Year 7 English · AC9E7LY06

Plan, create, edit and publish written and multimodal texts

plan, create, edit and publish written and multimodal texts, selecting subject matter, and using text structures, language features, literary devices and visual features…

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Learning goalsSay it simply

1. Outcome Overview & Core Concepts

Students learn to plan, create, edit and publish written and multimodal texts, selecting subject matter, and using text structures, language features, literary devices and visual features as appropriate to convey information, ideas and opinions in ways that may be imaginative, reflective, informative, persuasive and/or analytical. 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 audience, purpose, language, text structure, sentence, punctuation.

Learning target: plan, create, edit and publish written and multimodal texts, selecting subject matter, and using text structures, language features, literary devices and visual features as appropriate to convey information, ideas and opinions in ways that may be imaginative, reflective, informative, persuasive and/or analytical

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

AC9E7LY06 - Plan, create, edit and publish written and multimodal texts, selecting subject matter, and using text structures, language features, literary devices and visual features as appropriate to convey information, ideas and opinions in ways that may be imaginative, reflective, informative, persuasive and/or analytical
Example 1

Step 1: Explicit Teaching & Modelling Define the outcome-specific metalanguage (audience, purpose, language) 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: compiling a portfolio of texts in a range of modes related to a particular concept, purpose or audience; for example, a class anthology of poems or stories
  • E2: using appropriate text conventions to create scripts for interviews, presentations, advertisements, radio segments, podcasts, digital and online reflections including vlogs
  • E3: editing for meaning by removing unnecessary repetition, reordering sentences and varying sentence structures to refine ideas, adding or substituting words for impact, and reviewing accuracy of grammar, spelling and punctuation
  • E4: tracking a word-processed document to jointly edit texts
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

  • Sound-only guessing: Use both the spoken sound structure and the relevant grapheme/morpheme knowledge.
  • Counting letters as sounds: Segment phonemes orally before mapping them to one or more letters.
  • One rule fits every word: Use the taught pattern, morpheme or word origin and check exceptions in context.
  • No verification: Read the word back in the sentence and check that spelling and meaning both fit.

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 plan, create, edit and publish written and multimodal texts, selecting subject matter, and using text structures, language features, literary devices and visual features as appropriate to convey information, ideas and opinions in ways that may be imaginative, reflective, informative, persuasive and/or analytical. 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 audience, purpose, language, text structure, sentence, punctuation.

Learning target: plan, create, edit and publish written and multimodal texts, selecting subject matter, and using text structures, language features, literary devices and visual features as appropriate to convey information, ideas and opinions in ways that may be imaginative, reflective, informative, persuasive and/or analytical

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