Pupils will read John Boyle’s ‘The Boy in the Striped Pyjamas’ to build on their reading and comprehension skills. The key focus here is on understanding plot, character, themes and language techniques from the novel. Pupils will also be building on the key skills of identifying, inferring, deducing and explaining. They will be taught to write in clear PEE (Point/ Evidence/ Explanation/Analysis) paragraphs, selecting suitable quotations from the text as supporting evidence to demonstrate their understanding of the textual content they have read. This will help build their confidence and competence in preparation for the Literature Key Task scheduled for the end of term.
the mass murder of Jewish people under the German Nazi regime during the period 1941–5. More than 6 million European Jews, as well as members of other persecuted groups, were murdered at concentration camps such as Auschwitz.
a member of the National Socialist German Workers' Party. The party had extreme racist and authoritarian views.
: Nazi Germany's largest concentration camp and extermination camp.
the leading character or one of the major characters in a play, film, novel etc.
A narrator whose credibility is compromised.
A recurring idea
Students will learn about Literature from the 20th Century, and relevant contextual issues that arise from the reading. Students will discuss issues such as power, control, authority, law, violence, democracy and human behaviour, and the effect and impact of these issues on their own lives. They will be encouraged to use empathy in order to put themselves into a character's shoes. They will also work on discussion and debate, developing their confidence in spoken word as well as writing and reading.
Students will be confident in sharing their own ideas. They will develop listening skills.
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In this unit we study a selection of dystopian short stories. Students are introduced to the genre and its features before focusing on the writers’ craft. Settings, ideas, themes, events and characters are all discussed in order to help students discover the building blocks of an engaging story. These elements are analysed through comprehension tasks and used as models for the students’ own pieces of dystopian imaginative writing.
The main ideas that recur in a story.
A person, animal or figure represented in a piece of literature.
The location and time frame that a story takes place in.
Something that happens in a story which moves on the thinking in a piece of writing.
Add notes to a text and give explanations
An imagined state or society in which there is great suffering or injustice, typically one that is totalitarian or post-apocalyptic.
An imagined place or state of things in which everything is perfect.
The community of people living in a particular country or region and having shared customs, laws, and organizations.
Fiction based on imagined future scientific or technological advances and major social or environmental changes
A style or category of art, music, or literature
An idea or feeling which a word invokes for a person in addition to its literal or primary meaning.
The pervading tone or mood of a place, situation, or creative work.
Discover or reveal (something) through close examination, zooming in on particular words or phrases
Students will explore their ideas as they engage with different extracts. They will be able to develop their imagination and creativity through their own creative writing.
Students will explore their ideas together, developing listening and appreciation skills.
In this unit, the students learn how tourist attractions make themselves appealing to potential customers. They consider the features of leaflets, adverts and websites to promote places and experiences. The students then judge and compare promotional texts, to see which ones they think are most effective. This is all working towards using this knowledge to be able to promote their own tourist attractions which they will design.
More than one idea connected by commas or semi colons.
Saying the same word or idea more than once to create impact.
Asking a question without requiring the reader to respond.
A viewpoint, statement or belief.
Something that is proved true. Information used as evidence.
Percentages, data and other numerical facts which can be used to prove an argument.
The reason behind the text
The intended reader of the text, the type of person the writer wants to appeal to
Unique selling point
Students will explore their ideas as they engage with different extracts. They will be able to develop their ideas through their own creation of a tourist attraction.
Students will explore their ideas together, developing listening and appreciation skills.
Students 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, students will also explore aspects of the social and historical factors underlying the play such as: 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.
The main ideas that recur in a story.
A person, animal or figure represented in a piece of literature.
The location and time frame that a story takes place in.
Something that happens in a story which moves on the thinking in a piece of writing.
relating to something that happened during Queen Elizabeth’s reign
The main characters in a story
The character who directly opposes the protagonist
The circumstances that form the setting for an event, statement, or idea, and in terms of which it can be fully understood.
The writer of a play
an instruction in the text of a play indicating the movement, position, or tone of an actor, or the sound effects and lighting.
A hero who is flawed and has a tragic downfall
Someone who is a person harmed, injured, or killed as a result of a crime, accident, or other event or action.
Someone whose evil actions or motives are important to the plot.
Students will have an opportunity to engage with this era from history and explore ideas about different beliefs and traditions from their own.
Students will gain confidence performing and reciting Shakespeare's verse. Students will work together to develop ideas and interpretations.
Students will read and listen to a selection of ballads and narrative poetry. In this unit, students build on their understanding of storytelling. Students look at big ideas and themes in these poems and track the way that form and storytelling have changed over the years. We encourage exploration and curiosity about poetry whilst considering the sometimes daunting challenge of rhyme, rhythm and meaning through: performance-based lessons; study of key techniques and themes; discussion and group annotation. Students will also have opportunities to write their own poetry. This will help build their confidence and competence in preparation for the Literature Key Tasks scheduled this term.
Writing a ballad based on a newspaper story
Comparing one thing with another thing which it is not using like or as.
A word or phrase applied to something that it is not. Saying something is something else.
When more than one word in sequence starts with the same letter.
A doing word.
Saying the same word or idea more than once to create impact.
Asking a question without requiring the reader to respond.
the general character or attitude of a place, piece of writing, situation, etc.
a spoken or written account of connected events; a story.
an idea or feeling which a word invokes for a person in addition to its literal or primary meaning.
Students will consider the importance of their own experiences and how to express this. Also they will read about lives that are different from their own.
Students will engage with a number of texts that will help to develop their ability to identify, explain and analyse. Also they will learn how to debate, taking into consideration other student's points of view.
This term, Year 7 are learning how biographies tell us about inspirational people. They will consider the features of biographies and the events which make these individuals inspiring. They will then judge and compare biographies, considering how effective they are at informing the reader about how inspirational these individuals are. This is all working towards using this knowledge to be able to write their own biographies and to express views on what makes someone a worthy role model.
The theme/technique/ word which your quote proves. P from PEE.
The quote. PEE.
How does your point and evidence answer the question. PEE
Comparing one thing with another thing which it is not using like or as.
A word or phrase applied to something that it is not. Saying something is something else.
When more than one word in sequence starts with the same letter.
Excessive exaggeration.
Using imagery that describes: Sight Smell Hearing Touch Taste
A describing word.
A conversation between two characters, using speech marks.
A doing word.
Applying human characteristics to non human objects.
More than one idea connected by commas or semi colons.
Using a variety of punctuation to enhance a piece of writing. For example using: . , ; : - ? ! " ()
Saying the same word or idea more than once to create impact.
Asking a question without requiring the listener to respond.
Close repetition of vowel sounds.
A full stop in the middle of a line, to create impact at the pause.
Stanza of 2 lines or pair of lines, often rhyming.
Continuation of a sentence across more than one line, noticeable by the lack of punctuation at the end of a line.
A short note or verse from another text, placed at the beginning of the poem.
A line of the poem which forms part of a stanza.
The rhythm of a line.
A repeated line within the poem.
Words that sound alike, especially words that end in the same sound.
The beat of the poem.
Group of lines in a poem.
Words that sound like the noise they are describing.
Students will be encouraged to understand viewpoints of a range of people from diverse backgrounds and experiences, adding to their understanding and empathy of the world we live in.
Students will explore ideas and feelings, building on one anothers' ideas and listening to each other. Students will be asked to recognise positive contributions in order to foster a great atmosphere for debate.