e how long the whole unit would take to to study, but if you bank on an average half term then you won't go far wrong. That might seem a long time but I have included work which is suitable for both the English and literature components of the course so it is providing much which can be used in the final folders, if required.
             In studying the play I hope also to cover a number of the compulsory components of the English coursework, notably drafting and redrafting, information retrieval and KAL, as well as including an oral assessment. Some of the work will be produced under controlled conditions with evidence of drafting and redrafting submitted.
             Hopefully, on completion of the unit with my group I will have covered a significant percentage of the syllabus. Unfortunately, it has taken me five terms to come to grips with this approach and I feel that in retrospect I did not really do my two year 11 groups justice in the first year of the new KS4 GCSE course.
             Introducing a new book, play or series of poems is really a matter of individual judgment and can depend upon the ability of the group or on the nature of the activities that will be undertaken. However, I tend not to spend a great deal of time on background information, preferring to get straight into the reading. Important details can then be included at the appropriate time. In addition, part of the information retrieval exercise planned for the unit will be to collect information relating to various aspects of the play from sources other than those supplied by the teacher. Having therefore mentioned a little background information about Priestley and the setting of the play itself, the group will read the play out aloud in class. I am aware that some staff encourage pupils to read the texts at home, enabling valuable lesson time to be spent in a more profitable analysis of the text. However, given that this group is of mixed ability and that certain individuals cannot be re...