Year 7 — English

Term 1 and 2: Literature - Extended Fiction ‘Wild Boy’ Rob Lloyd Jones. English 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 3 and Term 4: Literature- Philip Pullman: Frankenstein. Language- Selling The Experience

Literature: Students will be reading 'Frankenstein', adapted by Philip Pullman (A Modern Oxford Drama) They will analyse the plot, characterisation, setting, themes and context of the play. Pupils will be taught to write in clear analytical paragraphs, selecting suitable quotations from the play as supporting evidence to demonstrate their understanding.

Language: Selling the Experience

Students will explore a range of texts, such as leaflets, adverts, websites, and speeches, to discover how amusement parks promote themselves. Students will analyse how writers sell an experience to their readers, and create their own writing in this style.

Literature: analytic written response to the whole play.

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 5 and 6: Literature - Ballads and Introduction to Shakespeare. Language - Biography

Term 5 and 6

Literature:

Ballad Reading

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. Students will analyse how the poets use poetic techniques to create effects. They will apply the poetic features to their own ballads.

Introduction to Shakespeare:

They will be introduced to different genres of Shakespeare plays through studying plots and extracts. Pupils will analyse how Shakespeare coveys compelling stories through dramatic techniques and why his plays were successful both in Elizabethan times as well as today. .

Language – Biographical writing and Ballads and End of Year exams.

Students will explore a range of biographical writing. They will analyse how characters, settings, themes, and ideas and combined to engage the reader and convey the writer’s intention. Pupils will use reading skills including comprehension and inference to understand biographical text.

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: