Duration: 36 weeks
Schedule: Saturdays at 5:00 PM (UK Time)
For: KS4 students preparing for GCSE English Language & Literature
Format: Live online via Google Meet | 1 hr 15 mins per session
Class size: Max 6 students per group
Teacher: Mr. Burke
Each session combines:
Theme: Roots, Resistance & Rewriting History
English GCSE Skills Focus:
Objective: Challenge the myth of Africa as a continent without history before colonisation.
Materials: Extract from The Story of Africa (BBC), map of Mali Empire, short article on Benin bronzes.
GCSE Skill: Paper 2 Q2 – Summary
Task: Summarise key differences between pre-colonial West African societies and European perceptions of Africa
Literacy Focus: Complex nouns, historical terms (empire, civilisation, bronze casting)
Extension: Write a short paragraph: “What surprised me about Africa’s early history?”
Objective: Explore the brutality of the slave trade and resistance through Louverture’s leadership.
Materials: Biography extract on Louverture; diagram of the triangular trade.
GCSE Skill: Paper 2 Q1/Q3 – Retrieval & Language Analysis
Task: Identify facts about the trade from the diagram; analyse how language presents Louverture as heroic
Literacy Focus: Active/passive voice, emotive verbs, tone
Writing Prompt: Describe the middle passage using emotive language (descriptive paragraph)
Objective: Understand how personal testimony challenged slavery in Parliament and public opinion.
Materials: Extract from The Interesting Narrative of the Life of Olaudah Equiano
GCSE Skill: Paper 2 Q4 – Viewpoint & comparison
Task: Compare Equiano’s presentation of slavery with a newspaper extract defending the trade
Literacy Focus: Perspective, rhetorical devices, first-person narrative
Writing Prompt: Write a speech from Equiano to an audience of abolitionists
Objective: Highlight the gendered experience of slavery through Mary Prince’s memoir
Materials: Extract from The History of Mary Prince, image of female plantation workers
GCSE Skill: Language analysis (Paper 2 Q3)
Task: Identify language that conveys pain, injustice, and perseverance
Literacy Focus: Sensory description, emotional tone
Extension: Write a diary entry as Mary Prince on the day she escapes slavery
Objective: Explore Haiti’s revolution and its global impact
Materials: Timeline of events in Haiti, article on revolution; portrait of Dessalines
GCSE Skill: Paper 2 Q2 & Q5 – Summary and persuasive writing
Task: Summarise causes of the revolution; write a persuasive intro to a magazine article on “Why Haiti Matters Today”
Literacy Focus: Connectives for cause/effect, persuasive openers
Writing Prompt: “The world forgets Haiti’s legacy.” Do you agree? Write your response.
Objective: Question dominant narratives around abolition and highlight Black agency
Materials: Comparison article: Wilberforce vs grassroots Black abolitionists
GCSE Skill: Paper 2 Q4 – Comparison of viewpoints
Task: Compare how each text presents who was responsible for ending slavery
Literacy Focus: Connectives for contrast, critical tone
Extension: Write a letter to your MP arguing for more inclusive history in schools
Objective: Examine the racial bias in the historical treatment of two nursing pioneers
Materials: Primary source from Seacole’s autobiography; textbook description of Nightingale
GCSE Skill: Paper 2 Q4 and Literature comparison (Power & Conflict poem link – “Poppies” or “War Photographer”)
Task: Compare how both women’s contributions are portrayed
Literacy Focus: Embedded evidence, analytical verbs
Poetry Crossover: Compare how Seacole and a poem of your choice deal with memory and war
Objective: Discover untold stories of Black people in Victorian Britain
Materials: Photographs of Black Victorians; short biographies; newspaper clippings
GCSE Skill: Descriptive writing – Paper 1 Q5
Task: Write a piece titled “A Day in the Life of a Forgotten Victorian”
Literacy Focus: Setting description, period vocabulary
Extension: Create a fact sheet on a chosen historical figure
Objective: Explore how Caribbean troops supported Britain and were later forgotten
Materials: WWI recruitment posters, soldier’s letter extract, BBC article
GCSE Skill: Paper 1 Q5 – Writing from a visual stimulus
Task: Use an image of Caribbean WWI soldiers to write a description or narrative
Literacy Focus: Figurative language, tone, atmosphere
Discussion: Why were their stories erased?
Objective: Understand how Black soldiers faced racism while fighting for Britain
Materials: Letter from a Caribbean soldier + newspaper article of the time
GCSE Skill: Paper 1 Q2/Q3 – Language & Structure analysis
Task: Analyse how tone and language express anger and resilience
Literacy Focus: Sentence types, structural shift
Extension: Write a letter from a soldier to their family
Objective: Explore the overlooked roles of Black civilians in Britain during both World Wars
Materials: Posters, photographs, and real testimonies
GCSE Skill: Paper 2 Q1–Q2 + Q5 article
Task: Extract key facts from two sources; write an article: “The Hidden Histories of War”
Literacy Focus: Article structure, using facts for impact
Discussion: What should be remembered and why?
Objective: Consolidate reading and writing skills from the term
Materials: Extract on Mary Seacole or Equiano + writing task
GCSE Skill: Paper 2 full section practice
Task:
Q1: Identify true/false statements
Q2: Write a summary
Q3: Analyse language
Q4: Compare with a second source
Q5: Write an article arguing why Black British history should be taught in schools
Theme: Migration, Identity & Black British Resistance
English GCSE Skills Focus:
Objective: Explore the promises made to the Windrush generation versus their lived experience
Materials: 1948 newspaper article, personal letter/testimony, image of SS Empire Windrush
GCSE Skill: Paper 2 Q3/Q4 – Language and viewpoint
Task: Compare how hope and disillusionment are presented in two sources
Literacy Focus: Contrast, tone, emotive language
Extension: Write a short opinion paragraph: “Britain welcomed us, but not as equals.”
Objective: Understand everyday racism through first-person Black British testimonies
Materials: Oral histories, diary entries, or audio clips from BBC archive
GCSE Skill: Paper 1 Q5 – Descriptive writing
Task: Write a first-person piece describing your first experience of racism in 1950s London
Literacy Focus: Sensory detail, sentence variation, personal voice
Vocabulary: Prejudice, hostility, alienation, grit
Objective: Examine how newspapers reported racial violence
Materials: 1959 newspaper front pages, report on Kelso Cochrane’s murder
GCSE Skill: Paper 2 Q4 – Comparing media bias
Task: Compare how two articles describe the same event
Literacy Focus: Bias, loaded language, juxtaposition
Extension: Write your own neutral news report on the event
Objective: Learn how Claudia Jones used culture to resist racism and unite communities
Materials: Speech extract, image gallery of early Notting Hill Carnival
GCSE Skill: Paper 2 Q5 – Speech writing
Task: Write a speech: “Why Carnival still matters today”
Literacy Focus: Emotive language, rhetorical questions, structure
Extension: Watch and respond to a short clip of Carnival
Objective: Explore the trial of the Mangrove Nine and police injustice
Materials: Court report, personal testimony, photo of protest
GCSE Skill: Paper 2 Q4 + Q5 – Compare viewpoint + creative letter
Task: Write a formal letter to a newspaper editor demanding justice
Literacy Focus: Formal register, persuasive tone
Extension: Watch scene from Small Axe: Mangrove and discuss bias
Objective: Investigate Darcus Howe’s legacy and how he used language to influence change
Materials: Article on Howe, short speech or TV clip
GCSE Skill: Paper 2 Q5 – Rhetorical writing
Task: Write a persuasive article: “What does Black Power mean today?”
Literacy Focus: Tone, alliteration, repetition
Discussion Prompt: Is activism always loud?
Objective: Explore how Black parents created spaces for their children to thrive
Materials: Case study: New Cross Supplementary School, report summary
GCSE Skill: Paper 2 Q2 + Q5 – Summary + report writing
Task: Write a short report evaluating the impact of supplementary schools
Literacy Focus: Formal report structure, third-person, clarity
Extension: Plan your own Black Studies after-school club
Objective: Analyse how Johnson uses rhythm and voice to protest racism
Materials: “Sonny’s Lettah” (edited), video performance
GCSE Skill: Unseen poetry – structure, tone, voice
Task: Write a paragraph analysing the poem’s use of repetition and emotion
Literacy Focus: Poetic technique, paragraph structure
Creative Task: Write your own protest poem
Objective: Evaluate the impact of racism in education from past to present
Materials: 1980s school reports, Ofsted quotes, student voice statements
GCSE Skill: Inference and opinion writing (Paper 1 Q4 + Q5)
Task: Write a personal article: “My Thoughts on Race and Education”
Literacy Focus: Voice, emotive language, structure
Discussion: Has enough changed?
Objective: Examine the campaign for inclusive history and evaluate its impact
Materials: Blog post by Lavinya Stennett, petition excerpts
GCSE Skill: Paper 2 Q5 – Persuasive article
Task: Write a persuasive article: “Why every school should teach Black British history”
Literacy Focus: Persuasive techniques, article format
Extension: Draft a social media campaign post
Objective: Understand how generations were wrongly deported and denied rights
Materials: Guardian article, quote from victim statement
GCSE Skill: Paper 2 Q1–Q4 reading + Q5 speech
Task: Write a speech demanding justice and accountability
Literacy Focus: Emotive tone, rhetorical structure
Discussion Prompt: How do scandals become systemic?
Objective: Consolidate and assess persuasive and descriptive writing
Materials: Choice of task prompt (linked to a previous topic)
GCSE Skill: Paper 1 Q5 or Paper 2 Q5 (student chooses)
Task: Choose from:
“Describe a time when your voice needed to be heard.” (P1 Q5)
“Write an article arguing for the importance of cultural education.” (P2 Q5)
Assessment Focus:
Planning and structure
Accurate spelling, punctuation and grammar
Language for effect
Purpose, audience and tone
Theme: Culture, Media, Modern Voices & the Exam Mindset
English GCSE Skills Focus:
Paper 1 Q5 (Creative Writing)
Paper 2 Q4 & Q5 (Viewpoints & Transactional Writing)
Unseen Poetry
Paper 1 Q2/Q3 (Fiction analysis)
Objective: Explore how music reflects identity, protest, and culture
Materials: Lyrics from songs by Steel Pulse, Ms Dynamite, Stormzy; video/audio clips
GCSE Skill: Paper 1 Q5 – Creative writing (voice & atmosphere)
Task: Write a creative piece inspired by a lyric: “The rhythm of my story”
Literacy Focus: Imagery, tone, first-person narrative
Discussion: How has Black music shaped British identity?
Objective: Analyse protest and humour in poetry
Materials: “Checking Out Me History” (Agard), “The British” (Zephaniah)
GCSE Skill: Unseen poetry – analysis and comparison
Task: Write a paragraph comparing how each poet presents identity
Literacy Focus: Structure, metaphor, voice
Creative Extension: Write your own poem on voice or roots
Objective: Celebrate the activism and educational legacy of Black British women
Materials: Excerpt from Olive Morris’ bio, blog post by Stennett
GCSE Skill: Paper 2 Q5 – Speech or article
Task: Write a speech titled “The Power of Black Women’s Leadership”
Literacy Focus: Rhetorical devices, persuasive structure
Extension: Group brainstorm: What change would you lead?
Objective: Explore institutional racism and student voice in justice
Materials: Extracts from the Macpherson Report, interview with Doreen Lawrence
GCSE Skill: Paper 2 Q1–Q4 + Q5 – Letter writing
Task: Write a formal letter to the Home Office about police reform
Literacy Focus: Formal register, tone, evidence-led writing
Discussion: What does justice look like?
Objective: Examine protest writing and performance in modern movements
Materials: Poem from Sophia Thakur or George the Poet; Instagram protest post
GCSE Skill: Paper 2 Q3/Q4 + empathy writing
Task: Write a blog post or article from the perspective of a protestor
Literacy Focus: Emotion, clarity, audience engagement
Extension: Create a blackout poem from a BLM quote
Objective: Analyse how Black individuals are framed in media
Materials: Image and headline comparisons (e.g. Marcus Rashford vs others)
GCSE Skill: Paper 2 Q4 + Q5 – Viewpoint comparison and argument writing
Task: Write a viewpoint essay: “Media Bias Destroys Lives”
Literacy Focus: Bias, tone, evaluative language
Activity: Rewrite a biased article headline neutrally
Objective: Investigate how Black British identity is portrayed onscreen
Materials: Still images and scenes from Top Boy, Rye Lane, Queenie trailer
GCSE Skill: Review writing (Paper 2 Q5 alternative)
Task: Write a review: “Why Representation on Screen Matters”
Literacy Focus: Review structure, critical analysis, summary
Extension: Recommend a film/show to others with justification
Objective: Explore voice and structure in modern fiction
Materials: Extract from Crongton Knights or The Hate U Give
GCSE Skill: Paper 1 Q2/Q3 – Language & structure analysis
Task: Answer: How does the writer present the narrator’s emotions?
Literacy Focus: Writer’s technique, PEE structure
Creative Prompt: Write your own short fiction extract set in your community
Objective: Discover how Caribbean English influences British slang and culture
Materials: Articles on patois use, video clips (YouTube, interviews), glossary activity
GCSE Skill: Article writing – Paper 2 Q5
Task: Write an article: “How Patois Shaped the Way Britain Speaks”
Literacy Focus: Language variation, word choice, tone
Group Task: Create a mini patois-to-English phrasebook
Objective: Shift the narrative from struggle to celebration
Materials: Articles or clips celebrating achievements (e.g. British Vogue Black Joy feature)
GCSE Skill: Reflective writing – Paper 1 Q5
Task: Write a personal response: “What Black Joy Means to Me”
Literacy Focus: Positive tone, reflection, expressive vocabulary
Creative Task: Write a scene of joy (real or imagined)
Objective: Empower students to become writers of change
Materials: Youth-led campaign materials, manifestos, student articles
GCSE Skill: Paper 2 Q5 – Viewpoint writing
Task: Write a manifesto: “My Vision for a Fairer Britain”
Literacy Focus: Clarity, structure, persuasive techniques
Peer Review: Share and improve each other’s drafts
Objective: Reflect, celebrate progress, and present personal pieces
Materials: Printed poems, articles, visual work from students
GCSE Skill: Verbal confidence, public reading, peer feedback
Task: Present your favourite piece of writing from the year
Literacy Focus: Clarity, voice, oral delivery
Celebration: Certificates, positive feedback, open mic-style session
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