Year 7 story of english
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Year 7 story of english

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Year 7 story of english Year 7 story of english Presentation Transcript

  • The  Story  of  English   Knowledge  gap   questions  (based   around  a  conceptual   understanding)   Core  content  &   target   generalisations  to  be   taught   Target  ideas  to  be   taught  about  core   conceptual   understanding   Preconceptions  to  be   checked  out   Key  conceptual   understandings  to  be   taught   Metacognitive   questions  with  which   we  want  to  pupils  to   develop/grapple     If  it’s  a  ‘how  do  you  know?’  type   question  then  teaching  needs  to   focus  on  concept     Residual  knowledge  –  in  6   months  time  what  do  we  want   pupils  to  remember?     What  are  we  aiming  for  in  terms   of  conceptual  progression?   What  preconceptions  might  we   encounter?  How  will  we  address   these?     What  is  the  core  concept?  What   will  mastery  look  like?   What  questions  do  pupils  need   to  ask  themselves  to  monitor   progress?   • Does  English   always  get   better?   • Who  does   language  belong   to?   • How  have   Shakespeare  &   Chaucer  changed   the  way  we  think?     Concept:  language   evolves  over  time   • Changes  in   pronunciation   • Understanding   where  rules  come   from(Introduction   of  SPaG)   • The  concept  of   pilgrimage   (Thomas  a   Beckett)   • Shakespeare  &   Chaucer’s   retelling  of  Troilus   &  Cressida  (Trojan   War)   • Deconstructions   of  writers’   methods  of   expression   • Contexts  in  which   writers  work  are   shaped  by   language   • New  language   allows  new   thought  &   understanding     • Old  language  is   difficult  &  boring   • Shakespeare  &   Chaucer  are   irrelevant  to   modern  life   • Language  and   thought  has   always  been  the   same   • Source  material  is   changed  by   writers’  language   choices  –  does  it   matter  that   writers  ‘steal’   ideas?  (What  is   plagiarism?)   • How  do  writers   use  language  to   convey  their   understanding  of   the  world?   • Ability  to  debate   value  &  truth  of   language  and   texts   • How  can  I  work   out  what   language  might   mean  from  what  I   already  know   about  language?   (vocabulary,   structure,   grammar)   • What  do  these   language  choices   tell  me  about  how   thinking  has   changed?