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Lessons in English K–10, Year 7

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English K–10 · Year 7

57 lessons in this selection

Learning Map for English K–10 · Year 7 57 concepts · 11 topics · builds on 46 concepts from earlier years

  1. Stage 4 · Years 7–8

    1. Reading, viewing and listening to texts:
      6 of 6 concepts with lesson material
    2. Understanding and responding to texts A:
      6 of 6 concepts with lesson material
    3. Understanding and responding to texts B:
      6 of 6 concepts with lesson material
    4. Understanding and responding to texts C:
      3 of 3 concepts with lesson material
    5. Essay craft and composing written texts:
      10 of 10 concepts with lesson material
    6. Imaginative and poetic composition:
      5 of 5 concepts with lesson material
    7. Representing and multimodal composition:
      1 of 1 concepts with lesson material
    8. Sentence-level grammar and punctuation:
      7 of 7 concepts with lesson material
    9. Word-level language and spelling:
      2 of 2 concepts with lesson material
    10. Planning, monitoring, revising and reflecting:
      7 of 7 concepts with lesson material
    11. Speaking:
      4 of 4 concepts with lesson material

Each concept of English K–10 · Year 7, and what it builds on, is drawn in the map above.

Sequence: NSW syllabus, as used on the learning platform for English K–10. For NSW, read each concept beside your state or territory’s official curriculum.

Reading, viewing and listening to textsReading and viewing

Choose a lesson to see its structure.

Re-reads closely to uncover main ideas and layers of meaningStructure
  1. Introduction
  2. Prerequisite review
  3. The idea
  4. Worked examples
  5. Practice set
  6. Common errors
  7. Extension
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Explores how culture and time shape language in textsStructure
  1. Introduction
  2. Prerequisite review
  3. The idea
  4. Worked examples
  5. Practice set
  6. Common errors
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Explains a personal response and where it comes fromStructure
  1. Introduction
  2. Prerequisite review
  3. The idea
  4. Worked examples
  5. Practice set
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Reads strategically: pathways, context cues and reading aloudStructure
  1. Introduction
  2. Prerequisite review
  3. The idea
  4. Worked examples
  5. Practice set
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Reflects on what reading has taught youStructure
  1. Introduction
  2. Prerequisite review
  3. The idea
  4. Worked examples
  5. Practice set
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Study this concept
Sustains wide reading across diverse perspectivesStructure
  1. Introduction
  2. Prerequisite review
  3. The idea
  4. Worked examples
  5. Practice set
  6. Common errors
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Understanding and responding to texts AReading and viewing

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Analyses how characters are constructed and what they representStructure
  1. Introduction
  2. Prerequisite review
  3. The idea
  4. Worked examples
  5. Practice set
  6. Common errors
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Study this concept
Identifies imagery, simile, metaphor and personification and analyses their effectStructure
  1. Introduction
  2. Prerequisite review
  3. The idea
  4. Worked examples
  5. Practice set
  6. Common errors
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Analyses narrative conventions and the identities they depictStructure
  1. Introduction
  2. Prerequisite review
  3. The idea
  4. Worked examples
  5. Practice set
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Study this concept
Analyses narrative voice, focaliser and personStructure
  1. Introduction
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  3. The idea
  4. Worked examples
  5. Practice set
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Understands texts as acts of representation and describes them with metalanguageStructure
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  4. Worked examples
  5. Practice set
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Analyses images, film and multimodal texts using their codes and conventionsStructure
  1. Introduction
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Understanding and responding to texts BReading and viewing

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Analyses how arguments are constructed and evidencedStructure
  1. Introduction
  2. Prerequisite review
  3. The idea
  4. Worked examples
  5. Practice set
  6. Common errors
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Explains how cultural context shapes a text and its languageStructure
  1. Introduction
  2. Prerequisite review
  3. The idea
  4. Worked examples
  5. Practice set
  6. Common errors
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Explains how texts position readers to accept a point of viewStructure
  1. Introduction
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  3. The idea
  4. Worked examples
  5. Practice set
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Describes the stylistic and aesthetic qualities of a textStructure
  1. Introduction
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  3. The idea
  4. Worked examples
  5. Practice set
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Identifies themes and explains how they develop across a textStructure
  1. Introduction
  2. Prerequisite review
  3. The idea
  4. Worked examples
  5. Practice set
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Analyses personal voice and how a text builds authorityStructure
  1. Introduction
  2. Prerequisite review
  3. The idea
  4. Worked examples
  5. Practice set
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Understanding and responding to texts CReading and viewing

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Analyses genre conventions and how texts exhibit or challenge themStructure
  1. Introduction
  2. Prerequisite review
  3. The idea
  4. Worked examples
  5. Practice set
  6. Common errors
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Analyses connections between texts, including adaptations and appropriationsStructure
  1. Introduction
  2. Prerequisite review
  3. The idea
  4. Worked examples
  5. Practice set
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Explains why texts are valued differently in different contextsStructure
  1. Introduction
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Essay craft and composing written textsWriting and representing

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Controls the structural and grammatical conventions of imaginative, informative and persuasive writingStructure
  1. Introduction
  2. Prerequisite review
  3. The idea
  4. Worked examples
  5. Practice set
  6. Common errors
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Study this concept
Discusses a central idea from personal and objective positionsStructure
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  4. Worked examples
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Writes a structured analytical text with introduction, supporting points and conclusionStructure
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  3. The idea
  4. Worked examples
  5. Practice set
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Supports arguments with subjective and objective evidence, and refutes counterargumentsStructure
  1. Introduction
  2. Prerequisite review
  3. The idea
  4. Worked examples
  5. Practice set
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Study this concept
Uses imagery, figurative language and modality to create tone, atmosphere and moodStructure
  1. Introduction
  2. Prerequisite review
  3. The idea
  4. Worked examples
  5. Practice set
  6. Common errors
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Study this concept
Embeds textual evidence within sentences to support a personal perspectiveStructure
  1. Introduction
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  3. The idea
  4. Worked examples
  5. Practice set
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Study this concept
Composes persuasive texts with a defining thesis, elaboration paragraphs and a synthesising conclusionStructure
  1. Introduction
  2. Prerequisite review
  3. The idea
  4. Worked examples
  5. Practice set
  6. Common errors
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Study this concept
Uses rhetorical language to shape ideas and express a perspectiveStructure
  1. Introduction
  2. Prerequisite review
  3. The idea
  4. Worked examples
  5. Practice set
  6. Common errors
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Study this concept
Structures and sequences texts cohesively and orients the reader in the openingStructure
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  3. The idea
  4. Worked examples
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Composes informative texts that summarise conceptual informationStructure
  1. Introduction
  2. Prerequisite review
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  5. Practice set
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Study this concept
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Imaginative and poetic compositionWriting and representing

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Experiments with unpredictable structural features to engage a readerStructure
  1. Introduction
  2. Prerequisite review
  3. The idea
  4. Worked examples
  5. Practice set
  6. Common errors
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Creates imaginative texts that drive plot, develop character and build place and atmosphereStructure
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Selects poetic forms and features to express ideas and personal perspectivesStructure
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  3. The idea
  4. Worked examples
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Develops thematic elements around a central complication or conflictStructure
  1. Introduction
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  4. Worked examples
  5. Practice set
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Reshapes aspects of texts to create new meaningStructure
  1. Introduction
  2. Prerequisite review
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  4. Worked examples
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Representing and multimodal compositionWriting and representing

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Composes visual and multimodal texts that create tone, atmosphere and moodStructure
  1. Introduction
  2. Prerequisite review
  3. The idea
  4. Worked examples
  5. Practice set
  6. Common errors
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Sentence-level grammar and punctuationWriting and representing

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Embeds adjectival clauses and positions adverbial phrases and clauses to clarify meaningStructure
  1. Introduction
  2. Prerequisite review
  3. The idea
  4. Worked examples
  5. Practice set
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Selects noun groups and verb forms to control clarity and express modalityStructure
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Applies a wide range of punctuation to control clarity, pace and reader responseStructure
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Applies punctuation conventions for quotations and citing sourcesStructure
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Constructs varied sentence structures and controls the four sentence types for purposeStructure
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Controls agreement, prepositions, articles, conjunctions, linking devices and pronouns for cohesionStructure
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Controls active and passive voice and tense for particular purposesStructure
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Word-level language and spellingWriting and representing

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Spells unfamiliar, complex and technical words using phonological, orthographic and morphological knowledgeStructure
  1. Introduction
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  4. Worked examples
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Selects topic-specific vocabulary that contributes to the stylistic features of writingStructure
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Planning, monitoring, revising and reflectingWriting and representing

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Produces co-constructed texts that represent different ideas and valuesStructure
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Uses model texts to plan and to shape compositional choicesStructure
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Monitors accuracy and responds to verbal and written feedbackStructure
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Plans a logical sequence of arguments and sets goals at conceptual, text and paragraph levelStructure
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Reflects on own composition using technical vocabularyStructure
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Integrates information and perspectives from different sources into informed textsStructure
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Develops a coherent thesis for extended analytical and persuasive textsStructure
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SpeakingSpeaking and listening

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Creates spoken, signed or communicated texts that convey ideas and viewpoints to an audienceStructure
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Participates in informal, speculative and exploratory discussion about texts and ideasStructure
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Uses rhetorical strategies to engage an audience and evoke an emotional responseStructure
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Delivers a spoken text with control of intonation, emphasis, volume, pace and timingStructure
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Curriculum details for English K–10

NSW school sequence.

Stage 4 in the NSW source sequence · Years 7–8.

The English K–10 collection follows its named source sequence. For New South Wales, read each concept beside your state or territory’s official curriculum.

In English K–10, some source stages span two years and share lessons; choose a topic within the selected year level and revisit its foundation explanations when needed.

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