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Wadalba Community School

Wadalba Community School

Respect, Responsibility & Excellence

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Year 7

Assessment Schedule

Task Number               Task 1 Task 2 Task 3
Unit Belonging Persuasive Texts Seven Steps Narrative Writing
Nature of task Poetry Reading and Comprehension                 Multimodal Environmental Awareness Campaign Narrative with Annotations of the Seven Steps
Timing Term 1, Week 10 Term 2, Week 9 Term 3, Week 9


Term 1

Course Content: AREA OF STUDY: BELONGING - Poetry & Visual

Learn about:

Connotation, Imagery, and Symbol: Students understand that the effect of imagery is subjective.

They learn that:

  • imagery and symbol communicate through associations which may be personal, social or cultural

  • words invite associations (connotations) in responders which bring related ideas and feelings to a text

  • figurative language can invite participation creating emotional resonances or potentially exclude and challenge.

Theme: Students understand that the theme reflects or challenges values.

They learn that

  • themes are statements about the ideas, explicit or implied, in a text

  • themes are reinforced by choice of language and imagery

  • themes can highlight social and cultural similarities and differences

  • thematic interpretations arise from personal experience and culture.

Term 2

Course content: PERSUASIVE TEXTS - Environmental Awareness Campaign

Learn about:

Argument: Students understand that argument is the deliberate staging of ideas and feelings, through spoken, visual and written language, in the development of a thesis to influence a response.

             They learn that:

  • argument is a projection of the individual voice in an individual style

  • judicious choice of evidence and language develop the strength of an argument

  • a thesis and supporting evidence of an argument provide the framework on which its conclusions are based.

Representation: Students understand that representations are not natural reflections of the world.

They learn that:

  • representation is the result of conscious or unconscious selection and arrangement according to codes and conventions

  • representation positions a responder

  • representations may be intentionally objective or subjective

  • representations may be intentionally ambiguous

  • mode and medium require different codes and conventions of representation to produce similar meanings.

Term 3

Course Content: Seven Steps Narrative - Short Stories

Learn About:

Character: Students understand that character is represented in different ways according to textual form and medium.

They learn that:

  • characters are constructions of textual details

  • character constructs combine with constructs of events and settings to create narrative

  • characterisation uses resources such as description, dialogue, monologue, costume, camera angle, salience, soundtrack

  • characterisation may draw on such devices as stereotype and generic convention to reflect values

Narrative:Students understand that narrative shapes and is shaped by one’s view of the world.

They learn that:

  • their own experience and culture influence their responses to stories

  • the conventions of narrative are combined to engage the responder emotionally and intellectually with events and characters

  • depicted in the story and with ideas and values implied by the story

  • conventions of narrative are adapted to different forms, modes and media, and to fiction and non fiction to achieve these effects

  • close consideration and analysis of stories can bring to light subtleties in the text.

Reflecting: Students begin to personalise their metacognitive processes, identifying their own pleasures, strengths and weaknesses, in responding, composing and learning. They are able to plan and monitor their work, articulate their own learning processes and begin to assess which learning processes may suit them and will suit particular tasks and why.


Term 4

Course content: TEACHERS CHOICE - Drama

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