Year 7 English
What students learn this year:
In Year 7 we build on skills and knowledge from KS2. Pupils are introduced to a more analytical approach to the writers’ craft and how meaning is created in a wide range of texts and also through their own writing.
Term overview: Power and Conflict themed throughout the whole of Year 7
|
Term / Half-term |
Main topics / units |
Key knowledge & skills |
|
Autumn 1 |
Power and Conflict poetry |
Metaphorical Language, structure, writers’ choices, context,what? How? Why? Analysis writing.Linked fiction/non-fiction texts. Creative/descriptive writing. Transactional writing. SPAG/sentence structures. A poetry anthology is issued containing a range of poems linked to conflict through the ages i.e The Charge Of The Light Brigade by Sir Alfred Lord Tennyson and Flag by John Agard. |
|
Autumn 2 |
Power and Conflict poetry |
Metaphorical Language, structure, writers’ choices,context, what? How? Why? Analysis writing. Linked fiction and non-fiction texts.Creative/descriptive writing. Transactional writing.SPAG/sentence structures |
|
Spring 1 |
The Tempest(whole play) |
Metaphorical Language, structure, writers’ choices,context, What? How? Why? Analysis writing. Linked fiction and non-fiction texts.Creative/descriptive writing. Transactional writing.SPAG/sentence structures. Character/plot/themes. The whole play is read. Themes in the play covered include: conflict,love, utopian societies, prejudice, parent and child relationships etc. |
|
Spring 2 |
The Tempest(whole play |
Metaphorical Language, structure, writers’ choices, context,what? How? Why? Analysis writing. Linked fiction and non-fiction texts.Creative/descriptive writing. Transactional writing.SPAG/sentence structures. Character/plot/themes. |
|
Summer 1 |
Lord of the Flies |
Metaphorical Language, structure, writers’ choices, context,what? How? Why? Analysis writing. Linked fiction and non-fiction texts.Creative/descriptive writing. Transactional writing.SPAG/sentence structures. Character/plot/themes. Some themes covered: dystopian societies, conflict, masculinity, friendship, prejudice,social class. |
|
Summer 2 |
Lord Of The Flies |
Metaphorical Language, structure, writers’ choices,context, what? How? Why? Analysis writing. Linked fiction and non-fiction texts.Creative/descriptive writing. Transactional writing.SPAG/sentence structures |
How learning and progress are checked
Teaching approach:
Lessons combine short teacher explanations with discussion , regular retrieval practice, extended writing and the reading of a wide range of texts culturally as well as in content. We aim to keep students thinking hard but supported, so that key English skills and knowledge are embedded over time.
Assessment in this year group
|
Type of assessment |
Approx. frequency / when |
What it is used for (e.g. reports, targets) |
|
Classwork / quizzes |
Short retrieval quizzes most lessons-Do Now tasks |
To check recall of key facts and address misconceptions quickly |
|
Homework tasks |
Once per week |
To encourage independent study |
|
End-of-unit assessments |
Approximately once per term |
To judge understanding of each unit and inform progress data |
|
End-of-year assessment |
Summer term |
To give an overall picture of progress across the year |
Homework and Independent study
How often is homework set? Once per week (Educake quiz)
Typical length per task: Around 30 minutes
Suggested independent study:
The following websites are useful for revising topics we have covered:
Massolit for the more ambitious/able pupil.
How parents and carers can support
- Ask your child to explain one thing they learned in English today in their own words.
- Check that homework is completed on time.
- Encourage a quiet, distraction-free space for homework and revision.
- Help your child to revise little and often rather than leaving everything to the night before a test.
- Read to your child at least twice per week.
- Choose a word of the week to discuss with your son.
- Discuss what you are reading with your child.
- Discuss topical and cultural events/ideas.
- Put the subtitles on the TV(this helps with fluency of reading).
Support, stretch and enrichment
Support for students who need extra help:
We use writing frames, scaffolding and 1:1 support, where needed.
Stretch & challenge:
More confident students are given extension questions and opportunities to make better any work they think they have completed. You have never really finished in English!
Clubs / trips / extra opportunities:
If relevant theatre trips , if relevant, author visits. Creative writing and debate clubs(subject to staff availability).
The term so far
