How Bedrock’s Jekyll and Hyde GCSE learning scheme is structured

When planning the Bedrock GCSE Jekyll and Hyde learning scheme, our intention was to create a comprehensive tool that:

✓ directly teaches students the language necessary to access and understand
equips them with in-depth knowledge of the novella’s key themes, settings, characters, contexts, quotations, and literary and structural devices
 develops their ability to produce informed critical analysis.

After careful research and consideration by our expert editorial team, these objectives resulted in the following sequence:

1. Chapter summary

The Bedrock Jekyll and Hyde learning scheme is broken down into chapters, giving the experience a manageable, progressive structure.

The first component is a human-narrated chapter summary, written in accessible, student-friendly language. In line with AO1 (which refers to students’ ability to read, understand and respond to texts: “Students should be able to maintain a critical style and develop an informed personal response and use textual references, including quotations, to support and illustrate interpretations”), we start by ensuring students understand the basic facts and events of each chapter. This helps the student feel less intimidated when it comes to reading the text directly, and allows the text’s plot and language to be broken down and taught discretely.

2. Chapter analysis

Before asking students to practise analysis themselves, we provide students with a human-narrated analysis of the overall chapter, modelling exam-style writing that addresses all assessment objectives. In each chapter analysis the following are highlighted and made clickable:

characters
key themes
settings
contexts
literary and structural devices.

By clicking into each item, students are provided with narrated explanations of these key aspects of Jekyll and Hyde. Each item is also linked to an important quotation from the novella to help students build their backlog of critical textual evidence. This ensures students have a solid knowledge base of the chapter’s salient ideas, before exploring them head-on.

3. Key excerpts

Each chapter is broken into up to five key excerpts. Within each excerpt, students will engage with:

a) Human-narrated prose taken directly from Stevenson’s Jekyll and Hyde. Here, students will click on tricky, highlighted vocabulary from the text. They will first answer a short pre-test question on the word, which assesses their current understanding and determines what activities they see later in the lesson. Once they have completed the quiz question, they will be given a student-friendly, human-narrated description of the word, along with an example sentence that shows the word being used in context.

b) Reading comprehension questions. These questions assess the students’ understanding of the highlighted words in the context of the novella. Students will receive immediate human-narrated feedback that either steers them in the right direction, or reinforces why their response was correct (just as you would in the classroom). Again, everything is linked to key quotations from Jekyll and Hyde…

c) A variety of multimodal, research-based vocabulary activities. In line with the pedagogical methods outlined by Marzano (2004), Beck (2003) and more recently the Education Endowment Fund, students complete activities designed to help them process and retain the meanings of words they answered incorrectly in their pre-tests. This includes comparing words to images, matching them with their synonyms and antonyms, and completing contextualised example sentence activities.

d) Analysis activities. At the end of each lesson, students complete three analysis activities based on the key excerpt they have just been studying. Now that we have ensured students understand the plot, have seen models of analytical writing, and have been directly taught the language of the text, they should be well equipped to practise their own analysis. These activities follow a scaffolded approach.

The first activity will see the student filling in or replacing single words from a paragraph of model analysis.

The second activity takes this further by asking students to build a complete analytical point from a variety of broken-up, pre-written parts.

Finally, students will have the opportunity to write their own responses to prompts and exam-style questions.

4. Knowledge lessons

This is where AO2 (“Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate”) and AO3 (“Show understanding of the relationships between texts and the contexts in which they were written”) are practised in most detail.

At the end of each chapter in Bedrock’s Jekyll and Hyde GCSE scheme, we further consolidate the students’ understanding of the key themes, settings, contexts, characters, and literary and structural devices introduced to them in the Chapter Analysis. A range of activities assess the students’ basic comprehension of these key aspects of the text, as well as testing their ability to identify and memorise key quotations, and infer from various passages of the novella. As with all activities in the scheme, immediate, human-narrated feedback is provided.

5. Post-test and reporting tools

At the end of every chapter, we measure the impact of our lessons by asking students to complete a post test. By measuring the results of the pre-test questions completed at the start of the chapter, against their results at the end of the chapter, we can see how much progress students have made in learning the text’s tricky vocabulary. Our teacher dashboard also contains a variety of reporting tools, which help you to monitor impact in a variety of ways. The Bedrock ‘word trends’ report, for instance, advises teachers on what words their classes might still be struggling with. If you know that over 50% of your students are finding it hard to understand the word ‘duplicity’, you can incorporate this data into your teaching.

6. Active revision
To ensure students take ownership of their learning independently and with confidence, all student learning is saved in their knowledge organiser. This is an invaluable revision tool. Importantly, parents and teachers also have access.

You and your students can benefit from this comprehensive and multimodal scheme of learning for free until 31 May 2021.

You can also find out more about the Bedrock 102 GCSE English Terms learning scheme and how it goes beyond both definitions and the curriculum.

Use Bedrock’s Jekyll and Hyde GCSE English Literature free until 31 May 2021

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