This document outlines a scheme of learning for year 7 students on the story of English. It identifies students' current abilities and knowledge, such as their understanding of ancient myths from a previous unit. The scheme aims to help students understand how context influences language and language change by having them explore language variations, read texts from different periods, and analyze differences between versions. Students will complete assignments comparing Chaucer and Shakespeare's Troilus and Cressida and inventing a Canterbury Tales character. The goal is to build students' knowledge of language and literature and show how contexts connect over time.

1. Planning
a
scheme
of
learning
–
Year
7
The
Story
of
English
Planning
questions
Notes
&
ideas
What
can
my
pupils
currently
do
&
how
do
I
know?
• Understanding
of
context
covered
in
Myths
&
Legends
scheme
of
learning
• Knowledge
of
ancient
myths
which
will
feed
into
study
of
Troilus
and
Cressida
• Some
familiarity
of
language
change
from
studying
Beowulf
which
will
feed
into
study
of
Chaucer
and
middle
English
What
do
they
need
to
understand
next?
• How
an
understanding
of
context
is
inseparable
from
an
understanding
of
language
and
language
change
What
will
they
do
to
generate
those
understandings?
• Exploring
prior
knowledge
of
language
change
through
slang,
text
messaging
etc.
• Decoding
meaning
from
poems
in
foreign
language
to
gain
confidence
with
unfamiliar
language
and
structure
• Reading
Troilus
and
Criseyde
by
Chaucer
&
Troilus
and
Cressida
by
Shakespeare
• Reading
aloud
• Writing
translations
between
texts
and
into
modern
English
How
will
they
know
if
they’ve
been
successful?
• Understanding
how
the
story
differs
in
different
versions
• Identifying
differences
in
language
between
the
texts
• Experience
that
reading
something
unfamiliar
and
seemingly
difficult
can
be
pleasurable
• Ability
to
explain
the
effects
of
context
on
language
What
feedback
will
they
need
at
different
stages?
• Probing
questions
to
prompt
discussion
of
meaning
and
to
articulate
uncertainties
• Debate
on
reasons/justifications
for
differences
identified
• Encouragement
• Prompts
to
make
links
and
connections
backwards
and
forwards
to
other
texts
• Feedback
on
language
analysis
and
using
evidence
What
performances
will
there
be?
• Discursive
essay
on
the
links
between
language
change
and
context
–
focusing
on
how
Shakespeare’s
version
of
T&C
builds
on/differs
from
Chaucer’s
• Invent
a
character
for
Canterbury
Tales
and
tell
their
story
either
in
modern
English
or
a
pastiche
of
middle
English
How
does
this
fit
into
the
programme
of
study
(big
picture)?
How
does
it
build
on
prior
knowledge
&
link
to
next
steps?
• Growing
body
of
knowledge
of
language
and
literature
and
an
understanding
of
how
contexts
connect
• How
the
language
of
Romance
is
derived
to
build
on
study
of
Arthurian
legend
and
courtly
love
in
next
scheme
of
learning
• Ability
to
make
links
and
connections
between
different
periods