Year 7 English · AC9E7LA02

Recognise language used to evaluate texts including visual and multimodal texts, and how evaluations of a text can be substantiated by reference to the text and other sources

recognise language used to evaluate texts including visual and multimodal texts, and how evaluations of a text can be substantiated by reference to the text and other…

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Learning goalsSay it simply

1. Outcome Overview & Core Concepts

Students learn to recognise language used to evaluate texts including visual and multimodal texts, and how evaluations of a text can be substantiated by reference to the text and other sources. They identify precise evidence and explain or evaluate how a language, structural, literary or multimodal choice shapes meaning, representation, audience response or purpose. Key concepts include language, visual, multimodal, character, evidence.

Learning target: recognise language used to evaluate texts including visual and multimodal texts, and how evaluations of a text can be substantiated by reference to the text and other sources

Key conceptTeach from the board

2. Subject-Specific Content & Key Examples

Opinion plus reason

Move from “I liked the story” to “I found the ending effective because the repeated warning built suspense.” The second response gives a judgement and evidence.

Strength of judgement

Compare “might help”, “should help” and “will help”. The modal choice changes how certain or forceful the claim sounds.

Subjective and objective wording

“The brilliant new playground is exciting” evaluates; “the playground opened on Monday” reports a checkable fact. Discuss why a writer may choose either.

Transfer

Students underline one evaluative word in a fresh sentence, replace it with a weaker or stronger choice and explain the changed effect.

Clean visual examplesOne-page board

Clean one-page examples

AC9E7LA02 - Recognise language used to evaluate texts including visual and multimodal texts, and how evaluations of a text can be substantiated by reference to the text and other sources
Example 1

Step 1: Explicit Teaching & Modelling Define the outcome-specific metalanguage (language, visual, multimodal) and model how to identify the feature, select evidence and explain or use it.

Example 2

Step 2: Guided Analysis Work through a second example together: What is the choice or feature? Where is the evidence? What does it do here?

Example 3

Step 3: Collaborative / Independent Practice Students annotate, compare, read, edit, speak or compose with a fresh example, then apply the concept independently.

Example 4

Step 4: Formative Assessment Use an unseen micro-text, oral task or creation task. Require precise evidence plus a justified explanation or deliberate crafting choice.

Curriculum examplesCopied content

Curriculum Coverage & Elaborations

The content description is the required target. The elaborations below are taught as examples and contexts, not as disconnected checklist wording.

  • E1: building knowledge about words of evaluation, including words to express emotional responses to texts, judgement of characters and their actions, and appreciation of the aesthetic qualities of text
  • E2: analysing how evaluative language can be used to assess the qualities of a narrative or persuasive text; for example, its impact on the reader or the author’s skill in the use of language
  • E3: recognising how evaluative language is used to critically assess the validity of evidence and the reliability of sources

Support an evaluation with precise textual evidence

Explain a judgement about a text using a relevant feature and its effect.

Worked example

Evaluate the sentence ‘The gate rattled. No one answered. Then a key scraped inside the lock.’ Does it build suspense?

  1. Make a specific evaluation: the sentence sequence builds suspense.
  2. Select evidence: brief statements delay the reveal of who is inside, and ‘scraped’ supplies an unsettling sound.
  3. Connect the evidence to the judgement: the reader waits for an answer while noticing a sound that suggests someone is approaching.

Watch for this mistake: Retelling the events or saying ‘it is good’ does not substantiate an evaluation. Explain how an identified feature creates an effect.

Try it, then explain

  1. Which supports an evaluation of suspense more directly: ‘I like mysteries’ or ‘The writer delays revealing who holds the key’? Explain.

    Hint

    Look for evidence about the text itself.

    Answer and explanation

    The second identifies a structural choice that delays information. The first states a personal preference.

  2. The same scene is illustrated with the gate in deep shadow. How could this support an evaluation of the mood?

    Hint

    Connect the visual choice to its likely effect.

    Answer and explanation

    The shadow conceals detail and can make the scene feel uncertain or threatening; an alternative justified reading is acceptable.

Questions and answersWith answers

Practice Thought & Formative Assessment

Use a fresh example that has not been modelled. Ask the student to show the exact clue, feature or language choice and explain or use it independently.

Practice and reviewReady for practice

3. Common Student Misconceptions

  • Feature spotting: Naming a camera angle, colour or sound is not analysis; explain its effect.
  • One fixed effect: Interpret the feature in context and alongside other modes.
  • Separate-mode lists: Explain how image, words and sound reinforce, contradict or qualify one another.
  • Retelling: Analyse how the representation was constructed, not only what it shows.

Practice Thought & Formative Assessment

Use a fresh example that has not been modelled. Ask the student to show the exact clue, feature or language choice and explain or use it independently.

Curriculum alignmentStart here

1. Outcome Overview & Core Concepts

Students learn to recognise language used to evaluate texts including visual and multimodal texts, and how evaluations of a text can be substantiated by reference to the text and other sources. They identify precise evidence and explain or evaluate how a language, structural, literary or multimodal choice shapes meaning, representation, audience response or purpose. Key concepts include language, visual, multimodal, character, evidence.

Learning target: recognise language used to evaluate texts including visual and multimodal texts, and how evaluations of a text can be substantiated by reference to the text and other sources

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