1. YEAR 7 ENGLISH AT CHESTERFIELD
How can I best support my child?

2. What will Year 7 learn? Autumn Term Spring term Summer Term
Study of a novel
Non – fiction unit: discursive writing
Island project
Shakespeare play
Texts from other cultures
Literary heritage –
‘A Christmas Carol’
Through these units, the skills of reading, writing, speaking & listening are taught. Literacy skills are embedded throughout.

3. How are the classes set in English?
Students are set from the beginning of Year 7, using a range of data, but mainly using Key stage 2 teacher assessment levels informed by Key Stage 2 SATS results (where applicable).
Although Year 7 are timetabled in two parallel bands, there is an upper and lower ability band:
SET MOVEMENT WILL TAKE PLACE AT HALF TERM WHERE NECESSARY.
Ms Molyneux/ Mr Loughlin
P 1
Mr Loughlin
Q 1
P 2
Ms Concannon
Q 2
Ms McGowan
P 3
Ms Morton
Q 3
Ms McGowan
P 4
Ms Convery

4. How can I best support my child? By:
1. Talking regularly about what they are doing in English. 2. Asking about what they like and dislike about the novel/play/poets they are studying at the moment. 3. Asking them if they want help with proofreading the quality of their work: spellings, basic skills etc. 4. Asking to see their book on a regular basis; enquiring about and checking the quality of their homework.  

5. Reading

7. “While good readers gain new skills very rapidly, and quickly move from learning to read to reading to learn, poor readers become increasingly frustrated with the act of reading, and try to avoid reading where possible”
The Matthew Effect
Daniel Rigney

8. “The word-rich get richer while the word-poor get poorer” in their reading skills
(CASL)

9. Reading
Top tips
Encourage your child to read ANYTHING & everything they can including newspapers and non-fiction.
Talk to them about what you’re/they’re reading. Read the books they read in school and at home.
If they’re a reluctant reader, tap into their interests. You know them best! If they liked the film, they may like the book!
See handout / reading lists

10. Writing Skills - Content
Top Tips
Check that the writing suits the purpose: argue, persuade, describe, review, analyse, entertain, inform.
Check that style of writing is appropriate to the audience.
Ensure that a variety of sentence starters and types are used.
Ensure that vocabulary is suitably ambitious.
Challenge your child to learn new vocabulary!
Check the accuracy of their punctuation.

11. Writing Types
Argue: Write to present a particular argument, considering both sides
Persuade: Write to convince someone of a point of view.
Describe: Write using sensory imagery to help your reader picture and feel a place, event, setting or character.
Review: Write to summarise and give your opinion.
Analyse: Write to explain your understanding of implicit and explicit meaning, effect and purpose. Using PETE (next slide!)
Entertain: Write to engage a reader.
Inform: Write to give factual information.
Advise: Write using modal verbs to make suggestions

12. PAFT Purpose – What job is the writer trying to do? Purpose Audience
Argue Inform Analyse Imagine
Persuade Explain Review Explore
Advise Describe Comment Entertain
Leaflet Article
Web page Story
Letter
Speech Essay
Report Advert
Enthusiastic Angry Questioning Objective
Passionate Frustrated Doubtful Subjective
Hopeful Pessimistic Suspicious Neutral
Optimistic Sad Sarcastic Cynical
Humorous Annoyed Ironic Knowledgeable
Children Experts
Teenagers Fans
Parents Men
Pensioners Women
Workers Adults
PAFT
Purpose
Audience
Form
Tone
Age Interests Lifestyle
Gender Education Class
Job Hobbies Politics
Purpose – What job is the writer trying to do?
Audience – The Reader
Form – Type of Writing
Tone – What is the mood of the writing?

13. P.E.T.E Point, Evidence, Technique, Explanation
This is an essential writing structure for writing to analyse.
If students can master this, it:
Boosts exam performance
Helps structure their analytical thoughts
Aids essay writing in all subjects

14. How does Tommo feel about his father’s death?
POINT:
How does Tommo feel about his father’s death?
Write a full sentence.
Tommo feels…because…
EVIDENCE: Highlight a word or phrase that shows you this.
Words that show me this are…
EXPLANATION:
How does this phrase prove your point?
What does it make you think?
What does it make you feel?

15. Tommo feels miserable because his father has died
Tommo feels miserable because his father has died. A quote to show this is: “I have inside me a secret so horrible, a secret I can never tell anyone, not even Charlie”. This shows me he feels miserable because he uses the word ‘horrible’, which means something really bad or awful. This shows he feels miserable because something terrible has happened to him. This quote makes me feel sorry for Tommo because young children should not have to experience such sad events.
POINT:
How does Tommo feel about his father’s death?
Write a full sentence.
Tommo feels…because…
EVIDENCE: Highlight a word or phrase that shows you this.
Words that show me this are…
EXPLANATION:
How does this phrase prove your point?
What does it make you think?
What does it make you feel?

16. Begin some sentences with a verb
Running… Turning… Seeing…
Hearing… Ruminating…
Begin some sentences with a verb
Loving... Falling… Hoping… Believing… Succeeding…

17. Begin sentences with a time reference
Yesterday, Since then,
After lunch, Before…
Begin sentences with a time reference
During the war, Meanwhile,
As the game went on,

18. Begin sentences with a place reference
In the cave, At the bus stop,
At the back of my mind,
Begin sentences with a place reference
On the left wing, At home,
Deep under the ground,

19. Know your connectives Adding: and, also, as well as, moreover, too
Cause & effect: because, so, therefore, thus, consequently
Sequencing: next, then, first, finally, meanwhile, before, after
Qualifying: however, although, unless, except, if, as long as, apart from, yet
Emphasising: above all, in particular, especially, significantly, indeed, notably
Illustrating: for example, such as, for instance, as revealed by, in the case of
Comparing: equally, in the same way, similarly, likewise, as with, like
Contrasting: whereas, instead of, alternatively, otherwise, unlike, on the other hand

20. Spelling
Top tip – Encourage your child to remember the difficult part of spellings with one of the following methods:

21. METHOD 1. Spell Speak – breaking up into syllables/sounds
Sumptuous = SUMP + tu + ous
Diarrhoea = Di + a + rr + ho + e + a
Independent = In + de + pen + DENT

22. METHOD 2. Sentences to remember awkward letters
Graffiti = two feet and one toe
Unnecessary = one collar two sleeves
maybe spell speak this one too
un +nec + ess +ARY
Accommodation = two coffees in two mugs

23. METHOD 3. Words within words
Library = bra
Separate= a rat
Definite = it
Friends to the ‘end’

24. METHOD 4. Acrostics Rhyme – Red Hens Yell More Eggs
Synch ronised – Sell Your Next Clever Hen

25. Spelling… Time to play!!
- make your own word search.
- test the whole family!
- spelling quest game.

26. CLUBS RUN BY WHERE WHEN Creative writing club Sixth form (Miss Morton)
Extra Curricular Events
 CLUBS
RUN BY
WHERE
WHEN
Creative writing club
Sixth form
(Miss Morton) E4
THURSDAY LUNCH
Reading Group
KS3 and 4
Miss Convery E8
FRIDAY LUNCH
Film club – KS3
(with popcorn!!)
Miss McWean E5
TUESDAY 3PM-4PM
Debating Club -ALL
Ms Hinde E7
TBC
Literature Club
Mr Bell E3
FRIDAY 3PM-4PM
 TRIPS
RUN BY
WHERE
WHEN
Harry Potter Studio Tour – KS3
Miss Fallon
London
Feb 2014