Year 7 — English

Term 1 and 2: Literature - Extended Fiction ‘Wild Boy’ Jones Llyod or ‘Skellig’ by David Almond Language - Science Fiction and Dystopia

In Literature students will be introduced to young adult fiction exploring 'the big idea' through looking at characterisation, setting and theme. For language students will develop their skills in reading and creative writing based around Science Fiction and dystopia. Students will be using comprehension, inference and deduction skills for reading and analysis. They will be taught to write in clear PEE (Point/ Evidence/ Explanation) paragraphs, selecting suitable quotations from the text as supporting evidence to demonstrate their understanding of the texts they have read.

Imaginative Writing: Students will develop their creative writing skills based around Science Fiction and Dystopian writing.

Reading: understanding the features of Science Fiction and Dystopia

Writing: imaginative writing using language, form and structure to writer their own dystopian description or story.

Infer

Deduce or conclude (something) from evidence and reasoning rather than from explicit statements

Structure

Construct or arrange according to a plan; give a pattern or organization to.

Interpretation

The action of explaining the meaning of something through the evidence presented.

Mood

A temporary state of mind or feeling.

Imagery

Visually descriptive or figurative language, especially in a literary work.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Create a supportive community:

Term 2: Guided Reading

Years 7 and 8 will be embarking on a literary journey in their English lessons over the last four weeks of term two. We are introducing a short guided reading unit which we hope will foster and encourage independent reading skills. All students will be reading a particular novel that is matched to their ability, as well as set related independent tasks related to their book. Students will select a novel from the introduced reading list to read over Christmas.

Research around independent reading shows that practising key reading skills will significantly develop students' reading ability. As well as this, we believe reading prompts real enjoyment, with students coming to lessons excited about reading and hopefully keen to continue reading after the end of this unit.

Some of the novel choices available include 'A Christmas Carol' by Charles Dickens, 'Boys don’t Cry' by Malorie Blackman, and 'Wonder' by R J Palacio.

Premature

Occurring or done before the usual or proper time; too early.

Supernatural

Attributed to some force beyond scientific understanding or the laws of nature.

Isolation

The process or fact of isolating or being isolated.

Arthritis

A disease causing painful inflammation and stiffness of the joints.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Spiritual, social and cultural. Develop the individual: Students will consider a range of literary forms. They will learn how to approach an unseen text, focusing on language, form and structure, which will in turn feed into their GCSE study. Students will be asked to use empathy skills in order to appreciate the context of the texts they read.

Create a supportive community:

Term 3: Shakespeare: Midsummer Night’s Dream

Pupils will read sections of William Shakespeare’s ‘A Midsummer Night’s Dream’ to build on their basic English Literature Skills. They will practise reading and comprehension of a Shakespeare text, analysing the writer’s use of language and structure. The key focus here will be on understanding plot, character and themes from the play. However, pupils will also explore aspects of the social and historical factors underlying the play, such as pre-Shakepearean entertainment, Shakespeare's Globe theatre; visiting the theatre in Elizabethan times and the beliefs, traditions and values of the period which would have shaped the ways in which Shakespeare's audiences received his plays. Pupils will be taught to write in clear PEE (Point/ Evidence/ Explanation) paragraphs, selecting suitable quotations from the play as supporting evidence to demonstrate their understanding of textual content. This would help build their confidence in preparation for the end of term Literature assessment.

Literature: analytic written response to the whole play. (20 marks)

Elizabethan period

The period when Shakespeare wrote many of his plays, including 'A Midsummer Night's Dream' is named after Queen Elizabeth I, who reigned from 1558-1603). The audiences of this time (Elizabethans) were the first to watch Shakespeare's plays.

Fairies

In 'A Midsummer Night's Dream', the four fairies who wait on Queen Titania represent Shakespeare's interpretation of what fairy folk might be. He made his fairies, more benevolent than the traditional folklore of the time dictated.

Love

The dominant theme in 'A Midsummer Night's Dream' is love. Shakespeare returns constantly to this theme in his comedies. One of the ideas of this play is that real love is much more than mere physical attraction.

Appearance and Reality

A key theme of 'A Midsummer Night's Dream' is the difference between appearance and reality. The idea that things are not necessarily what they seem to be is at the heart of the play and in the very title itself.

Dramatic Irony

Shakespeare uses dramatic irony in this play, which is when the audience knows something which characters in the play do not. Dramatic irony is often used to make the audience more involved - we know what is happening but feel powerless to do anything.

Conflict

Conflict is the essence of dramatic story telling and is at the centre of all dramas. Without conflict, there can be no drama. Like most of the conflict in Shakespearean comedies, in 'A Midsummer Night's Dream', conflict is mostly silly and petty.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Spiritual, social and cultural skills developed. Develop the individual: Students will consider a range of literary forms. They will learn how to approach an unseen text, focusing on language, form and structure, which will in turn feed into their GCSE study. Students will be asked to use empathy skills in order to appreciate the context of the texts they read.

Create a supportive community:

Spiritual, social and cultural skills developed. Develop the community: Students will consider a range of literary forms. They will learn how to approach an unseen text, focusing on language, form and structure, which will in turn feed into their GCSE study. Students will be asked to use empathy skills in order to appreciate the context of the texts they read.

Term 4: Non-fiction: 'Selling the Experience'

This non-fiction unit encompasses critical reading of leaflets, websites and other promotional texts. It looks critically at the big idea through an exploration of how industries in art and culture such as museums and theme parks offer popular and unique experiences to audiences. Students will be asked to consider thought-provoking questions such as how are we being persuaded? Can we persuade someone else? This unit consists of both reading and writing elements.

Point

The theme/technique/ word which your quote proves. P from PEE.

Evidence

The quote. PEE.

Explain

How does your point and evidence answer the question. PEE

Counter - Argument

An argument which is opposing to the main argument you are making.

Statistics

Percentages, data and other numerical facts which can be used to prove an argument.

Facts

Something that is proved true. Information used as evidence.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Spiritual, social and cultural skills developed. Develop the individual: Students will consider a range of non-fiction literary forms. They will learn how to approach an unseen text, focusing on language, form and structure, which will in turn feed into their GCSE study. Students will be asked to use empathy skills in order to appreciate the context of the texts they read.

Create a supportive community:

Spiritual, social and cultural skills developed. Develop the community: Students will consider a range of non-fiction literary forms. They will learn how to approach an unseen text, focusing on language, form and structure, which will in turn feed into their GCSE study. Students will be asked to use empathy skills in order to appreciate the context of the texts they read. Students will explore their ideas together, developing listening and appreciation skills.

Term 5: Literature - Ballads. Language - Biography

Literature - Students will read a selection of contemporary and traditional narrative poetry, learning to secure the story of the poems and identify a range of features and their effects. This includes ‘Frankie and Johnny’, ‘The Highway Man’, ‘Manhunt’ and ‘Icarus’. They will apply the poetic features to their own ballads.

Language - students will study a range of biographical writing including David Attenborough, Shaun Ellis and Nicola Adams. They will evaluate how characters, settings, themes, and ideas and combined to engage the reader and convey the writer’s intention. They will use reading skills including comprehension and inference to understand biographical text. They will also consider similarities between biographical texts focusing on the lives that are described. They will apply these skills to their own biographical texts.

Rhetorical Question

Asking a question without requiring the listener to respond.

Enjambment

Continuation of a sentence across more than one line, noticeable by the lack of punctuation at the end of a line.

Meter

The rhythm of a line.

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Spiritual, social and cultural skills developed. Develop the individual: Students will consider a range of non-fiction literary forms. They will learn how to approach an unseen text, focusing on language, form and structure, which will in turn feed into their GCSE study. Students will be asked to use empathy skills in order to appreciate the context of the texts they read. Students will explore their ideas together, developing listening and appreciation skills.

Create a supportive community:

Term 6: Modern Drama: Frankenstein

Students will be reading 'Frankenstein', adapted by Philip Pullman (A Modern Oxford Drama)

Focus on understanding context, language, setting, characterisation, relevant terminology and consider the question - how does the writer present a specific theme?

Writing: Transactional Letter

SPAG skills will be developed: Standard English: looking at formal and informal registers.

Advanced punctuation: speech marks; semi-colons and colons; different types of sentences.

Gothic

Relating to the Goths or their extinct language, which belongs to the East Germanic branch of the Indo-European language family. It provides the earliest manuscript evidence of any Germanic language (4th–6th centuries AD).

Tragedy

The story shown is sad and usually involves the death or downfall of its main characters

Flashback/foward

The scene shows an event that happened earlier in the story or later in the story

Monologue

A character that has a fairly long speech that gives the audience an insight into their thoughts and feelings

  • Spiritual
  • Moral
  • Social
  • Cultural

Develop the individual:

Spiritual, social and cultural skills developed. Develop the individual: Students will consider a range of non-fiction literary forms. They will learn how to approach an unseen text, focusing on language, form and structure, which will in turn feed into their GCSE study. Students will be asked to use empathy skills in order to appreciate the context of the texts they read.

Create a supportive community:

Spiritual, social and cultural skills developed. Develop the community: Students will consider a range of non-fiction literary forms. They will learn how to approach an unseen text, focusing on language, form and structure, which will in turn feed into their GCSE study. Students will be asked to use empathy skills in order to appreciate the context of the texts they read. Students will explore their ideas together, developing listening and appreciation skills. They will learn to share ideas and different interpretations about the texts in a safe and respectful way.