Year 7 Fundamentals: Knowledge Unit 1 The conventional features of gothic fiction textincluding: Development of gothic setting. Development of plot Development of characters and character relationships. Understand the way tension is created through the novel. The effects of a gothic fiction text including: How paragraphing and punctuation can help to shape the meaning of a variety of text types How a writer uses language to manipulate the reader. How a writer moves the text along using description and dialogue How a reader is hooked into the story and how the writer maintains that interest. Noun Metaphor Personification Repetition Infer and deduce Personal pronouns tension Skills My Sword Hand is Singing by Marcus Sedgwick Understand and respond with sound insight to explicit and implicit meanings and viewpoints- students should be able to identify and analyse elements of SCITTLES in their responses: quotation in their own words. Context- students are able to written a piece of writing or used a specific technique. throughout a text. analyse a range of literary techniques. feel whilst reading a text. and how a writer structures the text in a Analyse and critically evaluate, with sound insight, detailed aspects of language. They should be able to comment on some aspects of grammar and structure. Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate.
Superlative/comparative Subordinate clauses Simile Onomatopoeia Narrative Voice Short sentences. Substantiate their understanding and opinions with explicitly relevant references to texts. Some students should be able to embed quotations in their sentences. Unit 2 Macbeth by William Shakespeare Summarise and evaluate with precision and clear understanding of the text. Understand and make valid responses to explicit and implicit meanings and viewpoints. Analyse and evaluate appropriate aspects of language, grammar and structure of the text. To understand the play from a variety of different perspectives, such as cultural materialist, feminist, new historicist, psychoanalytical and liberal humanist perspectives. To understand the context of the play. It was written at the time King James of Scotland succeeded Queen Elizabeth I in 1603. Throughout Shakespeare s life many people suspected of being witches were cruelly persecuted. Tragedies were a popular genre of play at the time. To understand the key themes of the play: Ambition Evil Order and disorder Appearance and reality Violence and tyranny Guilt and conscience Masculinity Understand and respond with sound insight to explicit and implicit meanings and viewpoints- students should be able to identify and analyse elements of SCITTLES in their responses: quotation in their own words. Context- students are able to written a piece of writing or used a specific technique. throughout a text. analyse a range of literary techniques. feel whilst reading a text. and how a writer structures the text in a Analyse and critically evaluate, with sound insight, detailed aspects of language. They
Students should have a sound knowledge of the following subject terminology which are manipulated/used by writers to create Recurring Imagery (Blood, Darkness, The world as a stage, Falconry and bearbaiting, Disease and Nature) Metaphor, simile, personification Some understanding of verse and prose Some understanding of antithesis and repetition Some understanding of soliloquies and asides should be able to comment on some aspects of grammar and structure. Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. Substantiate their understanding and opinions with explicitly relevant references to texts. Some students should be able to embed quotations in their sentences. Unit 3 Opening Worlds- Short stories from different cultures The effects of a fiction text including: How paragraphing and punctuation can help to shape the meaning of a variety of text types How a writer uses language to manipulate the reader OR show their feelings. How to identify literary techniques and then how to analyse their effects in an unseen fiction extract. Students should have a sound knowledge of the following literary techniques: Hyperbole Types of tone Atmosphere Pathetic fallacy Personification Metaphor Extended metaphor Nouns Personal pronouns Analyse and critically evaluate, with sound insight, detailed aspects of language. They should be able to comment on some aspects of grammar and structure. Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. Substantiate their understanding and opinions with explicitly relevant references to texts. Some students should be able to embed quotations in their sentences. Understand and respond with sound insight to explicit and implicit meanings and viewpoints- students should be able to identify and analyse elements of SCITTLES in their responses: quotation in their own words. Context- students are able to
Unit 4 Simple, compound and complex sentences Ellipsis Semi-colons Colons Oxymoron Simile Symbolism Alliteration Assonance Sibilance Superlative/comparative Allusion Imagery Sensory descriptions Onomatopoeia written a piece of writing or used a specific technique. throughout a text. analyse a range of literary techniques. feel whilst reading a text. and how a writer structures the text in a Poetry through the ages Show understanding of the relationships between poems and the contexts in which they were written. Literary Middle English, Elizabethan, Romantic, Metaphysical, Modernism, Contemporary poetry Historical Middle Ages, 16 th 20 th century Students will understand the skills required for GCSE including analysis of a range of texts and descriptive writing skills Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. Students should be able to identify and analyse elements of SCITTLES in their responses: similes metaphors and extended metaphors personification sensory imagery quotation from a poem in their own words.
descriptions onomatopoeia alliteration narration enjambment memories symbolism mood and tone repetition pathetic fallacy hyperbole stanza rhyme and rhythm caesura sibilance voice allegory Context- students are able to refer to literary ideas contemporary to the writing of the poem (WWI poems/cultural poems etc) written a poem or used a specific technique. throughout a poem. analyse a range of poetic techniques. feel whilst reading a poem. and how a writer structures the poem in a Unit 5 Writing skills The Success Criteria for Creative writing which includes- How to recognise a range of different text types and genres depending on language used How to create openings which hook the reader How to structure a piece of writing to build tension How punctuation can be used in a variety of ways How a reader is hooked into a story and how the writer maintains that interest A range of literary and linguistic devices A reasonably good vocabulary. Choose vocabulary judiciously in order to create a chosen atmosphere or tone i.e. violent verbs to create tense atmosphere etc. Write engaging and effective opening paragraphs which are created to engage the reader. Write in the correct register to match the audience and purpose. Use a range of linguistic devices for effect (oxymoron, hyperbole, adjectives, adverbs, onomatopoeia etc) Organise a story into coherent paragraphs with integrated discourse markers.
Unit 6 Genres Hooks and openings Sentence structures Oxymoron Atmosphere Tension Structure Varied Punctuation Onomatopoeia Hyperbole Narrative voice Personification. Show, not Tell the reader in order to create imagery. Tell sentence: The room was empty Show sentence: The door opened with a resounding echo that seemed to fill the house Technical accuracy: Spell some more complex words correctly Use punctuation appropriately and for a specific effect. Attempt to use a variety of sentence structures, including short dramatic sentences for effect. Organise a story which aims to build tension as through each paragraph. Students should be able to use the following punctuation to create effects: Semi-colon Colon Ellipsis Commas. Holidays Persuasive writing techniques Letters and leaflet conventions Article conventions The conventional features of a non-fiction textincluding: Writing for different audiences- who is the text written for? Writing for different purposes- to inform, engage, humour, persuade etc. Writing in different forms- letter, diary entry, speech, blog, brochures etc. Different tones created by a writer- serious, light-hearted, remorseful etc. Use persuasive techniques in order to influence the reader to think or feel a certain way Choose vocabulary judiciously in order to create a chosen atmosphere or tone i.e. violent verbs to create tense atmosphere etc. Use persuasive techniques thoughtfully to create a certain tone Write in a subtle manner to influence the reader Use facts and opinions carefully and subtlety to persuade the reader
The effects of a non-fiction text including: How paragraphing and punctuation can help to shape the meaning of a variety of text types How a writer uses language to manipulate the reader OR show their feelings. Write engaging and effective opening paragraphs which are created to persuade the reader. Write in the correct register to match the audience and purpose. Use a range of linguistic devices for effect (Power of three, rhetorical questions, emotive language etc) Organise a piece of writing into coherent paragraphs with integrated discourse markers. Power of three Emotive language Rhetorical questions Statistics and facts Undermine opposing view Anecdote Direct address Exaggeration Opinions Audience Purpose Superlatives/comparatives Technical accuracy: Spell some more complex words correctly Use punctuation appropriately and for a specific effect. Attempt to use a variety of sentence structures, including short dramatic sentences for effect. Organise a story which aims to build tension as through each paragraph. Students should be able to use the following punctuation to create effects: Semi-colon Colon Ellipsis Commas.