Topic title: Henry V – William Shakespeare 

Year group: 8 

When taught: September to Christmas 

What are we learning?  

• Exploring the plot of Henry V. 

• Reading and analysing Shakespeare’s use of language through Henry’s monologues. 

• Developing analytical skills, specifically exploring writer’s intentions. 

• Exploring the importance of language, by developing understanding and appreciation of Shakespeare.  

• Presenting a speech to peers on how Henry V uses negative male stereotypes to persuade men into conflict. 

Why is this important to know?   

• Each year we study a Shakespeare play in depth to understand our ‘rich tapestry’ of language and literature. 

• It helps student’s understanding of Shakespearean language. 

• It builds students skill base, specifically developing their analytical and public speaking skills. 

• It expands students understanding of the use of persuasion and creates a more critical approach to literature. 

• It is an opportunity to facilitate conversations around the impact of male stereotyping in a modern world as well as in the Elizabethan Era. 

Where does this link into our past and future learning?   

• This links to students recent learning on staging The Tempest. Many links will be made between their Director’s project and Shakespeare’s possible intentions. 

• Our next topic looks at the theme of conflict in Journey’s End, facilitating debate around whether humanity has changed since the 1400’s, due to the nature of conflict and similar use of propaganda aimed at male stereotypes. 

• In Year 9 and beyond analytical skills will be used every year, with the challenge increasing in terms of difficulty of the text. 

• This topic deepens contextual awareness of the history of Britain and also deepens students understanding of Shakespearean theatre. 

How will we be assessed on this topic?  

• The Year 8 formal assessment will take place prior to October half-term. This grade will be reported in the Christmas report. For the latter half of the term, students will be informally assessed on their presentation skills by their teacher. 

What makes a strong piece of work in this topic?  What are teachers hoping to see?   

• Developing a range of comments of the effect of language, as well as discussing the writer’s intentions. 

• Using correct subject terminology where appropriate. 

• Giving a range of suggestions about the effect of quotations. 

• At the highest level, pupils will begin to think about how the writer has created meanings through specific word/technique choices and whether these meanings have changed over time.