What does the course cover? The programme of study and curriculum links
The Wolsey Hall Year 7 English course follows the Cambridge Lower Secondary English Curriculum. Download Cambridge Lower Secondary English Curriculum.
We have ensured that both curriculum outcomes are covered in the course and the table below provides an overview of how the Wolsey Hall course can be mapped to the Quest 1 textbook, the National Curriculum for England and the Cambridge Lower Secondary English Curriculum.
You may want to print out this overview of the course Download overview of the course and refer to it as you progress through the course. Do also bear in mind that:
- Before Module One, there is a Welcome call with your tutor.
- At the end of Module Four, there is a mid-course review.
- At the end of Module Eight, there is an end-of-course review.
Important Notice: Please note that some of the extracts studied in Modules 3 and 4 (Crime and Consequences) refer to themes that some students may find upsetting. These can be found on the following pages:
These text types are included in the coursebook as they allow students to be exposed to different genres, historical periods, forms and authors in an age-appropriate manner. This is a requirement of the Cambridge Curriculum for English and the National Curriculum.
|
Module One: Texts All Around Us Part 1 |
National Curriculum link |
Cambridge Curriculum Link |
Coursebook Pages |
|
Topic One (1.1): Text Types |
Reading a wide range of fiction and non-fiction (both pre-1914 and contemporary). [R] Knowing the purpose, audience and context to support comprehension. [R] |
*7Ri.01 Read and discuss a range of fiction genres, poems and playscripts, including the contribution of any visual elements or multimedia. 7Ra.04 Discuss how readers make choices about which texts to read. *7Wv.03 Use a range of sources to develop and extend the range of language used in written work. |
Quest 1: pages 8-9, 12-17 Get It Right 1: pages 4-5, 6-9 |
|
Topic Two (1.2): Poetry |
Making inferences and referring to evidence in the text. [R] Knowing how language, structure and organisational features present meaning. [R] |
7Rv.03 Describe how linguistic and literary techniques are used to create effects in a specific context and use accurate terminology. 7Ri.04 Use inference and deduction to recognise and explain implicit meanings. |
Quest 1: pages 18-23 Get It Right 1: pages 10-13 |
|
Topic Three (1.3): Stories |
Studying plot, characterisation and setting and the effects of these. [R] |
7Ri.09 Comment on the different ways in which writers convey theme and the impact on the reader. *7Ww.02 Show understanding of word families, roots, derivations and morphology in spelling. |
Quest 1: pages 24-29 Get It Right 1: pages 58-61 |
|
Topic Four (1.4): Drama |
Studying a range of authors (seminal world literature). [R] Writing for a wide range of purposes (stories, scripts, etc). [W] Understanding how the work of dramatists is communicated effectively through performance. [R] |
7Ra.01 Enjoy reading a wide range of texts. 7Wc.01 Write confidently in a range of different genres of fiction. 7Wp.04 Evaluate and edit to improve the accuracy and effectiveness of language, grammar and structure of own and others' writing. |
Quest 1: pages 30-35 Get It Right 1: page 80 |
|
Topic Five (1.5): Review |
|
|
|
|
ASSIGNMENT ONE |
|
*7Wp.01 Sustain a fast, fluent and legible handwriting style (all assignments). |
|
|
Module Two: Texts All Around Us Part 2 |
National Curriculum Link |
Cambridge Curriculum Link |
Coursebook Pages |
|
Topic One (2.1): Classic texts |
Reading a wide range of fiction and non-fiction (both pre-1914 and contemporary). [R] Studying a range of authors (seminal world literature). [R] Extending and applying grammatical knowledge to analyse more challenging texts. [GV] |
*7Rv.01 Deduce the meanings of unfamiliar words in context using a range of strategies, including knowledge of word families, etymology and morphology. *7Ri.01 Read and discuss a range of fiction genres, poems and playscripts, including the contribution of any visual elements or multimedia. |
Quest 1: pages 36-41 Get It Right 1: pages 14-17 |
|
Topic Two (2.2): Speeches |
Knowing and understanding the difference between spoken and written language. [GV] Considering how their writing reflects the audiences and purposes for which it was intended. [W] Writing for a wide range of purposes including presentations. [W] |
7Ri.11 Identify and comment on the main ideas, viewpoints and purposes in a text. 7Ra.03 Experiment with the choice of books read, including choosing writers or genres which compare or contrast with previous reading. 7SLm.01 Adapt speech, including length, pace and tone, in a range of contexts, showing some awareness of its impact. |
Quest 1: pages 42-47 Get It Right 1: pages 18-19 |
|
Topic Three (2.3): Context and Standard English |
Checking own understanding to make sure that what has been read makessense.[R] Using Standard English confidently in a range of contexts. [SE] Discussing reading, writing and spoken language with precise and confident use of linguistic and literary terminology. [GV] Using Standard English confidently in own writing and speech. [GV] |
7Rg.04 Comment on the ways in which a writer uses non-Standard English. 7Rg.05 Identify differences between formal and informal language. 7Ri.12 Show understanding of how writers create a distinctive voice. 7Wg.05 Use the conventions of Standard English consistently in writing. |
Quest 1: pages 48-53 Get It Right 1: pages 62-63, 81-82. |
|
Topic Four (2.4): Tone |
Understanding how language presents meaning. [R] Drawing on new vocabulary (from reading and listening) and using them in speech and writing. [GV] |
7Rg.03 Comment on how a writer builds up detail through the grammatical structure of their sentences. 7Wc.05 Write to express a personal viewpoint in fiction and non-fiction writing. 7Wc.06 Begin to develop distinctive voices, both personal and for different characters. 7SLm.02 Shape talk for clarity and effect and to engage the listener in a range of familiar contexts. *7SLm.05 Adapt communication to create appropriate impact on different audiences. |
Quest 1: pages 54-59 Get It Right 1: page 83 |
|
Topic Five (2.5): Review |
|
|
|
|
ASSIGNMENT TWO |
Writing for a wide range of purposes and audiences including notes and polished scripts for talks and presentations. [W] Improving, rehearsing and performing scripts using role, intonation, tone, volume and mood to add impact. [SE] Giving presentations, expressing own ideas and keeping to the point. [SE] |
7SLp.04 Plan and deliver presentations confidently in a range of contexts, making choices about the most appropriate media. 7SLp.05 Plan and deliver a persuasive speech in a familiar context. |
|
|
Module Three: Crime and Consequences Part 1 |
National Curriculum Link |
Cambridge Curriculum Link |
Coursebook Pages |
|
Topic One (3.1): Genre |
Applying growing knowledge of vocabulary and text structure to own writing. [W] |
7Ww.03 Use relevant strategies for spelling correctly. 7Ri.10 Begin to discuss how a writer combines different structural, linguistic and literary features for effect. |
Quest 1: pages 60-61 and 64-69 Get It Right 1: pages 20-23 |
|
Topic Two (3.2): Character |
Studying plot, characterisation and setting and the effects of these. [R] |
7Ri.07 Use a range of reading strategies to extract relevant information from a text, including annotation. |
Quest 1: pages 70-75 Get It Right 1: pages 24-25 |
|
Topic Three (3.3): Narrative Voices |
Writing for a wide range of purposes (stories, scripts, etc). [W] Amending vocabulary and grammar in writing to improve cohesiveness and effectiveness. [W] |
7Rg.01 Comment on the use of punctuation to create effects. 7Wv.02 Create an effect by using key linguistic and literary techniques. 7Wg.01 Use ellipses, colons, semi-colons, dashes and hyphens, including hyphens for compound adjectives. 7Wg.02 Use a range of punctuation accurately to clarify meaning in sentences and dialogue. |
Quest 1: pages 76-81 Get It Right 1: pages 64-69 |
|
Topic Four (3.4): Tension |
Studying the effectiveness and impact of the grammatical features of the texts they read. [GV] Paying attention to accurate grammar, punctuation and spelling. [W] |
7Rs.01 Comment on the key features of text structure in a range of fiction and non-fiction texts, including poetic forms. |
Quest 1: pages 82-87 Get It Right 1: pages 84-85 |
|
Topic Five (3.5): Review |
|
|
|
|
ASSIGNMENT THREE |
|
|
|
|
Module Four: Crime and Consequence Part 2 |
National Curriculum Link |
Cambridge Curriculum Link |
Coursebook Pages |
|
Topic One (4.1): Newspapers |
Writing for a wide range of purposes (stories, scripts, etc). [W] Paying attention to accurate grammar, punctuation and spelling. [W] |
7Ri.02 Read and discuss a range of non-fiction text types. 7Ri.03 Identify and explain the meaning of explicit information from a range of texts. 7Ri.05 Identify bias in a text. 7Wg.04 Buildup detail through the grammatical structure of sentences, e.g. expanding verb phrases. |
Quest 1: pages 88-93 Get It Right 1: pages 26-31 |
|
Topic Two (4.2): Figurative Language |
Understanding how language presents meaning. [R] |
7Ri.04 Use inference and deduction to recognise and explain implicit meanings. |
Quest 1: pages 94-99 Get It Right 1: pages 32-35 |
|
Topic Three (4.3): Comparisons |
Making critical comparisons between texts. [R] Rereading and making comparisons. [GV] Summarising and organising material [W] |
7Ri.06 Collate and summarise ideas and information from a text. 7Ws.03 Use appropriate connectives and sentence openings to clarify connections in writing, e.g. connectives for comparison, sequencing, qualifying. 7Wp.02 Use different ways of note-taking when writing for different purposes and use notes to inform writing. |
Quest 1: pages 100-105 Get It Right 1: pages 70-71 |
|
Topic Four (4.4): Persuasive Texts |
Making inferences and referring to evidence in the text. [R] |
7Ri.08 Support and inform personal and critical responses to texts with relevant textual references. 7SLm.03 Use language to express concrete and abstract ideas and opinions in detail. |
Quest 1: pages 106-111 Get It Right 1: pages 86-89 |
|
Topic Five (4.5): Review |
|
|
|
|
ASSIGNMENT FOUR |
|
|
|
|
Module Five: Journeys and Discoveries Part 1 |
National Curriculum Link |
Cambridge Curriculum Link |
Coursebook Pages |
|
Topic One (5.1): Jeopardy and Danger |
Making inferences and referring to evidence in the text. [R] |
7Ri.04 Use inference and deduction to recognise and explain implicit meanings. 7Rs.03 Comment on the impact of a writer's choice of connectives and sentence openings on the intended purpose and audience. |
Quest 1: Pages 112-113 and 116-121 Get It Right 1: Pages 36-39 |
|
Topic Two (5.2): Features of a Quest Story |
Considering how own writing reflects the audiences and purposes for which it was intended. [W] |
7Wv.01 Use language precisely to clarify and extend intended meaning. 7Wg.06 Use formal and informal registers appropriately according to context, purpose and audience. 7Wc.02 Use a range of planning methods to generate, organise and shape ideas. 7Wc.03 Use relevant features when writing for a chosen purpose. 7Rg.02 Show awareness of reasons for using simple, compound, complex and compound-complex sentences. |
Quest 1: pages 122-127 Get It Right 1: pages 40-45 |
|
Topic Three (5.3): Plot Conventions |
Studying plot, characterisation and setting and the effects of these. [R] Summarising and organising material. [W] |
7Rv.02 Comment on a writer’s choice of language, demonstrating an understanding of the impact on the reader. |
Quest 1: pages 128-133 Get It Right 1: pages 73-75 |
|
Topic Four (5.4): Context and Poetry |
Checking own understanding to make sure that what has been read makessense. [R] |
7Ra.01 Enjoy reading a wide range of texts. 7Ra.05 Comment on the different ways texts can reflect the social, cultural and historical contexts in which they were written. 7Ww.01 Use known spelling patterns to correctly spell most commonly used words. |
Quest 1: pages 134-139 Get It Right 1: Pages 90-91 |
|
Topic Five (5.5): Review |
|
|
|
|
ASSIGNMENT FIVE |
|
|
|
|
Module Six: Journeys and Discoveries Part 2 |
National Curriculum Link |
Cambridge Curriculum Link |
Coursebook Pages |
|
Topic One (6.1): Travel Writing |
Reading a wide range of fiction and non-fiction (both pre-1914 and contemporary). [R] Summarising and organising material [W] |
7Ri.02 Read and discuss a range of non-fiction text types. 7Wg.03 Use simple, compound, complex and compound-complex sentences accurately, in a variety of sentence types, to communicate meaning. 7Ws.01 Shape the overall structure and sequence of a chosen text to convey the intended purpose accurately. 7Ws.02 Use a range of organisational features accurately to link ideas and clarify and extend meaning. |
Quest 1: pages 140-145 Get It Right 1: pages 46-53 |
|
Topic Two (6.2): Persuasive Speeches |
Understanding how language presents meaning. [R] Knowing and understanding the difference between spoken and written language. [GV] |
7Ri.03 Identify and explain the meaning of explicit information from a range of texts. |
Quest 1: pages 146-151 Get It Right 1: pages 54-57 |
|
Topic Three (6.3): Articles |
Knowing how language, structure and organisational features present meaning. [R] Paying attention to accurate grammar, punctuation and spelling. [W] |
7Rs.02 Identify and comment on the variety of ways in which the content of texts can be organised and linked to support the intended purpose, including paragraphs. 7Wc.04 Create content to suit a specified audience. |
Quest 1: pages 152-157 Get It Right 1: pages 76-79 |
|
Topic Four (6.4): Autobiographical Writing |
Studying a range of authors (seminal world literature). [R] |
*7Ri.02 Read and discuss a range of non-fiction text types. |
Quest 1: pages 158-163 Get It Right 1: pages 92-93 |
|
Topic Five (6.5): Review |
|
|
|
|
ASSIGNMENT SIX |
|
|
|
|
Module Seven: The Explorer Part 1 |
National Curriculum Link |
Cambridge Curriculum Link |
Coursebook Pages |
|
Topic One (7.1): Establishing Character |
Reading books independently and for challenge. [R] Summarising and organising material. [W] |
7Ri.06 Collate and summarise ideas and information from a text. |
The Explorer: pages 1-65 |
|
Topic Two (7.2): Key Themes |
Checking own understanding to make sure that what has been read makes sense. [R] |
7Ri.09 Comment on the different ways in which writers convey theme and the impact on the reader. |
The Explorer: pages 66-138 |
|
Topic Three (7.3): Language and Techniques |
Making inferences and referring to evidence in the text. [R] |
7Ri.04 Use inference and deduction to recognise and explain implicit meanings. |
The Explorer: pages 140-203 |
|
Topic Four (7.4): Review |
|
|
|
|
ASSIGNMENT SEVEN |
|
|
|
|
Module Eight: The Explorer Part 2 |
National Curriculum Link |
Cambridge Curriculum Link |
Coursebook Pages |
|
Topic One (8.1): Plot Development |
Studying plot, characterisation and setting and the effects of these. [R] |
7Rv.02 Comment on a writer’s choice of language, demonstrating an understanding of the impact on the reader. |
The Explorer: pages 204-262 |
|
Topic Two (8.2): Reader Response |
Learning new vocabulary. [R] |
7Ra.02 Express personal responses to texts, including preferences and opinions, referring back to specific content. |
The Explorer: pages 264-327 |
|
Topic Three (8.3): Plot Resolutions |
Considering how own writing reflects the audiences and purposes for which it was intended. [W] |
7Wv.02 Create an effect by using key linguistic and literary techniques. |
The Explorer: pages 328-end |
|
Topic Four (8.4): Review |
|
|
|
|
ASSIGNMENT EIGHT |
|
|
|
- R = Reading
- W = Writing
- GV = Grammar and Vocabulary
- SE = Spoken English