| NSW Department of Education

Year 7 English Unit – teacher support

resource
Overview
This unit is designed to be the initial learning unit for English in Year 7. It builds skills in student
voice and participation and pro-social competencies including active listening, collaboration and
empathy. Students have the opportunity to enhance their personal and social capability and build
social emotional skills. “Using English to develop communication skills and self-expression assists
students’ personal and social development as they become effective communicators, able to
articulate their own opinions and beliefs and to interact and collaborate with others.” (Source:
https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/personal-and-social-
capability/)

The introduction segues into a poetry unit which allows students to look at their experience of high
school and compare it with those of others, which seeks to build empathy and express aspects of
their broadening world.

Duration of unit
This unit is suitable for Term 1 as it establishes practices that set a classroom and students for a
successful and productive learning year. It should take approximately five weeks to complete.

Key understandings
 Everyone has the right to be heard and to share their point of view.
 Students should be active participants in decision-making in the classroom.
 Students have rights, but these rights come with responsibilities.
 Students learn in different ways and need to respect each other’s differences.
 Students need to feel a sense of belonging and connection to their learning community.
 Students need to be explicitly taught the skills to allow them to communicate and collaborate
with other.
 Students need to put these skills and ideas into practice by having opportunities to work with
others.

education.nsw.gov.au
Learning across the curriculum areas
The general capabilities addressed are:
 Critical and creative thinking
 Ethical understanding
 Information and communication technology capability
 Literacy
 Personal and social capability

Assessment
Assessment for learning enables teachers to use information about students’ knowledge,
understanding and skills to inform their teaching. Assessment for learning is conducted throughout
the unit with students’ prior knowledge being activated and accessed. This will guide the classroom
teacher in adjusting the unit to best meet students’ learning needs. This is designed to assess
students’ knowledge of their rights and responsibilities as well as their understanding of poetry and
techniques.

Teachers provide feedback to students about their learning and how to improve through ongoing
formative assessment, with opportunities for teachers to observe (via discussions, standing
continuums, feedback and completion of learning tasks) students’ acquisition of knowledge of and
skills with the target outcomes several times each week. Furthermore, the provision of detailed
marking criteria facilitates meaningful feedback for students.

Assessment as learning is the learning process where students monitor their own progress, ask
questions and practise skills. Students use self-assessment and teacher feedback to reflect on
their learning, consolidate their understanding and work towards learning goals. This is done
throughout the unit as students reflect on their learning, building awareness of their strengths and
areas for improvement. KWL charts and questions for teachers are also built into the unit.

Assessment of learning assists teachers to use evidence of student learning to assess student
achievement against learning goals and standards. The formal assessment task at the conclusion
of the unit is one assessment of learning: students will compose a personal poem about their
experiences in Year 7. This assessment tasks provides an opportunity for students to learn and
practise key skills and for teachers to undertake assessment of students’ learning. Students will
also create and deliver a group presentation about poetic techniques. Students also self-assess
against marking criteria and write reflections of their learning.

2 Teacher support resource for Year 7 English unit

Outcomes
The focus outcomes for the unit are – EN4-1A, EN4-4B and EN4-9E. The formal assessment
addresses these outcomes. The content for these outcomes is detailed in the table below.
Additional outcomes will be covered, but not a focus, during the course of the unit. These include –
EN4-3B, EN4-5C and EN4-7D.

 EN4-1A responds to and composes texts for understanding, interpretation, critical analysis,
imaginative expression and pleasure
 EN4-4B makes effective language choices to creatively shape meaning with accuracy, clarity
and coherence.
 EN4-9E uses, reflects on and assesses their individual and collaborative skills for learning
 EN4-3B uses and describes language forms, features and structures of texts appropriate to a
range of purposes, audiences and contexts
 EN4-5C thinks imaginatively, creatively, interpretively and critically about information, ideas and
arguments to respond to and compose texts
 EN4-7D demonstrates understanding of how texts can express aspects of their broadening
world and their relationships within it

Learning Modes
This support resource includes annotations throughout identifying which of the DoE’s eight learning
modes are being activated as students progress through learning activities. For detailed
information on the DoE’s learning modes, visit School Learning Environments and Change.

© NSW Department of Education, Dec-24

Syllabus outcomes/content Week 1 – 5 Learning and teaching activities

EN4-9E Introduction to unit

Engage personally with texts Hand out booklet
• articulate and reflect on the Page 1-2: Student unit overview. Emphasise the key questions. Explain that the unit w
pleasure and difficulties, culminate in them writing a piece of poetry as well as teaching the class one new tech
successes and challenges will need to be reiterated at each stage of the learning process.
experienced in their individual
and collaborative learning
Page 3: Activity 1: Developing personal learning goals for English. Students complete
reflection sheet, identifying their own strengths and areas to work on. Students use the
Understand and apply completed sheets to choose at least two personal goals (one academic, one social/em
contextual knowledge the term and write it in their diaries (or email to the teacher, revisit and reflect on these
• understand the demands of a the end of a set time frame (the end of the term or semester)
task and the outcomes and
criteria for planned
assessment Allocate students to groups of 4 –these remain unchanged for the whole unit.
Student instructions: “You will be working in these groups for the next few weeks. You
always get on or agree. You may not be friends or have anything in common but you’r
Understand and apply
have to learn to work together and be open to each other’s ideas.”
knowledge of language forms
and features
• develop and use vocabulary Page 4: Activity 2: Building respectful relationships – Group work roles. Explain each r
for describing, analysing and that everyone will have the opportunity to try each role. Ask the students to complete t
reflecting on their learning reflection and ask students to share responses. Compile a list of why they DO and
experiences group work and leave on the board.

Respond to and compose texts Page 5: Activity 3: Building respectful relationships through active listening.
• discuss and explain the o Initial class discussion about the Chinese symbol for ‘listen’ and how each
processes of responding and contributes to listening.
composing, identifying the o Students choose a role (knowing that they will change roles every time the
personal pleasures and
group activity). When presenters give key ideas, write on board, class the
difficulties experienced
most important 4 – 5 ones and they all copy them on page 4.
• use and reflect on
metacognitive processes  Key ideas: active listening strategies include asking for repetition, clarification or ind
used for planning, including when they don’t understand. Active listeners:
brainstorming, mind mapping, o empathise
storyboarding, role-play and o are attentive
improvisation
o remain neutral
• identify, plan and prioritise
stages of tasks, making use o use body language such as facial expressions, gestures, eye contact and p
of organisational strategies, o use clarifying questions (for example, ask “can you say more about that?” o
eg drawing up a schedule, did you mean when you said…?”),
monitoring progress and o do not interrupt, offer advice, or give suggestions.
meeting deadlines
o do not bring up similar feelings and problems from their own experience.
• reflect on and assess their
own and others' learning
against specific criteria,  Page 6: Post group reflection #1 (exit slip to be completed and booklet left with the t
using reflection strategies, eg
learning logs, blogs and
discussions with teachers  Homework task: creating their own personal logo for ‘active listening’ to be displaye
and peers classroom. Hold a gallery walk where students post sticky notes using warm feedba
three of their peer’s logos identifying the elements of active listening that they think
• understand the roles and most useful for the class.
responsibilities of individuals
in groups, performing an
allocated role responsibly in a  Page 7: Activity 4: Active listening / Information gap.
group
4 and assessing the Teacher support resource for Year 7 English unit
o See Appendix 1: Active listening – Information Gap on page 14 of this book
success of individual and
Choose 7 students to read these out (only give them one section). Post-a
collaborative processes
discussion: Were you actively listening? What did you do when you didn’t
Further resources:
 “I AM Anti-bullying Film”, https://youtu.be/8JZ-P2vcFQs
 https://www.acara.edu.au/curriculum/general-capabilities
 https://education.nsw.gov.au/teaching-and-learning/curriculum/key-learning-areas/english/
Stages-4-and-5/resources

© NSW Department of Education, Dec-24

| NSW Department of Education

Appendix 1: Active listening – Information Gap

Choose 7 students to read these out (only give them one section!).

Student 1: We have English 5 times a week. Monday period 1, Tuesday, period 1,

Wednesday period 3 and a double period Friday after recess. We are in the same room
every period – Room 21.

Student 2: We have PE in the Hall every Wednesday afternoon after lunch. We also have
PDHPE Friday period 1 in the Hall. And Tuesday period 2 as well in Room 3.

Student 3: We have Maths for a double period on Monday after recess in Room 2. Then we
have it for a double period on Thursday periods 1 and 2 in Room 3. Oh and we have it Friday
period 6 in Room 2 too!

Student 4: We have assemblies or year meetings every Thursday after recess. The
assemblies are in the hall and the year meetings are on the basketball court. We do
Technology every Tuesday after Recess for a double period in the ICT Room.

Student 5: We only have music once a week – Monday period 5 and 6 in the music room.
We also have a double period of Visual Art in Room 5 every Wednesday period 1 and 2.

Student 6: Every Monday period 2, we have Language in the same room as English. Then
we have our second period of Language after science on a Thursday – in Room 2.

Student 7: We have HSIE after PDHPE on Fridays. HSIE is always in Room 4. We have
HSIE twice the same day – the second period is straight after lunch. We also have it after
English on Wednesdays

education.nsw.gov.au
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Period English English Visual Art Maths PDHPE

1 Room 21 Room 21 Room 5 Room 3 Hall

Period Language PDHPE Visual Art Maths HSIE

2 Room 21 Room 3 Room 5 Room 3 Room 4

Recess
Assembly (Hall)
or Year Meeting
Period Maths Technology English (B. Court) English
3 Room 2 ICT Room Room 21 Room 21

Period Maths Technology HSIE Science English

4 Room 2 ICT Room Room 4 Science Lab Room 21
Lunch

Period Music Science Science HSIE

5 Music room Science Lab 3 Science Lab 3 Room 4
PE -HALL
Period Music Language Maths
6 Music room Room 2 Room 2

© NSW Department of Education, Dec-24

Appendix 2: Sample email to a teacher
Instructions
 Compare and contrast this email with the one you recently co-constructed. How are the two
emails the same / different in terms of tone, register, ideas, reasons and efficacy?
 Discussion questions: Is the language in each email appropriate for communicating in writing to
a teacher? Give some examples of appropriate AND inappropriate language from both.
 Discussion questions: How could this email be more effective?

Hi Year advisor,

The Year 7 timetable is really unfair. I mean, REALLY! What were you thinking?

Firstly, putting a double period of PE before maths was a really dumb idea cause the boys’
feet totally stink.

Secondly, why do we even have to study Language? It’s not like any of us are going to GO
to Germany!

Thirdly, lunch on Thursdays should be after assembly. We get so hungry during the
assembly and they go on for so long and people start behaving badly because they are
hungry. So change it!

BTW, everyone comes to school late because the school bus is always running late. Can
you please do something about this?

Thanks,

Year 7 English
Suggested answers of inappropriate language (do not show to students)
Inappropriate language example Why is it inappropriate?

Hi Year advisor Too informal and use their name, eg, “Ms Jackaman”

What were you thinking? Informal and not very respectful.

REALLY! Informal, capitalised

So change it! Informal and the use of the imperative tense is rude in this context.

BTW Acronym (by the way), informal

8 Teacher support resource for Year 7 English unit

Appendix 3: Group Work Self-Reflection Questions
 If you were to work with this same group again, what is one change the group could make to
work together more effectively?
 What was the greatest challenge you had as a group?
 On a scale of 1 – 10, 10 being best, how well do you feel you demonstrated respect for the
opinions of others in the group?
 What is one change you could make in the way you listen to others that would improve your
effectiveness in working in a group?
 How would you rate yourself, on a scale of 1 – 10, on how well you were willing to agree with
group decisions? What could you do to move yourself up a number on that scale?
 What was the hardest thing for you personally about working in this group?
 Was the group the right size for the task, or would it have been better larger/smaller?
 As the leader of the group, what were your greatest challenges?
 As the leader of the group, how did you show respect for the different opinions of the members
of the group?
 How balanced do you feel the efforts of the group members were?
 In what ways was the group more effective than an individual working alone would have been?
 If you had done this yourself, would the outcome have been better or worse?
 Would you like to work with this same group again?
 If you could pick one person in the group to whom to give a specific compliment about their
work in the group, who would it be and what would you say?
 Did the role you were assigned fit your strengths?
 Would you like to fill this same role in a future group project? How would you do an even better
job next time?
 If you could have had a different role in the group, what role would you have wanted?
 What took the most time deciding as a group? Why do you think it was a challenging decision?
 What is one skill you have that you feel really benefitted the group?
 What is one skill you have that you feel wasn’t really used in this project?
 What should I (the teacher) know about you to make it easier for you to work in groups?
 How do you demonstrate trust and openness towards the other members and their ideas?
 Do you give honest opinions? If not, why not?
 How do you make sure that group members feel supported, encouraged, and appreciated for
their work?
 How does the team ensure that all voices are heard?

© NSW Department of Education, Dec-24

 Do you participate willingly in discussions? If not, why not?
 Do others appear to understand your ideas? If not, why not?
 What do you do if another person’s ideas are unclear?
 What do you focus on when others speak? How could you improve your listening skills?
 How do you respond to others’ ideas? How do they respond to yours? What could be
improved?
 What are your group’s ground rules and goals? What changes to these rules and goals might
improve the functioning of your group?
 How is everyone encouraged to stay accountable to the tasks they have been assigned?
 What happens if a group member is unhappy or uncomfortable with a decision made by the
group?
 What conflicts have arisen within your group? How (if at all) have the conflicts been resolved?
What role do you play in resolving these conflicts? What could you (or others) do to improve
your group’s ability to deal productively with conflict?

10 Teacher support resource for Year 7 English unit

Appendix 4 – Record of accommodations and
adjustments
Record of accommodations and adjustments

Student name: _____________________________________________________________

Subject: _____________________ Year group: _____ Date: _______________

Teacher: ____________________ Unit of work: _________________________________

Accommodations and adjustments made

Date Task – Assessment, As- Detail of adjustment made
signment or Classwork

Outcome/ impact of adjustment

© NSW Department of Education, Dec-24

Class Teacher _______________________ Head Teacher _______________________

12 Teacher support resource for Year 7 English unit