Medium Term Plan
Spring 2: Year 7 – Myths and Legends
Myth: a traditional story, especially one concerning the early history of a people or explaining
a natural or social phenomenon, and typically involving supernatural beings or events.
Legend: a non-historical, or partially non-historical, story about a particular person, group or
clan. It is often accepted as historically accurate.
Theme
Reading and listening for pleasure and understanding. Using the reading of seminal
mythological stories from the past to demonstrate understanding and to inspire further
research and creativity.
Texts:
A range of stories, including:
The Minotaur; Cerberus; Grendel; The Sea Witch; Demeter and Persephone; Pandora;
Prometheus; Orpheus and Eurydice; King Midas; Daedalus and Icarus. Many are read aloud
here:
http://classictales.educ.cam.ac.uk/stories/metamorphoses/
Skills
Students will learn how to answer comprehension questions using evidence from texts.
Students will identify and discuss common features of myths: heroism, transformation,
quests, monsters, human frailties e.g. greed, curiosity, temptation. Students will create their
own myth, using features of established myths.
Start with Pyramus and Thisbe, to link with ‘Midsummer.’
CAT
Main CAT: Writing
Narrative writing about a local legendary character for tourists. E.g. Blind Jack of Knaresborough,
Mother Shipton, Dick Turpin
Secondary Task: Reading
Reading comprehension – refer to ‘Myths’ pack. This task could be simplified for weaker students
English Assessment Criteria Spring 2 – Year 7 2016/17
English Year 7 Writing Mark Scheme
Assessment Descriptor
9
Mastering
8
Advancing
What do you need to do?
You consistently write with conscious crafting using varied and effective
structural features. You use the full range of punctuation with a high level of
accuracy. You write with a full range of accuracy in spelling, including
ambitious vocabulary. You can write independently.
You write confidently and fluently, structuring your writing to match the
purpose. You can use the full range of punctuation accurately. You use an
ambitious range of precisely chosen words and sentence structures with
accurate spelling. You can write independently.
7
You can write confidently using a variety of techniques in your writing. You
use the full range of punctuation with few errors. You use an ambitious range
of words and sentences with accurate spelling. You can write with more
independence.
6
You can write in detail to engage the reader, using figurative language and
description. You can use a range of punctuation and sentences accurately.
You can write in linked paragraphs. You use a range of adventurous words
and spell almost all correctly. You can write with more independence.
Securing
5
You can write simple, compound and complex sentences. You can write in
linked paragraphs, using a range of punctuation accurately most of the time.
You write in detail and include a range of adventurous words most of which
are spelled correctly. You can write with increasing independence.
4
You can write simple and compound sentences. You write with some
awareness of audience. You always write in paragraphs. You can use a
range of punctuation accurately some of the time. You use some adventurous
words, which you spell correctly. You can write with increasing
independence.
Developing
3
You use some adventurous words. You can use some punctuation more than
just full stops such as ? and ! marks. You write in complex sentences some of
the time. Your writing has a clear structure, sometimes in paragraphs. You
can write with a supportive structure.
2
You can spell simple words correctly. You can write in sentences and use
question marks. You add description to your writing. You can write with a
supportive structure.
Approaching
1
You sometimes spell simple word correctly. You can write in simple
sentences. You can write simple stories. You can write with a supportive
structure.
English. Year 7 - Reading Mark Scheme
Assessment Descriptor
9
Mastering
What do you need to do?
Your assured and coherent paragraphs show a thorough understanding of
the writer’s methods and their impact. You make a range of assured,
confident links to different places of the text and demonstrate a sophisticated
grasp of the form and structure of a text, using terminology with confidence.
You make detailed links to appropriate sociocultural context and time period.
Your developed and detailed paragraphs evaluate the language, narrative
form and structure of the texts and the impact on the reader. They include
alternative interpretations. You make developed and original links to the
context of the classical world and time period.
8
Advancing
7
You can use developed paragraphs which analyse language, the narrative
form and literary techniques and their impact on the audience. You can
compare sections of the plot with other points from the text, making
perceptive comments. You always make developed links to relevant contexts.
6
You can use evaluative paragraphs accurately, with reference to language,
literary techniques and the narrative form. You discuss the impact of a range
of language choices upon the audience. You make links to Greek mythology
and time period, some of which are developed.
Securing
5
You can select precise examples from a section of the text to explain views
clearly. You discuss in detail the effect of a range of language choices upon
the reader. You always make links to Greek mythology/time period.
4
You can offer examples from the text to explain views clearly. You can
explain the effect of a writer’s choices upon the reader. You sometimes make
links to context.
Developing
3
You can talk about why writers use particular words. You can choose some
evidence to support your understanding.
2
You can explain your opinions about texts. You can read on your own.
Approaching
1
You can give reasons about why characters do things.