiences, no longer considering the ‘audience’ to be homogenous. SEN/D and PPG students will have access to modelled high level discussions and teaching through mixed ability setting. Tasks will be differentiated where necessary. Many spoken tasks will take place, therefore positioning those who struggle with reading and writing on a par with their more able peers.