Term dates 20202021 Autumn 1 Term Dates Mon

Term dates – 2020/2021 Autumn 1 Term Dates Mon 7 th Sept Thur 22 nd Oct Mon 2 nd Nov Fri 18 th Dec Tue 5 th Jan Fri 12 th Feb Spring 2 Mon 22 nd Feb Fri 26 th Mar Summer 1 Tue 13 th Apr Fri 28 th May Mon 7 th Jun Fri 23 rd Jul October half term Autumn 2 Spring 1 February half term May half term Summer 2

Year 7 – Autumn – Adventure Unit Overview: This unit aims to embed and build upon writing work in Primary. Through the central study of the novel, students will explore the concept of Adventure and consolidate their own writing skills and targeted intervention will help close any gaps and stretch students’ ability. They will use Non Fiction extracts to introduce Purpose and Tone. Texts and resources: • • Rooftoppers – • novel • Non Fiction – Scott diary extracts, • Mc. Gregor recount/biography ‘Long Way Round’, Touching the Void Silas Marner/Oliver Twist extract Writing the World unit 2 textbook Assessment: • Baseline writing trial – National Comparison – Comparative Judgement Marking • Oracy – Assessed Group presentation on section from Novel – posed ‘Big Question’ to discuss and support their opinions with analysis from the text • Knowledge Test – Terms and definitions from novel study, writing work and NF study; questions from text to gauge understanding of key characters/ideas • Narrative Writing – Continuing a section from Novel – 1 paragraph, marked out of 10 • Analytical Writing – Exploring NF piece and choices made – 1 paragraph, marked out of 10 Knowledge: • Comprehension and information retrieval – discussion of stereotypes and adventures within text • Parts of speech embedding, Basic language devices solidified from Primary • Non-Fiction understanding of biog/auto/diary form – purpose and informality of tone • Simple and compound sentence structures • Basic sentence construction and accuracy of paragraphs, capital letters • Understanding how to begin to explore a text analytically – What How Why introduction Vocabulary: Students should learn spellings and definitions: Adventure Tone Character Novel Noun Verb Adjective Adverb Pronoun Capital letter Paragraph Autobiography Informal Simile Metaphor Personification Onomatopoeia Alliteration Assonance Stereotype Dreams Identity Teaching and Learning elements: • Lessons should all have an element of Oracy within them: Talking Points starter, group discussion, paired opinions, team exercises, etc. • The unit should start with a ‘speed read’ of the main text. Students should sequence events periodically and track character developments. • Students should all read aloud to some extent to build their confidence. • Challenging lessons and scaffolded support where necessary. HOT questions. Home Learning / Independent reading / Enrichment: • Pop Up Festival visits – texts to read and author workshops planned in for November. • Independent reading lists. • Adventure diary: do something new/different every week and write an entry about it. • Enrichment activity: assault course recount/diary writing.

Year 7 – Autumn – Adventure Suggested Weekly Outline (Split classes should liaise closely with the main teacher covering the key text and the other teacher running the Project lessons and Supporting main content)

Year 7 – Spring – Myths & Legends Unit Overview: This unit begins to set up some chronological order for Literature and how language has evolved. Students will look at early literature and myths and legends from across the world and different cultures. They will write their own versions and explore choices made by writers. Central focus is understanding structures. Texts and resources: • Great Bell of Peking Folktale • Beowulf, Chaucer • Spy Fiction Unit 3 textbook • The First Order, The Myth of Lycaon • Prometheus, Iliad, Hercules, • ‘Origins of Literature’ workbook (KH) Assessment: • Oracy – Assessed discussion around peer feedback and marking based on written story • Knowledge Test – Terms and definitions from study, writing; questions from texts to gauge understanding of key characters/ideas • Narrative Writing – Continuing a section from myth – 1 paragraph, marked out of 10 • Analytical Writing – Exploring text and choices made – 1 paragraph, marked out of 10 Knowledge: • Comprehension and information retrieval – discussion of myths and other culture traditions • Understanding of early chronology of work and context • Reference to British Empire and impact on tales and traditions • Focus on structures of sentences and paragraphs • Exploring short story structures and poetic forms • Basic sentence construction and accuracy of paragraphs, capital letters, simple/compound sentences • Understanding how to begin to explore a text analytically – What How Why introduction Vocabulary: Students should learn spellings and definitions: Myth Legend Chronological Simple sentence Compound sentence Allusion Epic Anthropomorphism Heroism Moral Nemesis Mortal Vengeance Oracy Paragraph Teaching and Learning elements: • Lessons should all have an element of Oracy within them: Talking Points starter, group discussion, paired opinions, team exercises, etc. • The unit should start with a lecture style where they are introduced to Myths and Legends elements. • Students should all read aloud to some extent to build their confidence. • Challenging lessons and scaffolded support where necessary. HOT questions. Home Learning / Independent reading / Enrichment: • Independent/wider reading lists. • Research local legends and stories. • Write own version of a mythical story – create characters and moral for a modern audience.

Year 7 – Spring – Myths & Legends Suggested Weekly Outline (Split classes should liaise closely with the main teacher covering the key text and the other teacher running the Project lessons and Supporting main content)

Year 7 – Summer – Heroes & Villains Unit Overview: This unit aims to provide contextual knowledge of Elizabethan/Jacobean England around Shakespeare and provide character extracts from some of his plays for students to begin to analyse. Fairytales and poetry will be linked throughout to highlight the use of language and bias in writing with character types, and also knowledge of Non-Fiction articles and use of language to achieve purpose. Texts and resources: • Snow Drop – Grimm’s Fairytale • Shylock extract • Lady Macbeth extract • Juliet extract • Iago extract • Non-Fiction article – teens in the media • Duffy fairytale poetry Assessment: • Oracy – Assessed Group debate on extract – posed ‘Big Question’ to discuss and support their opinions with analysis from the text • Knowledge Test – Terms and definitions from study, writing work and NF study; questions from texts and context to gauge understanding of key concepts and ideas across Year 7 • Non-Fiction Writing – Writing a letter in response to news article – 1 paragraph, marked out of 10 • Analytical Writing – Exploring extract and choices made – 1 paragraph, marked out of 10 Knowledge: • Understanding of hero and villain as character construct • Knowledge of Shakespeare’s context – gender roles, entertainment, social mobility, theatre structure, monarchy • Focus on figurative language and devices • Personification, alliteration, metaphor, simile, repetition • Non-Fiction knowledge of purpose and audience – and use of language to achieve impact • Broadsheet, tabloid, salutation, register, formal Vocabulary: Students should learn spellings and definitions: Hero Villain Stereotype Broadsheet Tabloid Purpose Audience Language Salutation Register Formal Personification Alliteration Metaphor Simile Repetition Hyperbole Iambic pentameter Caesura Teaching and Learning elements: • Lessons should all have an element of Oracy within them: Talking Points starter, group discussion, paired opinions, team exercises, etc. • The unit should enable students to ‘perform’ Shakespeare extracts, as though in a play. • Students should all read aloud to some extent to build their confidence. • Challenging lessons and scaffolded support where necessary. HOT questions. Comparisons to modern events. Home Learning / Independent reading / Enrichment: • Wider reading and research – create Globe Theatre or text study of a play • Theme of Fairytale. Link to Panto and theatre. • Theatre visit. • Write character description of hero/villain from film

Year 7 – Summer – Heroes & Villains Suggested Weekly Outline (Split classes should liaise closely with the main teacher covering the key text and the other teacher running the Project lessons and Supporting main content)