Year 7 English · AC9E7LE07

Create and edit literary texts that experiment with language features and literary devices encountered in texts

Students learn to create and edit literary texts that experiment with language features and literary devices encountered in texts. They identify precise evidence and…

Ready to project and teach

Learning goalsSay it simply

1. Outcome Overview & Core Concepts

Students learn to create and edit literary texts that experiment with language features and literary devices encountered in texts. 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, sentence, image, character, setting, literary.

Learning target: create and edit literary texts that experiment with language features and literary devices encountered in texts

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

AC9E7LE07 - Create and edit literary texts that experiment with language features and literary devices encountered in texts
Example 1

Step 1: Explicit Teaching & Modelling Define the outcome-specific metalanguage (language, sentence, image) 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: using aspects of texts in imaginative recreations such as re-situating a character from a text into a new situation
  • E2: creating a prequel using an imagined series of life events of a character presented as a series of flashbacks in a scripted monologue
  • E3: creating chapters for an autobiography, short story or diary
  • E4: experimenting with different narrative structures such as the epistolary form, flashback and multiple narrators
  • E5: experimenting with imagery, sentence variation, metaphor and word choice when creating a literary text
  • E6: transforming familiar print narratives into short video or film narratives, drawing on knowledge of the type of text and possible adaptations to setting for a new mode
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 create and edit literary texts that experiment with language features and literary devices encountered in texts. 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, sentence, image, character, setting, literary.

Learning target: create and edit literary texts that experiment with language features and literary devices encountered in texts

Related resourcesKeep teaching

Related Classroom Views

Continue through closely related Year 7 English concepts.

Explore all Year 7 English topics

Teach & ExplainTeaching slides and samples

Teach this topic step by step

Explore optional teaching slide packs for classroom lessons and explanations at home.

Browse Teach & Explain · Browse Print & Go

Teachers: follow SkillrHub on TPT, then email us to request a free sample before buying. Include the year, subject and topic or curriculum code.

Request a free sample

After trying the sample, honest feedback is welcome. A TPT review is optional, where available, and does not need to be positive.