I’ll be honest, in the last few years, I’ve become less “into” teaching Year 7. I think there are a number of reasons for this.

• Curriculum wise, Year 7‘s learn about medieval history. This is probably the period I’m least interested in.
• I rarely feel as much “attachment” to my Year 7 groups (perhaps this is my fault?)
• And finally, as the years have gone on, my patience has waned when answering questions like: “Should I underline this title with a blue or green pen?”. One teacher on Twitter probably put this best when she said: “I’ve noticed a huge difference in the last 4 years alone. The simple questions of “I’ve got to the bottom of the page, now what do I do?” have stopped being cute.” Sarah Larsen, a geography teacher, said the same: “Had two Year 7 classes sit a test last two lessons of the day a while ago. ‘Nice easy afternoon, I thought.’ How wrong!! At any given time at least two students had their hands up with a question despite being told the only thing I could do was read a q to them. Exhausting!!”

On the flipside, Year 7 are usually inherently enthusiastic about, well, everything. I mean, cook up the most abstract teaching and learning idea and watch them buy into it, at least in the short term. Contrast this with the Year 11 shrug.

When I voiced the idea on Twitter recently that “the older you get, the less enjoyable teaching Year 7 gets”, I received an interesting array of opinions on the matter. The likes of Mark Enser agreed, saying: “I haven’t taught Year 7 or Year 8 this year and it has been lovely. Switching from Year 13 to Year 7 from one lesson to the next was exhausting.”

For me, key stage 3, but particularly Year 7, requires that extra bit more energy and enthusiasm. Attention spans are lessened each year so KS3 in the afternoon can often require that extra bit of energy and application compared to a GCSE group. They can make more noise and require more attention than their older counterparts.

Not all bad

Nevertheless, I don’t want to sound too much like Victor Meldrew here. I teach some amazing Year 7 students and have a positive regard for all, I’m simply saying if I had to rank my teaching preferences, 7 would come last.

Victoria Hewitt said she loved teaching Year 7 and the ability to “mould” them provided an opportunity to reduce workload later on (a view I agree with).

Cheryl Quinne said she “absolutely loved” teaching Year 7. “I’d go as far as to say they are my favourite year group. So enthusiastic and ready to give everything a go, to take risks and just enjoy the subject”.

Lisa Pettifer added to this, saying: “Year 7 is your chance to get to know and mentor this cohort from the very start. It’s a privilege and pleasure to meet them, teach them, and shape them at their most receptive.”

In contrast to these, in my rather unscientific recent Twitter survey, only 16 per cent identified Year 7 as their favourite year group to teach (over 800 respondents). I find it so interesting to see students develop over the five or seven years of secondary school. I took a registration form through from Year 7 to Year 11 in my first school and developed such a bond with them that I am still in touch with several today. 

Every year group has its own idiosyncrasies. To finish, this comment from a physics teacher made me giggle: “Year 7’s are fun, curious and up for anything. Key stage 4 and 5 students are focused, and respect what teachers have to offer. Year 8 should be dropped on a desert island, and only allowed back when they’ve developed enough civilisation and cooperation to get off the island!” 

So, what do you think? Year 7 heaven or Year 7 hell?

Thomas Rogers is a teacher who runs rogershistory.com and tweets @RogersHistory

For more columns by Tom, view his back catalogue