Year 7 English · AC9E7LA04

Understand that the cohesion of texts relies on devices that signal structure and guide readers, such as overviews and initial and concluding paragraphs

Students learn to understand that the cohesion of texts relies on devices that signal structure and guide readers, such as overviews and initial and concluding…

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Learning goalsSay it simply

1. Outcome Overview & Core Concepts

Students learn to understand that the cohesion of texts relies on devices that signal structure and guide readers, such as overviews and initial and concluding paragraphs. 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 paragraph, sentence, cohesion.

Learning target: understand that the cohesion of texts relies on devices that signal structure and guide readers, such as overviews and initial and concluding paragraphs

Key conceptTeach from the board

2. Subject-Specific Content & Key Examples

Structure follows purpose

A procedure uses ordered steps because sequence matters; a story may organise events to build tension; an information report groups related facts under headings.

Cohesion across sentences

Compare “Mia found a shell. Mia washed the shell.” with “Mia found a shell. She washed it.” The pronoun connects ideas without unnecessary repetition.

Paragraph focus

A paragraph is easier to follow when its sentences develop one main idea rather than jumping between unrelated points.

Transfer

Give a short mixed-up text. Students choose one structural or cohesive change, make it, and explain how it helps the reader.

Clean visual examplesOne-page board

Clean one-page examples

AC9E7LA04 - Understand that the cohesion of texts relies on devices that signal structure and guide readers, such as overviews and initial and concluding paragraphs
Example 1

Step 1: Explicit Teaching & Modelling Define the outcome-specific metalanguage (paragraph, sentence, cohesion) 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: comparing and analysing the structure of media texts such as digital news sites or print media, identifying strategies used to create cohesion
  • E2: identifying how authors foreshadow how a text will unfold; for example, identifying the topic sentence, sentence openers and text connectives
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: Explain how the exact feature shapes meaning, communication or response.
  • Retelling: Select precise evidence and analyse it rather than repeating content.
  • Automatic effect: Interpret choices through audience, purpose, context and surrounding text.
  • Vague explanation: Replace “this makes it better” with the exact feature, evidence and likely effect.

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 understand that the cohesion of texts relies on devices that signal structure and guide readers, such as overviews and initial and concluding paragraphs. 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 paragraph, sentence, cohesion.

Learning target: understand that the cohesion of texts relies on devices that signal structure and guide readers, such as overviews and initial and concluding paragraphs

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