|Year 7 |
Aut 1 |
Aut 2 |
Spr 1 |
Spr 2 |
Sum 1 |
Sum 2 |
Throughout the year |
TOPIC |
Oliver Twistby Charles Dickens |
Oliver Twistcontinued |
A Midsummer Night’s Dreamby William Shakespeare |
A Midsummer Night’s Dreamcontinued |
Poetry |
Poetry continued and Hear my Voice: Spoken Language |
Voices |
KNOWLEDGE AND SKILLS TAUGHT |
Life in Victorian London; Victorian crime; the form of a novel; Victorian crime novel; Bill Sikes, Fagin, the Artful Dodger, Oliver; morality. Writing: Composing a topic sentence; the subject; subject / verbagreement; the past simple tense. Fortnightly extended creative writing. Etymology: the journey of the English language. Anglo-Saxon and Viking roots. Influence of Norman conquest. Greek and Latin roots. Prefixes and suffixes. |
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Life in Elizabethan England, life in ancient Athens, and Greek theatre. Shakespeare’s life and times. The four lovers; the love potion;Elizabethan family relationships; the form of a play. Writing: Using evidence; pronoun ambiguity; prepositionalphrases; run-on sentences; punctuating speech;narrative structures. Fortnightly extended creative writing. Etymology: spelling patterns. |
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Structure and use of metaphor; poets studied include William Blake, Alfred, Lord Tennyson, Phoebe Hesketh, Langston Hughes, Richard Kell, Carl Sandberg. Writing: writing about unseen texts using temporal clauses; paragraphing; avoiding fragments. Fortnightly extended creative writing. Etymology: varieties of English, digital communication, slang, accent and dialect. |
Non- fiction. Features of persuasive writing.Opinion pieces. Students will be able to develop their non-fiction skills to develop a balanced and detailed argument. Students will build on their spoken language skills by delivering a speech to the class. |
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READING FOR PLEASURE |
Myths and Legends: The Odyssey by Homer Greek and Roman myths and legends (as a possibility instead of The Odyssey) Introduction to methods of storytelling, Greek mythology, theatre, and the three unities. Introduction to etymology. |
The Odysseycontinued |
Myths and Legends: The Hobbit by J.R.R Tolkien This 20thCentury myth leads on from reading of the Greek classic tales and will develop the students’ exposure to texts from the English canon. It also supplements themes of legend, morality, and adventure. |
The Hobbitcontinued |
Myths and Legends: His Dark Materials by Philip Pullman Students will read a modern fantasy novel which will strengthen their exposure to this genre. Links will be made to prior books studied for pleasure. |
His Dark Materialscontinued. |
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ASSESSMENTS(Minimum one per half term, with focussed marking.) |
Baseline testing in Week 1. |
Language: Creative Writing taskLiterature essay: How is Bill Sikes presented? |
Language: Creative Writing |
Literature essay: Is the love potion good or bad? |
Literature essay: PoetryHow does the poet describe the om cat? |
Non-fiction writing |
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HOME LEARNING |
Weekly Writing Challenge. All pupils have homework booklets. Students will use GCSE Pod to revisit learning. Vocabulary learning. Research on Victorian context. Myths and Legends project. |
Weekly Writing Challenge. All pupils have homework booklets. Students will use GCSE Pod to revisit learning. Language creative writing practice. Myths and Legends project. |
Weekly Writing Challenge. All pupils have homework booklets. Students will use GCSE Pod to revisit learning. Vocabulary learning. Research on Tudor/Jacobean context. Shakespeare’s theatre project. |
Weekly Writing Challenge. All pupils have homework booklets. Vocabulary learning. Students will use GCSE Pod to revisit learning. Shakespeare’s theatre project. |
Weekly Writing Challenge. All pupils have homework booklets. Students will use GCSE Pod to revisit learning. Vocabulary learning. Research into key poetry context. |
Weekly Writing Challenge. Vocabulary learning. All pupils have homework booklets. Students will use GCSE Pod to revisit learning. Preparation for speaking and listening. |
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SEQUENCING (What must students already have been taught in order to begin to learn this topic? Identify opportunities to address knowledge gaps) |
Methods of storytelling from KS2.KS2 knowledge of Victorian period.Knowledge of how to decode older texts. Knowledge learned about Victorian London and Dickens’ context links directly to KS4 study of A Christmas Carol. |
KS2 knowledge of Victorian period Knowledge of how to decode older texts. |
From Drama lessons, students should understand the essentials of drama performance; interpretations; characterisation.Knowledge of how to decode older texts. Knowledge obtained during Term One will support students’ study of this text, in particular the identification of vulnerable characters, law and punishment, and morality. Understanding of Shakespeare’s context and the format of a play will link directly to KS4 study of Macbeth. |
From Drama lessons, students should understand the essentials of drama performance; interpretations; characterisation.Knowledge of how to decode older texts. Key knowledge about essay writing from prior units will be important as students write their first essays analysing a dramatic text. |
Knowledge of how to decode older texts. Awareness of literary techniques such as metaphor from prior study of Shakespeare will allow students to recognise and analyse them within the framework of poetry. Awareness of poetic form will ink to KS4 study of conflict poetry. Tennyson’s context will link to COTLB in particular. |
Understanding of language techniques from throughout the year.Knowledge of how to decode older texts. Oratory skills will link to KS4 spoken language element and non-fiction writing links directly to KS4 study of Language Paper 2. |
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SCHEMAS (Where might students learn about elements of this topic in other subjects? Which subjects might this topic feed into beyond your own?) |
Etymology:History: Autumn 1 Anglo-Saxons and Vikings.History: Autumn 2 Norman Conquest. Literary heritage:Geography: citiesRE: crime and morality |
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History: Greek society, Elizabethan society, Drama: play scripts, performanceGeography: trip to Stratford in Year 8. |
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CAREERS LINKS(How might this benefit them in the future?) |
Building strong literacy and stamina in close reading will help students to become more active and agile readers in their future careers. |
Emerging work on specific essay writing skills will help to develop students’ fluency in writing to support a point. |
Study of Shakespeare enriches students’ cultural capital and encourages disciplined reading of an unfamiliar text type promoting diligence in decoding language. |
In their essay writing, students will learn how to explore and explain concepts and themes within literature. This develops reasoning skills. |
Deeper analysis of figurative language encourages students to think creatively about their own words and promotes a richer vocabulary. |
Confidence in public speaking. Students are supported in finding their voice, being able to articulate an opinion and to counter arguments that are presented to them in a reasoned way.There will also be opportunities for students to develop a number of clear, transactional writing styles. |
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