English subject leader development materials Summer 2007 · 2012-06-07 · English subject leader...
63
English subject leader development materials Summer 2007 Curriculum and Standards Guidance English subject leaders Status: Recommended Date of issue: 05-2007 Ref: 00331-2007DOM-EN
Transcript of English subject leader development materials Summer 2007 · 2012-06-07 · English subject leader...
English subject leader development materials Summer 2007
Curriculumand Standards
Guidance
English subject leadersStatus: Recommended
Date of issue: 05-2007
Ref: 00331-2007DOM-EN
English subject leader development materialsSummer 2007
Contents
Revisiting improving reading
Department self-evaluation 4
Example of a department’s Key Stage 3 work scrutiny 6
Pupil interviews 8
Key Stage 4 reading profile 10
Questions to ask of your schemes of work for reading 11
Reading improvement matrix 13
Providing for progression
Planning provision in three waves 28
Quality standard for intervention in secondary English and mathematics 29
Teaching for progression 30
Study Plus: the essentials 33
Study Plus: what’s flexible 33
Extract from draft Study Plus Handbook 34
Speaking and listening
Introducing the Grammar of Talk
Revisiting improving reading
Introducing the Grammar of Talk © Qualifications and Curriculum Authority ISBN 1 85838 552 0 Used with kind permission
Revisiting improving reading
�English subject leader development materials | Summer 2007 00331-2007DOM-ENSecondary National Strategy © Crown copyright 2007
Department self-evaluation
Planning for teaching reading Well-established Developing Not yet
Review and planning of schemes ofwork (SoW) and units of work arebased on data and evidence of pupils’ achievement and progress in reading.
Planning is focused on reading skillsand strategies. Content and coverage(texts/range/topics) are well matchedto the planned teaching.
SoW offer opportunity for a full rangeof shared, modelled, guided andindependent reading.
Units of work on reading are plannedaround a few relevant Frameworkobjectives and pupils’ progress istracked using the full range ofAssessment Focuses (AFs) for KeyStage 3, and assessment objectives(AOs) for GCSE.
Units of work on reading fit into anoverall plan of progression for Years7–11.
Planned sequences of lessons allowsufficient time for pupils’ independentapplication of the reading skills taught.
Assessment of reading Well-established Developing Not yet
The department engages in regularmoderation and agreeing of standards for reading at both key stages.
Teachers assess all aspects of pupils’reading, through a range of oral as well as written means, for example guided reading, book talk and presentations.
Teachers know groups’ and individualpupils’ reading targets and use themto support pupils during lessons.
Teachers involve pupils in theassessment process, share the criteria and show how they assess reading.
Pupils receive clear feedback including guidance on improving their work.
00331-2007DOM-EN English subject leader development materials | Summer 2007 © Crown copyright 2007 Secondary National Strategy
�
Teaching and learning Well-established Developing Not yet
A few, specific teaching objectives aremade explicit in all lessons.
Teacher questioning and response topupils’ answers are planned to guidepupils to deeper explanation andanalysis.
Teachers know and use a range ofinteractive strategies.
Teachers model new or unfamiliarreading skills.
Pupils are shown how reading skills are transferable from one text to another.
Pupils work as a whole class, ingroups and individually, as appropriateto the objectives.
The department works closely with thelibrary and ensures structured booktalk is built in to teaching time.
Reviewing Well-established Developing Not yet
Teachers’ practice in teaching andassessing reading is regularlymonitored and reviewed.
SoW and units of work are monitoredto ensure curriculum targets are beingmet.
Impact of teaching is evaluatedthrough tracking pupils’ progressagainst curricular targets.
There are opportunities for pupils toevaluate their progress and to feedback their views to teachers.
�English subject leader development materials | Summer 2007 00331-2007DOM-ENSecondary National Strategy © Crown copyright 2007
Example of a department’s Key Stage 3 work scrutiny
A department decided to look at the work of four pupils with level 5 potential in each class in Years 7, 8 and 9 in relation to the identified assessment focuses. Care was taken to ensure a balance of gender and ethnic grouping. The results of this department’s scrutiny are shown in the table below.
Assessmentfocus
Year 7 Year 8 Year 9
Understand, describe, select or retrieveinformation, events or ideas from texts anduse quotation and reference to text. (AF2)
Pupils are performing comparatively well in relation to this assessment focus.
• Pupils are performing comparatively well in relation to this assessment focus.
• Pupils are performing comparatively well in relation to this assessment focus although few pupils are able to confidently synthesise information from different sources or different places in the same text.
•
Deduce, infer orinterpret information,events or ideas from texts. (AF3)
Most pupils grasp and communicate literal meanings well.Most pupils show some capacity to infer and make deductions in fiction.Inferences are identified but not often exemplified through precise references.
•
•
•
Most pupils show they can infer and deduce from a range of texts and provide textual evidence.Most pupils can both describe and explain their interpretation of a text when questioned.Writing includes some interpretation but is not sustained and too often turns into description.
•
•
•
Most pupils show they can infer, deduce and provide textual evidence for their interpretations from a range of texts.Most pupils are able to comment on different layers of meaning in class discussion but few carry this through into their writing about texts.
•
•
Identify and comment on the structure andorganisation of texts, including grammatical and presentationalfeatures at text level. (AF4)
Most pupils can identify features of effective openings and endings of texts.Most pupils recognise and can explain the reasons for simple presentational features such as bullet points.Description of structural features rarely includes an explanation of why these are effective.
•
•
•
Most pupils are able to describe and comment on structural features in a text.Most pupils can explain how a writer uses organisational features to strengthen the impact of their writing, for example graphs in magazine articles.Written responses tend to describe rather than explain.
•
•
•
Most pupils show the ability to explore a writer’s use of structure to support their meaning.When questioned, most pupils are able to identify and explain the use of organisational features in a text across a range of texts, but now need to do so independently.
•
•
00331-2007DOM-EN English subject leader development materials | Summer 2007 © Crown copyright 2007 Secondary National Strategy
7
Assessmentfocus
Year 7 Year 8 Year 9
Explain and comment onwriters’ uses oflanguage, includinggrammatical andliterary features at word and sentence level. (AF5)
Most pupils can pick out basic language features, for example the use of aggressive sounding adjectives.
• Most pupils are able to identify various features of language use in different texts and suggest why the author has chosen them.While confident in teacher-led discussion, pupils now need to independently apply these skills.
•
•
While most pupils can orally explain the uses of structural and organisational features in a range of texts, few carry this through confidently into their writing.Most pupils are able to explain the writer’s choice of words, use of grammatical and rhetorical devices and the effect these have on the reader.Oral explanations are detailed in class discussion but for many pupils writing about texts lacks clarity in terms of explaining cause and effect with evidence.
•
•
•
Identify and comment onwriters’ purposes andviewpoints and the overall effect of the text on the reader. (AF6)
Most pupils can identify main themes and points made in a text.Most pupils are able to identify the writer’s main purpose and can comment on the viewpoint explicitly expressed.
•
•
Most pupils can identify and explain a writer’s viewpoint.Most pupils can explain the overall effect of a text on themselves and link this to the writer’s intentions, but still need to work on selecting relevant evidence.
•
•
Most pupils are able to identify and quote specific references in the text to explain the writer’s purpose.Some pupils can explain the effect of a text on the reader, recounting explicitly how this is achieved but this lacks clarity when put into writing.
•
•
General observations:too much rushed and unfinished class worktoo few pupils show evidence of wide personal readingteacher use of marking and feedback needs to explain more clearly what pupils need to do to improve their explanations.
•••
8English subject leader development materials | Summer 2007 00331-2007DOM-ENSecondary National Strategy © Crown copyright 2007
Sch
ool n
ame
Yea
r 7
read
ing
inte
rvie
ws
Pup
il: _
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_
Cla
ss: _
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_
Key
que
stio
nsR
esp
ons
eO
ther
res
po
nses
Do
you
like
read
ing
toyo
urse
lf?V
ery
posi
tive
Pos
itive
Neg
ativ
e: b
orin
g, h
ard
wor
k, s
low
, poi
ntle
ss, b
ette
r th
ings
to
do
Wha
t so
rt o
f thi
ng d
o yo
u ch
oose
to
read
by
your
self?
Fict
ion:
reg
ular
ly,
som
etim
es,
neve
rIn
form
atio
n bo
oks:
reg
ular
ly,
only
in t
he li
brar
y, n
ever
M
agaz
ines
: reg
ular
ly,
som
etim
es,
neve
rP
ictu
re b
ooks
, com
ics:
reg
ular
ly,
som
etim
es,
neve
r N
ewsp
aper
art
icle
s: r
egul
arly
, so
met
imes
, ne
ver
TV
gui
de: r
egul
arly
, so
met
imes
, ne
ver
Env
ironm
enta
l (fo
r ex
ampl
e, C
D c
over
s, c
erea
l pa
cket
): re
gula
rly,
som
etim
es,
neve
r
Not
hing
Wha
t ha
ve y
ou r
ead
rece
ntly
?S
how
s kn
owle
dge
of a
ran
ge o
f rea
ding
mat
eria
l of
appr
opria
te d
iffic
ulty
and
how
to
acce
ss it
00331-2007DOM-EN English subject leader development materials | Summer 2007 © Crown copyright 2007 Secondary National Strategy
9
Key
que
stio
nsR
esp
ons
eO
ther
res
po
nses
Can
you
thi
nk o
f any
bo
oks
that
you
wou
ld
find
inte
rest
ing
or u
sefu
l to
rea
d ne
xt?
Whe
re w
ould
you
find
th
em?
Sho
ws
som
e kn
owle
dge
but
lack
sde
tail
or r
ange
– m
entio
ns w
ell-k
now
nbu
t un
likel
y m
ater
ial,
for
exam
ple,
Tre
asur
e Is
land
.S
how
s lit
tle k
now
ledg
e or
inte
rest
in t
he w
orld
of
prin
t
Why
do
you
read
?To
get
info
rmat
ion
Enj
oym
ent
Sch
ool w
ork
Mad
e to
Not
hing
els
e to
do
Whe
re d
o yo
u re
gula
rly
do s
ome
read
ing?
Hom
eH
ome
in b
edIn
cla
ssLi
brar
yB
us/t
rain
/car
How
do
you
feel
if
som
eone
ask
s yo
u to
re
ad s
omet
hing
to
your
self?
Why
do
you
thin
k yo
u fe
el li
ke t
his?
Fine
Dep
ends
wha
t it
isA
bit
wor
ried
Thre
aten
ed/u
nhap
py
How
do
you
feel
ifso
meo
ne a
sks
you
to
read
som
ethi
ng o
ut
loud
?W
hy?
Fine
Dep
ends
wha
t it
isA
bit
wor
ried
Thre
aten
ed/u
nhap
py
10English subject leader development materials | Summer 2007 00331-2007DOM-ENSecondary National Strategy © Crown copyright 2007
Key Stage � reading profile
Class/group
Coding: I = needs developing II = needs consolidation III = secure
PUPILS a b c d e f g h
AO2 i Read with insight and engagement, making appropriate references and developing interpretations
Reads non-literary texts with understanding
Reads fiction and poetry with engagement
Reads with insight
Can refer to textual evidence
Offers a personal interpretation
AO2 ii Distinguish between fact and opinion and evaluate how information is presented
Knows fact from opinion
Recognises presentational techniques
Can evaluate use of presentational techniques
AO2 iii Follow an argument, identifying implications and recognising inconsistencies
Reads with literal understanding
Sees implications
Recognises inconsistencies
Can track a line of argument
AO2 iv Select material appropriate to purpose, collate material from different sourcesand make cross-references
Can select appropriate material
Can collate material from different sources
Can make cross-references
AO2 v Understand and evaluate linguistic, structural and presentational devices andcomment on language variety and change
Can recognise and evaluate linguistic devices
Can recognise and evaluate structural devices
Can recognise and evaluate presentational devices
Can recognise and comment on language variety
Can recognise and comment on language change
00331-2007DOM-EN English subject leader development materials | Summer 2007 © Crown copyright 2007 Secondary National Strategy
11
Questions to ask of your schemes of work for reading
Note: Departments will need to select the criteria appropriate to the level of planning or key stage under review.
Content and range Secure Developing To do
At Key Stage 3 specific Frameworkobjectives and AFs for reading areidentified and addressed at long-, medium- and short-term levels.
At Key Stage 4 all GCSE contentrequirements and assessment objectives for reading are identified and addressed at long-, medium- and short-term levels.
The focus of teaching and learningactivities and the assessment tasks set ensure that pupils are able to show what they are capable of in relation to the identified teaching and assessment objectives.
Reading objectives and assessmentfocuses that need to be focused on more thoroughly have been identified and addressed.
Gaps in National Curriculum or GCSE specification coverage in each year group have been identified and addressed, for example the range of non-fiction, fiction, poetry, drama, media.
Texts identified in units of work for each year group are ones that provide interest, enjoyment and challenge.
Objectives and activities in teaching plans address both:
the teaching of reading and response;pupils’ development as motivated, independent readers.
•
•
12English subject leader development materials | Summer 2007 00331-2007DOM-ENSecondary National Strategy © Crown copyright 2007
Expectations Secure Developing To do
The progression expected in reading isclearly defined and communicated topupils; that is, plans clearly illustrate what is different about the teaching of reading in Year 8 as opposed to Year 7 and pupils, when asked, can tell you what these differences are.
Units of work address the expectations identified in the reading improvement matrix, National Curriculum level descriptions or GCSE assessment objectives.
Plans show sufficient support andchallenge for the full range of pupilattainment and the level of differentiation is identified (resources/task/outcome). Pupils of different reading abilities and interestsare supported through guided work and group reading units.
Teaching and learning Secure Developing To do
Plans exemplify structured, sequencedteaching which moves from direct teaching and support to pupil independence – there is a balance between the modelling of effective reading strategies and independent practice, including timed practice, of the skills taught.
Teaching objectives are made explicit to pupils in all lessons and aspects ofassessment for learning are threadedthrough each unit of work.
Plans identify key questions to guide pupils to deeper explanation and analysis.
Long-term plans identify regular points in the key stage where the department works with the library to ensure structured book talk and progression in pupils’ wider reading.
00331-2007DOM-EN English subject leader development materials | Summer 2007 © Crown copyright 2007 Secondary National Strategy
13
Year
7 S
elec
ted
Fra
mew
ork
ob
ject
ives
Hel
pfu
l tea
chin
g a
pp
roac
hes
See
Key
obj
ectiv
es b
anks
for
mor
e de
taile
dgu
idan
ce
Po
ssib
le g
rad
uate
d p
upil
targ
ets
Not
e: t
arge
ts t
o be
set
as
appr
opria
te fo
rgr
oups
or
indi
vidu
als
and
to b
e ad
apte
d to
su
it di
ffere
nt t
ypes
of r
eadi
ng
7R1
7R2
7R3
7R4
7R5
7W15
7W21
Kno
w h
ow t
o lo
cate
res
ourc
es fo
r a
give
n ta
sk, a
nd fi
nd
rele
vant
info
rmat
ion
in t
hem
, e.g
. ski
mm
ing,
use
of i
ndex
, gl
ossa
ry,
key
wor
ds,
hotli
nks.
Mo
del
/rev
ise
app
rop
riat
e re
adin
g s
trat
egie
s to
ext
ract
p
arti
cula
r in
form
atio
n, e
.g. h
igh
ligh
tin
g, s
can
nin
g.
Com
pare
and
con
tras
t th
e w
ays
info
rmat
ion
is p
rese
nted
in
diffe
rent
form
s, e
.g. w
eb p
ages
, di
agra
ms,
pro
se.
Mak
e br
ief,
clea
rly o
rgan
ised
not
es o
f key
poi
nts
for
late
r us
e.
App
rais
e th
e va
lue
and
rele
vanc
e of
info
rmat
ion
foun
d an
d ac
know
ledg
e so
urce
s.
Use
a d
ictio
nary
and
the
saur
us w
ith s
peed
and
ski
ll.
Rea
d ac
cura
tely
, and
use
cor
rect
ly, v
ocab
ular
yw
hich
rel
ates
to
key
conc
epts
in e
ach
subj
ect,
dist
ingu
ishi
ng b
etw
een
ever
yday
use
s of
wor
ds a
ndth
eir
subj
ect-
spec
ific
use,
e.g
. ene
rgy,
res
ista
nce.
Use
grid
s an
d ta
bles
suc
h as
the
KW
L or
QU
AD
S g
rids
to s
uppo
rt r
eadi
ng fo
r a
purp
ose.
Mod
el r
eadi
ng fo
r di
ffere
nt p
urpo
ses
(ski
mm
ing,
sca
nnin
g, c
lose
rea
ding
) dur
ing
shar
ed r
eadi
ng s
essi
ons.
Use
tex
t m
arki
ng a
nd a
nnot
atio
n to
sup
port
in
form
atio
n re
trie
val.
Teac
h a
varie
ty o
f not
e-m
akin
g st
rate
gies
as
mem
ory
aids
to
appe
al t
o di
ffere
nt le
arni
ng
styl
es, e
.g. s
pide
rgra
ms,
usi
ng p
ictu
res
as
wel
l as
text
, usi
ng k
ey w
ords
and
phr
ases
.D
evis
e sh
ort,
pacy
act
iviti
es a
s st
arte
rs t
o re
vise
and
hon
e di
ctio
nary
and
sca
nnin
g sk
ills, e
.g. r
evis
e us
ing
the
quar
tiles
of a
di
ctio
nary
; dic
tiona
ry r
aces
in t
eam
s.U
se p
lena
ries
to d
iscu
ss h
ow p
upils
tac
kled
in
form
atio
n re
trie
val t
asks
in o
rder
to
cons
olid
ate
expl
icit
stra
tegi
es.
Use
ICT
to s
uppo
rt t
each
ing,
e.g
. pre
sent
te
xt o
n-sc
reen
, use
hig
hlig
htin
g, d
elet
ing
and
‘find
and
rep
lace
’ fac
ility.
• • • • • • •
Bef
ore
begi
nnin
g re
sear
ch, n
ote
wha
t is
al
read
y kn
own
and
wha
t is
nee
ded
to fi
nd
out,
to h
elp
to s
harp
en t
he fo
cus
(KW
L,
QU
AD
S).
Be
able
to
use
inde
xes,
con
tent
s pa
ges
and
dict
iona
ries
quic
kly
and
effic
ient
ly.E
nsur
e un
ders
tand
ing
of v
ocab
ular
y in
a
text
so
that
it m
akes
sen
se, e
spec
ially
w
hen
it m
ight
be
spec
ialis
ed.
Ski
m-r
ead
to g
et t
he g
ist
of a
pas
sage
to
deci
de w
heth
er it
sho
uld
be r
ead
mor
e cl
osel
y, e
.g. t
o co
mpa
re o
r fin
d de
tails
.B
e ab
le t
o de
cide
wha
t is
rel
evan
t in
a t
ext,
keep
ing
purp
ose
for
read
ing
in m
ind.
Use
hig
hlig
htin
g to
iden
tify
key
wor
ds a
nd
phra
ses
in t
exts
.Id
entif
y qu
otat
ions
and
tex
t re
fere
nces
th
at s
uppo
rt t
he w
riter
’s c
omm
ents
and
op
inio
ns.
Whe
n se
arch
ing
for
info
rmat
ion,
con
side
r a
varie
ty o
f diff
eren
t ty
pes
of r
esou
rce,
e.g
. bo
oks,
the
web
, mag
azin
es.
Use
a v
arie
ty o
f way
s of
tak
ing
note
s,
e.g.
bul
let
poin
ts, s
pide
rgra
ms,
flow
cha
rts.
• • • • • • • • •
Rel
ated
QC
A A
sses
smen
t fo
cus
AF2
U
nder
stan
d, d
escr
ibe,
sel
ect,
retr
ieve
info
rmat
ion,
eve
nts
or
idea
s fro
m t
exts
and
use
quo
tatio
n an
d re
fere
nce
to t
ext.
Rea
din
g im
pro
vem
ent
mat
rix
Rea
ding
: Yea
r 7
1�English subject leader development materials | Summer 2007 00331-2007DOM-ENSecondary National Strategy © Crown copyright 2007
Year
7 S
elec
ted
Fra
mew
ork
ob
ject
ives
Hel
pfu
l tea
chin
g a
pp
roac
hes
See
Key
obj
ectiv
es b
anks
for
mor
e de
taile
dgu
idan
ce
Po
ssib
le g
rad
uate
d p
upil
targ
ets
Not
e: t
arge
ts t
o be
set
as
appr
opria
te fo
rgr
oups
or
indi
vidu
als
and
to b
e ad
apte
d to
su
it di
ffere
nt t
ypes
of r
eadi
ng
7R6
7R7
7R8
7R11
Ado
pt a
ctiv
e re
adin
g ap
proa
ches
to
enga
ge w
ith a
nd m
ake
sens
e of
tex
ts, e
.g. v
isua
lisin
g, p
redi
ctin
g, e
mpa
this
ing
and
rela
ting
to o
wn
expe
rienc
e.
Iden
tify
the
mai
n po
ints
, pro
cess
es o
r id
eas
in a
tex
t an
d ho
w
they
are
seq
uenc
ed a
nd d
evel
oped
by
the
writ
er.
Infe
r an
d d
educ
e m
eani
ngs
usin
g e
vid
ence
in t
he t
ext,
id
enti
fyin
g w
here
and
ho
w m
eani
ngs
are
imp
lied
.
Rec
ogni
se h
ow p
rint,
soun
ds a
nd s
till o
r m
ovin
g im
ages
co
mbi
ne t
o cr
eate
mea
ning
.
Mod
el in
fere
nce
and
dedu
ctio
n du
ring
shar
ed r
eadi
ng, e
.g. u
sing
sta
tem
ent
card
s, s
earc
hing
for
evid
ence
in t
he t
ext
to s
uppo
rt o
r di
spro
ve t
he s
tate
men
t an
d an
nota
ting
the
text
app
ropr
iate
ly.
Use
the
firs
t pa
ragr
aph
of a
pie
ce o
f tex
t to
m
odel
find
ing
clue
s as
to
wha
t th
e w
hole
te
xt w
ill co
ntai
n.W
hen
doin
g sh
ared
rea
ding
, use
‘tim
e ou
t’ to
giv
e pu
pils
the
opp
ortu
nity
in p
airs
to
find
clue
s an
d ev
iden
ce in
tex
t.A
sk p
upils
to
pred
ict
moo
d, t
ime,
pla
ce,
etc.
from
pic
ture
s, e
.g. w
eddi
ng o
r fo
otba
ll ph
otog
raph
s, a
nd s
how
why
the
y ar
e ab
le
to d
o th
is t
hrou
gh a
sim
ilar
proc
ess
to t
hat
in w
hich
rea
ders
pre
dict
tex
t (k
now
ledg
e ab
out
conv
entio
ns, g
enre
s, e
tc.).
Inve
stig
ate
the
use
of c
onno
tatio
n an
d em
otiv
e la
ngua
ge t
hrou
gh a
stu
dy o
f ad
vert
s.U
se d
ram
a te
chni
ques
, e.g
. fre
eze-
fram
ing,
ta
blea
ux, t
o ex
plor
e de
pict
ions
of c
hara
cter
an
d re
latio
nshi
ps, r
ecor
ding
opi
nion
s an
d ev
iden
ce, e
.g. o
n a
soci
ogra
m o
r ‘c
hara
cter
on
the
wal
l’.
• • • • • •
Mak
e su
re t
he d
iffer
ence
bet
wee
n in
fere
nce
and
dedu
ctio
n is
kno
wn.
Rea
d ba
ck a
s w
ell a
s fo
rwar
ds in
a t
ext
to
find
links
bet
wee
n ke
y ev
ents
and
the
mes
. Th
ink
abou
t ho
w t
his
affe
cts
a re
spon
se a
s a
read
er.
Link
com
men
ts c
lear
ly t
o th
e ev
iden
ce.
Beg
in t
o re
cogn
ise
the
way
in w
hich
as
pect
s of
a m
ultim
edia
tex
t co
mbi
ne t
o m
ake
mea
ning
for
the
audi
ence
.B
egin
to
disc
uss
how
sou
nd, p
ictu
res
and
wor
ds a
ffect
a r
espo
nse
to a
nd
unde
rsta
ndin
g of
the
tex
t.C
heck
the
que
stio
n or
tas
k to
mak
e su
re a
fu
ll an
swer
has
bee
n gi
ven.
• • • • • •
Rel
ated
QC
A A
sses
smen
t fo
cus
AF3
D
educ
e, in
fer
or in
terp
ret
info
rmat
ion,
eve
nts
or id
eas
fr
om t
exts
.
00331-2007DOM-EN English subject leader development materials | Summer 2007 © Crown copyright 2007 Secondary National Strategy
1�
Year
7 S
elec
ted
Fra
mew
ork
ob
ject
ives
Hel
pfu
l tea
chin
g a
pp
roac
hes
See
Key
obj
ectiv
es b
anks
for
mor
e de
taile
dgu
idan
ce
Po
ssib
le g
rad
uate
d p
upil
targ
ets
Not
e: t
arge
ts t
o be
set
as
appr
opria
te fo
rgr
oups
or
indi
vidu
als
and
to b
e ad
apte
d to
su
it di
ffere
nt t
ypes
of r
eadi
ng
7S13
Rev
ise
the
styl
istic
con
vent
ions
of t
he m
ain
type
s of
non
-fic
tion:
a) In
form
atio
n, w
hich
mai
ntai
ns t
he u
se o
f the
pre
sent
ten
sean
d th
e th
ird p
erso
n, o
rgan
ises
and
link
s in
form
atio
n cl
early
,in
corp
orat
es e
xam
ples
;b)
Rec
ount
, whi
ch m
aint
ains
the
use
of p
ast
tens
e, c
lear
chro
nolo
gy a
nd t
empo
ral c
onne
ctiv
es;
c) E
xpla
natio
n, w
hich
mai
ntai
ns t
he u
se o
f pre
sent
ten
se a
ndim
pers
onal
voi
ce, a
nd li
nks
poin
ts c
lear
ly;
d) In
stru
ctio
ns, w
hich
are
hel
pful
ly s
eque
nced
and
sig
npos
ted,
depl
oy im
pera
tive
verb
s an
d pr
ovid
e cl
ear
guid
ance
;e)
Per
suas
ion,
whi
ch e
mph
asis
es k
ey p
oint
s an
d ar
ticul
ates
logi
cal l
inks
in t
he a
rgum
ent;
f) D
iscu
rsiv
e w
ritin
g, w
hich
sig
npos
ts t
he o
rgan
isat
ion
ofco
ntra
stin
g po
ints
and
cla
rifie
s th
e vi
ewpo
int.
7R7
Iden
tify
the
mai
n po
ints
, pro
cess
es o
r id
eas
in a
tex
tan
d ho
w t
hey
are
sequ
ence
d an
d de
velo
ped
by t
he w
riter
.7R
13
Id
entif
y, u
sing
app
ropr
iate
ter
min
olog
y, t
he w
ay w
riter
sof
non
-fic
tion
mat
ch la
ngua
ge a
nd o
rgan
isat
ion
to t
heir
inte
ntio
ns, e
.g. i
n ca
mpa
ign
mat
eria
l.7R
15
Tr
ace
the
way
s in
whi
ch a
writ
er s
truc
ture
s a
text
to
prep
are
a re
ader
for
the
endi
ng a
nd c
omm
ent
on t
he e
ffect
iven
ess
ofth
e en
ding
.7R
19
E
xplo
re h
ow fo
rm c
ontr
ibut
es t
o m
eani
ng in
poe
ms
from
diff
eren
t tim
es a
nd c
ultu
res,
e.g
. sto
ryte
lling
in b
alla
ds.
7S9
Iden
tify
the
mai
n po
int
in a
par
agra
ph, a
nd h
ow t
hesu
ppor
ting
info
rmat
ion
rela
tes
to it
, e.g
. as
illust
ratio
n.
Rev
ise
know
ledg
e ab
out
stru
ctur
e an
d or
gani
satio
n of
mai
n ge
nres
of n
on-
fictio
n te
xts
thro
ugh
shar
ed r
eadi
ng o
f ap
prop
riate
tex
ts, a
skin
g pu
pils
to
pred
ict
stru
ctur
e be
fore
rea
ding
, ann
otat
ing
the
text
ac
cord
ingl
y an
d dr
awin
g up
list
s of
feat
ures
w
hich
can
the
n be
use
d as
crit
eria
for
thei
r sh
ared
writ
ing
(see
Seq
uenc
e fo
r te
achi
ng
writ
ing)
.R
evis
e an
d ex
tend
kno
wle
dge
abou
t or
gani
satio
n of
par
agra
phs
in a
tex
t an
d or
gani
satio
n of
sen
tenc
es w
ithin
a
para
grap
h th
roug
h se
quen
cing
act
iviti
es,
e.g.
iden
tifyi
ng t
opic
sen
tenc
es, s
eque
ncin
g pa
ragr
aphs
to
mak
e a
text
; seq
uenc
ing
sent
ence
s to
mak
e a
para
grap
h; g
ivin
g su
bhea
ding
s to
eac
h pa
ragr
aph
and
aski
ng
pupi
ls t
o se
quen
ce t
he s
ubhe
adin
gs b
efor
e re
adin
g th
e te
xt.
Hav
e pu
pils
in p
airs
giv
e su
bhea
ding
s to
pa
ragr
aphs
in a
pie
ce o
f tex
t an
d ch
alle
nge
anot
her
pair
to r
eass
embl
e su
bhea
ding
s an
d pa
ragr
aphs
into
a c
oher
ent
text
.In
sha
red/
guid
ed w
ritin
g, m
odel
how
to
link
opin
ions
with
tex
tual
sup
port
.
• • • •
Kno
w a
nd u
se t
he t
erm
s th
at a
re u
sed
for
desc
ribin
g ho
w t
exts
are
str
uctu
red.
Kno
w t
he w
ritin
g st
yles
and
feat
ures
use
d in
par
ticul
ar n
on-f
ictio
n te
xt t
ypes
.R
ecog
nise
how
writ
ers
orga
nise
pa
ragr
aphs
in n
on-f
ictio
n, i.
e. t
he w
ay in
w
hich
top
ic s
ente
nces
are
sup
port
ed b
y ev
iden
ce la
ter
in t
he p
arag
raph
.U
se t
ext
conv
entio
n ch
eckl
ists
to
help
in
com
men
ting
as fu
lly a
s po
ssib
le o
n th
e st
ruct
ure
and
orga
nisa
tion
of t
exts
.R
emem
ber
to c
omm
ent
on t
he e
ffect
of
wor
d ch
oice
and
sen
tenc
e st
ruct
ure
as a
fe
atur
e of
the
writ
er’s
org
anis
atio
n of
the
te
xt.
Beg
in t
o di
scus
s w
hy a
writ
er c
hose
tha
t w
ay o
f org
anis
ing
a te
xt.
Be
able
to
disc
uss
the
way
s in
whi
ch
writ
ers
prep
are
read
ers
for
the
endi
ng o
f a
text
.
• • • • • • •
Rel
ated
QC
A A
sses
smen
t fo
cus
AF4
Id
entif
y an
d co
mm
ent
on t
he s
truc
ture
and
org
anis
atio
n of
text
s in
clud
ing
gram
mat
ical
pre
sent
atio
nal f
eatu
res
at t
ext
leve
l.
1�English subject leader development materials | Summer 2007 00331-2007DOM-ENSecondary National Strategy © Crown copyright 2007
Year
7 S
elec
ted
Fra
mew
ork
ob
ject
ives
Hel
pfu
l tea
chin
g a
pp
roac
hes
See
Key
obj
ectiv
es b
anks
for
mor
e de
taile
dgu
idan
ce
Po
ssib
le g
rad
uate
d p
upil
targ
ets
Not
e: t
arge
ts t
o be
set
as
appr
opria
te fo
rgr
oups
or
indi
vidu
als
and
to b
e ad
apte
d to
su
it di
ffere
nt t
ypes
of r
eadi
ng
7W16
W
ork
out
the
mea
ning
of t
he u
nkno
wn
wor
ds u
sing
cont
ext,
etym
olog
y, m
orph
olog
y, c
ompo
und
patt
erns
and
othe
r qu
aliti
es s
uch
as o
nom
atop
oeia
.
7R12
Com
men
t, us
ing
appr
opria
te t
erm
inol
ogy,
on
how
writ
ers
conv
ey s
ettin
g, c
hara
cter
and
moo
d th
roug
hw
ord
choi
ce a
nd s
ente
nce
stru
ctur
e.
7R14
Rec
ogni
se h
ow w
riter
s’ la
ngua
ge c
hoic
es c
an e
nhan
cem
eani
ng, e
.g. r
epet
ition
, em
otiv
e vo
cabu
lary
, va
ried
sent
ence
str
uctu
re o
r lin
e le
ngth
, so
und
effe
cts.
Mod
el w
ays
of w
orki
ng o
ut m
eani
ngs
of
wor
ds a
nd o
ffer
activ
ities
whe
re p
upils
do
this
inde
pend
ently
.In
sha
red
and
guid
ed r
eadi
ng, l
ook
clos
ely
at w
ords
and
phr
ases
tha
t ev
oke
moo
d or
set
ting,
e.g
. ext
ract
wor
ds a
nd p
hras
es
from
a p
assa
ge t
hat
succ
essf
ully
evo
kes
a m
ood
and
ask
pupi
ls w
hat
sort
of m
ood
is
evok
ed; r
ank
a co
llect
ion
of w
ords
or
phra
ses
on a
con
tinuu
m, e
.g. f
rom
de
pres
sing
to
hope
ful,
or h
ot t
o co
ld, o
r in
vitin
g to
forb
iddi
ng.
In s
hare
d an
d gu
ided
rea
ding
, poi
nt o
ut t
he
way
s in
whi
ch s
ente
nce
stru
ctur
es a
ffect
m
eani
ng a
nd p
riorit
isat
ion
of id
eas.
Loo
k cl
osel
y at
why
writ
ers
vary
the
se a
spec
ts
for
effe
ct.
• • •
Rec
ogni
se li
nks
betw
een
wor
ds a
nd
expl
ain
the
rela
tions
hip
betw
een
them
, m
akin
g re
fere
nce
to w
ord
fam
ilies
and
root
s.U
nder
stan
d ho
w c
onte
xt c
an c
hang
e th
e m
eani
ng o
f wor
ds.
Kno
w a
nd u
se t
he t
erm
s fo
r an
alys
ing
lang
uage
usa
ge, e
.g. s
imile
, met
apho
r, al
liter
atio
n, p
erso
nific
atio
n.B
e ab
le t
o di
scus
s w
hy w
riter
s ch
oose
sp
ecifi
c ef
fect
s to
affe
ct t
he r
eade
r’s
resp
onse
.
• • • •
Rel
ated
QC
A A
sses
smen
t fo
cus
AF5
C
omm
ent
on w
riter
s’ u
ses
of la
ngua
ge, i
nclu
ding
gra
mm
atic
alan
d lit
erar
y fe
atur
es a
t w
ord
and
sent
ence
leve
l.
00331-2007DOM-EN English subject leader development materials | Summer 2007 © Crown copyright 2007 Secondary National Strategy
17
Year
7 S
elec
ted
Fra
mew
ork
ob
ject
ives
Hel
pfu
l tea
chin
g a
pp
roac
hes
See
Key
obj
ectiv
es b
anks
for
mor
e de
taile
dgu
idan
ce
Po
ssib
le g
rad
uate
d p
upil
targ
ets
Not
e: t
arge
ts t
o be
set
as
appr
opria
te fo
rgr
oups
or
indi
vidu
als
and
to b
e ad
apte
d to
su
it di
ffere
nt t
ypes
of r
eadi
ng
7R17
Rea
d a
rang
e of
rec
ent
fictio
n te
xts
inde
pend
ently
as
the
basi
sfo
r de
velo
ping
crit
ical
ref
lect
ion
and
pers
onal
res
pons
e, e
.g.
shar
ing
view
s, k
eepi
ng a
rea
ding
jour
nal.
7R9
Dis
tingu
ish
betw
een
the
view
s of
the
writ
er a
nd t
hose
expr
esse
d by
oth
ers
in t
he t
ext,
e.g.
the
nar
rato
r, q
uote
dex
pert
s, c
hara
cter
s.
7R16
Dis
tingu
ish
betw
een
the
attit
udes
and
ass
umpt
ions
of
char
acte
rs a
nd t
hose
of t
he a
utho
r.
7R20
Exp
lore
the
not
ion
of li
tera
ry h
erita
ge a
nd u
nder
stan
d w
hyso
me
text
s ha
ve b
een
part
icul
arly
influ
entia
l or
sign
ifica
nt.
7R18
Giv
e a
cons
ider
ed r
espo
nse
to a
pla
y, a
s sc
ript,
on s
cree
n or
in p
erfo
rman
ce, f
ocus
ing
on in
terp
reta
tion
of a
ctio
n, c
hara
cter
and
even
t.
7R10
Iden
tify
how
med
ia t
exts
are
tai
lore
d to
sui
t th
eir
audi
ence
, and
reco
gnis
e th
at a
udie
nce
resp
onse
s va
ry, e
.g. p
opul
ar w
ebsi
tes.
Inst
igat
e a
syst
em o
f ind
ivid
ual r
eadi
ng
jour
nals
and
/or
who
le-c
lass
jour
nals
, e.g
. on
the
wal
l to
reco
rd r
eadi
ng. R
ecor
d vi
ews
unde
r he
adin
gs s
uch
as g
enre
/plo
t/ch
arac
ter/
styl
e.In
sha
red
and
guid
ed r
eadi
ng d
iscu
ss t
ext
in t
erm
s of
the
aut
hor’s
inte
ntio
n, e
.g. ‘
Wha
t di
d th
e au
thor
wan
t us
to
thin
k ab
out
this
ch
arac
ter
whe
n he
mad
e hi
m a
ct t
his
way
?’
as w
ell a
s ‘W
hy d
id t
he c
hara
cter
act
thi
s w
ay?’
Com
pare
a p
iece
of t
ext
whe
re t
he
diffe
renc
e be
twee
n th
e au
thor
’s v
iew
poin
t an
d th
at o
f oth
ers
in t
he t
ext
is c
lear
, e.g
. a
pass
age
abou
t a
villa
in in
fict
ion,
a p
iece
of
per
suas
ive
writ
ing;
and
one
in w
hich
it is
le
ss c
lear
, e.g
. dis
curs
ive
text
whe
re t
he
writ
er p
rodu
ces
a ba
lanc
ed a
rgum
ent
and
his
own
view
s ar
e no
t en
tirel
y cl
ear
until
the
co
nclu
sion
.M
odel
a r
eadi
ng o
f a m
edia
tex
t, e.
g. a
n ad
vert
isem
ent,
and
dem
onst
rate
how
a
dire
ctor
or
edito
r ca
ters
for
inte
nded
au
dien
ce a
nd p
urpo
se.
Mod
el a
rea
ding
of a
pla
y pe
rform
ance
or
film
ver
sion
to
focu
s on
the
rea
sons
fo
r di
rect
oria
l dec
isio
ns a
nd t
he e
ffect
on
audi
ence
.In
sha
red
read
ing,
look
at
how
a t
ext
from
th
e lit
erar
y he
ritag
e po
rtra
ys it
s tim
e an
d di
scus
s w
hy.
• • • • • •
Kee
p a
reco
rd o
f you
r in
depe
nden
t re
adin
g.C
omm
ent
on y
our
resp
onse
to
a te
xt,
tryi
ng t
o gi
ve r
easo
ns fo
r yo
ur t
hink
ing.
In a
firs
t-pe
rson
tex
t, di
stin
guis
h be
twee
n th
e vi
ews
of t
he n
arra
tor
and
thos
e of
the
w
riter
.Lo
ok fo
r th
e cl
ues
a w
riter
giv
es a
bout
the
w
ay t
hey
feel
abo
ut w
hat
they
are
writ
ing.
Be
able
to
com
men
t on
the
cho
ices
a
dire
ctor
mak
es w
hen
stag
ing
a pl
ay
to e
nsur
e th
eir
idea
s ar
e cl
ear
to t
he
audi
ence
.B
egin
to
disc
uss
how
a d
irect
or o
f a m
edia
te
xt p
uts
toge
ther
and
des
igns
tha
t te
xt fo
r th
e in
tend
ed a
udie
nce
and
purp
ose.
• • • • • •
Rel
ated
QC
A A
sses
smen
t fo
cus
AF6
Id
entif
y an
d co
mm
ent
on w
riter
s’ p
urpo
ses
and
view
poin
ts,
and
the
effe
ct o
f the
tex
t on
the
rea
der.
18English subject leader development materials | Summer 2007 00331-2007DOM-ENSecondary National Strategy © Crown copyright 2007
Rea
din
g im
pro
vem
ent
mat
rix
Rea
ding
: Yea
r 8
Year
8 S
elec
ted
Fra
mew
ork
ob
ject
ives
Hel
pfu
l tea
chin
g a
pp
roac
hes
See
Key
obj
ectiv
es b
anks
for
mor
e de
taile
dgu
idan
ce
Po
ssib
le g
rad
uate
d p
upil
targ
ets
Not
e: t
arge
ts t
o be
set
as
appr
opria
te fo
rgr
oups
or
indi
vidu
als
and
to b
e ad
apte
d to
su
it di
ffere
nt t
ypes
of r
eadi
ng
8R2
Und
erta
ke in
dep
end
ent
rese
arch
usi
ng a
ran
ge
of
read
ing
str
ateg
ies,
ap
ply
ing
the
ir k
now
led
ge
of
how
text
s an
d I
CT
dat
abas
es a
re o
rgan
ised
and
ackn
ow
led
gin
g s
our
ces.
8R3
Mak
e no
tes
in d
iffer
ent
way
s, c
hoos
ing
a fo
rm w
hich
sui
ts t
hepu
rpos
e, e
.g. d
iagr
amm
atic
not
es,
mak
ing
note
s du
ring
avi
deo,
abb
revi
atin
g fo
r sp
eed
and
ease
of r
etrie
val .
8Wr1
7 In
tegr
ate
evid
ence
into
writ
ing
to s
uppo
rt a
naly
sis
orco
nclu
sion
s, e
.g. d
ata,
quo
tatio
n .
8R1
Com
bine
info
rmat
ion
from
var
ious
sou
rces
into
one
cohe
rent
doc
umen
t.
Rev
ise
use
of c
onte
nts,
inde
xes
and
sear
ch
engi
nes
as a
sta
rter
act
ivity
.M
odel
que
stio
n se
ttin
g, fo
cusi
ng o
n pr
ecis
ion
to s
eek
the
requ
ired
answ
ers.
Mod
el t
he p
lann
ing
proc
ess
with
pu
pils
usi
ng a
KW
L or
QU
AD
S g
rid t
o ac
know
ledg
e so
urce
s.B
e cl
ear
abou
t th
e re
adin
g st
rate
gy p
upils
sh
ould
use
and
why
the
app
roac
h is
ap
prop
riate
to
the
task
.M
odel
var
ious
not
e-ta
king
str
ateg
ies,
ex
plai
ning
the
ir st
reng
ths
and
wea
knes
ses
for
the
task
as
you
go.
In g
uide
d re
adin
g, e
nsur
e pu
pils
are
cle
ar
abou
t te
xt o
rgan
isat
ion
and
how
to
loca
te
info
rmat
ion.
Mod
el w
ays
of d
raw
ing
vario
us p
iece
s of
in
form
atio
n to
geth
er t
o su
mm
aris
e a
text
.M
odel
how
to
use
supp
ort
info
rmat
ion
whe
n m
akin
g po
ints
.
• • • • • • • •
Des
crib
ing
and
sele
ctin
g:U
se k
ey w
ords
to
loca
te a
nd r
etrie
ve
info
rmat
ion.
Use
a K
WL
or Q
UA
DS
grid
to
act
ivat
e pr
ior
know
ledg
e an
d to
dec
ide
upon
pre
cise
res
earc
h qu
estio
ns.
Cho
ose
from
a r
ange
of r
eadi
ng s
trat
egie
s,
e.g.
ski
mm
ing,
sca
nnin
g ac
cord
ing
to t
he
task
set
.U
se k
ey w
ords
to
loca
te in
form
atio
n in
a
rang
e of
sou
rces
, inc
ludi
ng IC
T.U
se h
ighl
ight
ing
to lo
cate
info
rmat
ion
abou
t di
ffere
nt t
opic
s.C
hoos
e a
note
-tak
ing
form
at a
ppro
pria
te t
o th
e ta
sk.
Use
poi
nt/e
vide
nce
anal
ysis
grid
s to
en
sure
tha
t qu
otat
ions
and
com
men
ts a
re
incl
uded
whe
n di
scus
sing
tex
t.U
sing
evi
denc
e:D
ecid
e on
key
poi
nts
whi
ch a
re c
omm
on
to a
ll so
urce
s an
d th
ose
whi
ch a
re
com
plet
ely
oppo
sing
.R
ecor
d th
ese
in a
sui
tabl
e fo
rmat
.U
se a
ppro
pria
te q
uota
tions
and
sup
port
ing
evid
ence
whe
n di
scus
sing
tex
t.
• • • • • • • • •
Rel
ated
QC
A A
sses
smen
t fo
cus
AF2
U
nder
stan
d, d
escr
ibe,
sel
ect
or r
etrie
ve in
form
atio
n, e
vent
s or
idea
s fro
m t
exts
and
use
quo
tatio
n an
d re
fere
nce
to t
ext.
00331-2007DOM-EN English subject leader development materials | Summer 2007 © Crown copyright 2007 Secondary National Strategy
19
Year
8 S
elec
ted
Fra
mew
ork
ob
ject
ives
Hel
pfu
l tea
chin
g a
pp
roac
hes
See
Key
obj
ectiv
es b
anks
for
mor
e de
taile
dgu
idan
ce
Po
ssib
le g
rad
uate
d p
upil
targ
ets
Not
e: t
arge
ts t
o be
set
as
appr
opria
te fo
rgr
oups
or
indi
vidu
als
and
to b
e ad
apte
d to
su
it di
ffere
nt t
ypes
of r
eadi
ng
8R4
Rev
iew
the
ir de
velo
ping
ski
lls a
s ac
tive,
criti
cal r
eade
rs w
ho s
earc
h fo
r m
eani
ngus
ing
a ra
nge
of r
eadi
ng s
trat
egie
s.
8R�
Trac
e th
e d
evel
op
men
t o
f th
emes
,va
lues
or
idea
s in
tex
ts.
8R6
Rec
ogni
se b
ias
and
obje
ctiv
ity, d
istin
guis
hfa
cts
from
hyp
othe
ses,
the
orie
s or
opin
ions
.
8R7
Iden
tify
the
way
s im
plie
d an
d ex
plic
itm
eani
ngs
are
conv
eyed
in d
iffer
ent
text
s,e.
g. ir
ony,
sat
ire.
8R13
Rea
d a
sub
stan
tial
tex
t (n
ove
l, p
lay
or
wo
rk o
f o
ne p
oet
) re
visi
ng a
nd r
efin
ing
inte
rpre
tati
ons
of
sub
ject
mat
ter,
styl
ean
d t
echn
ique
.
Mod
el t
he r
ole
of t
he c
ritic
al r
eade
r. A
sk q
uest
ions
of t
he t
ext
durin
g sh
ared
rea
ding
. Foc
us o
n su
bjec
t m
atte
r, st
yle
and
tech
niqu
e.U
se a
rea
ding
jour
nal a
s a
way
of r
ecor
ding
res
pons
es t
o te
xts
so t
hat
them
es c
an b
e tr
aced
as
the
text
is r
ead
(esp
ecia
lly t
he
clas
s no
vel).
Eng
age
pupi
ls in
ref
lect
ions
upo
n su
bjec
t, st
yle
and
tech
niqu
e.M
odel
the
con
stru
ctio
n of
a t
ime
line
or c
hapt
er g
rid.
In s
hare
d re
adin
g, m
odel
with
key
pas
sage
s ho
w t
o tr
ace
patt
erns
of l
angu
age
use.
Ann
otat
e th
e re
petit
ion
of k
ey w
ords
an
d im
ages
. Sho
w h
ow d
iffer
ent
sym
bols
and
col
ours
can
be
used
to
refe
r to
diff
eren
t th
emes
.In
sha
red
read
ing
show
how
writ
ers
use
irony
and
how
it c
an
be r
ecog
nise
d, e
.g. t
hrou
gh e
xagg
erat
ion.
In s
hare
d an
d gu
ided
rea
ding
dem
onst
rate
the
way
s in
whi
ch
conn
otat
ions
and
laye
rs o
f mea
ning
wor
k.M
odel
the
tra
cing
of t
hem
es t
hrou
gh m
ind-
map
s an
d flo
w
char
ts.
Pro
vide
cha
pter
seg
men
ts (b
ased
on
them
es) t
o so
rt in
pai
rs
into
the
mai
n th
emes
con
veye
d.U
se s
tart
ers
and
plen
arie
s to
mod
el h
ow t
o us
e st
icky
not
es a
s a
mea
ns o
f tra
cing
the
mes
thr
ough
a t
ext.
Pro
vide
pup
ils w
ith a
tra
ckin
g ch
art.
Use
vis
ual r
epre
sent
atio
ns
such
as
flow
cha
rts
or g
raph
s.H
ot-s
eat
or in
terv
iew
the
writ
er: c
heck
for
an a
utho
r’s w
ebsi
te
and
use
it cr
itica
lly a
s su
ppor
ting
mat
eria
l to
a te
xt.
Inte
ract
with
the
tex
t, us
ing
tech
niqu
es s
uch
as le
tter
s, p
robl
em
page
s, d
iarie
s an
d ne
ws
repo
rts.
Cre
ate
anno
tatio
n ca
rds/
char
t fo
r pu
pils
to
iden
tify
tech
niqu
es
in a
tex
t th
ey a
re r
eadi
ng, e
.g. p
ower
ful v
erbs
sho
w h
ow a
ch
arac
ter
feel
s; s
hort
dra
mat
ic s
ente
nces
incr
ease
the
ten
sion
.
• • • • • • • • • • • • •
Be
able
to
disc
uss
wha
t th
e te
xt is
abo
ut
rath
er t
han
sim
ply
rete
lling
it.B
e ab
le t
o pi
ck o
ut k
ey e
vent
s or
idea
s by
m
akin
g lin
ks, h
ighl
ight
ing
and
anno
tatin
g.Id
entif
y im
ager
y th
at s
ugge
sts
a th
eme.
Dem
onst
rate
an
abilit
y to
pic
k ou
t re
leva
nt
repe
titio
n th
at t
race
s de
velo
pmen
ts.
Sho
w a
war
enes
s of
voc
abul
ary
choi
ces
that
indi
cate
a w
riter
’s p
oint
of v
iew
.B
e aw
are
of c
hang
es o
f set
ting,
nar
rativ
e pe
rspe
ctiv
e an
d ch
rono
logy
.E
xpla
in s
ome
of t
he m
etho
ds w
riter
s us
e to
in
fluen
ce t
he r
eade
r.B
e ab
le t
o fo
llow
a t
hem
e in
a fi
ctio
n te
xt,
reco
gnis
ing
how
it is
dev
elop
ed t
hrou
gh
char
acte
r, na
rrat
ive
com
men
tary
and
the
w
riter
’s u
se o
f lan
guag
e.M
ake
poin
ts, p
rovi
de e
vide
nce
and
expl
anat
ions
whe
n in
terp
retin
g a
text
.M
ake
a se
ries
of p
oint
s ab
out
the
subj
ect
mat
ter
of t
he t
ext,
show
ing
how
idea
s ch
ange
and
dev
elop
thr
ough
diff
eren
t pa
rts
of t
he t
ext.
Use
app
ropr
iate
voc
abul
ary
whe
n di
scus
sing
the
writ
er’s
sty
le a
nd
tech
niqu
es.
• • • • • • • • • • •
Rel
ated
QC
A A
sses
smen
t fo
cus
AF3
D
educ
e, in
fer
or in
terp
ret
info
rmat
ion,
even
ts o
r id
eas
from
tex
ts.
20English subject leader development materials | Summer 2007 00331-2007DOM-ENSecondary National Strategy © Crown copyright 2007
Year
8 S
elec
ted
Fra
mew
ork
ob
ject
ives
Hel
pfu
l tea
chin
g a
pp
roac
hes
See
Key
obj
ectiv
es b
anks
for
mor
e de
taile
dgu
idan
ce
Po
ssib
le g
rad
uate
d p
upil
targ
ets
Not
e: t
arge
ts t
o be
set
as
appr
opria
te fo
rgr
oups
or
indi
vidu
als
and
to b
e ad
apte
d to
su
it di
ffere
nt t
ypes
of r
eadi
ng
8R13
Rea
d a
sub
stan
tial
tex
t (n
ove
l, p
lay
or
wo
rk o
f o
nep
oet
) re
visi
ng a
nd r
efin
ing
inte
rpre
tati
ons
of
sub
ject
mat
ter,
sty
le a
nd t
echn
ique
.
8R10
Ana
lyse
the
ove
rall
stru
ctur
e o
f a
text
to
iden
tify
ho
wke
y id
eas
are
dev
elo
ped
, e.g
. th
rou
gh
th
eor
gan
isat
ion
of
the
con
ten
t an
d t
he
pat
tern
s of
lan
gu
age
use
d.
8R8
Inve
stig
ate
how
mea
ning
s ar
e ch
ange
d w
hen
info
rmat
ion
ispr
esen
ted
in d
iffer
ent
form
s or
tra
nspo
sed
into
diff
eren
t m
edia
.
8R14
Rec
ogni
se t
he c
onve
ntio
ns o
f som
e co
mm
on li
tera
ry fo
rms,
e.g.
son
net,
and
genr
es, e
.g. g
othi
c ho
rror
, an
d ex
plor
e ho
w a
part
icul
ar t
ext
adhe
res
to o
r de
viat
es fr
om e
stab
lishe
dco
nven
tions
.
Sha
re t
he r
eadi
ng o
f par
t of
a n
ovel
and
a
film
clip
of t
he s
ame
sect
ion;
dis
cuss
the
di
ffere
nces
bet
wee
n te
lling
and
show
ing.
Dev
elop
pup
ils’ u
nder
stan
ding
of s
onne
t, an
d go
thic
hor
ror,
for
exam
ple,
as
a su
bset
of h
orro
r, th
roug
h sh
ared
and
gu
ided
rea
ding
, poi
ntin
g ou
t fe
atur
es a
t te
xt, s
ente
nce
and
wor
d le
vel.
Dra
w u
p ch
eckl
ists
of f
eatu
res.
Ens
ure
pupi
ls h
ave
oppo
rtun
ities
to
inve
stig
ate
the
accu
racy
of t
he c
heck
lists
in
depe
nden
tly t
hrou
gh fu
rthe
r ex
ampl
es.
Mod
el lo
okin
g at
end
ings
of s
ubst
antia
l te
xts
and
trac
e ba
ck t
he w
ay t
he r
eade
r is
pre
pare
d fo
r th
em t
hrou
gh c
lues
, and
st
ylis
tic d
evic
es s
uch
as im
ages
and
sy
mbo
ls.
In s
hare
d re
adin
g, id
entif
y th
e fe
atur
es o
f a
part
icul
ar w
riter
and
the
n as
k pu
pils
to
deve
lop
them
furt
her
thro
ugh
inde
pend
ent
and
guid
ed w
ork,
dra
win
g up
the
ir ow
n ch
eckl
ists
.
• • • • •
Beg
in t
o de
scrib
e w
hat
writ
ers
need
to
do
whe
n tr
ansf
orm
ing
a bo
ok in
to a
film
or
a fil
m in
to a
boo
k.B
e ab
le t
o de
scrib
e th
e re
ason
s fo
r bo
ok
and
vide
o co
ver
choi
ces
and
how
the
y re
late
to
the
text
as
a w
hole
and
the
ir ef
fect
on
the
rea
der.
Beg
in t
o re
cogn
ise
part
icul
ar t
ypes
of
poem
or
genr
e an
d de
scrib
e so
me
of t
heir
feat
ures
.B
egin
to
reco
gnis
e w
hat
effe
ct t
he c
hoic
e of
form
has
on
the
way
the
con
tent
is
orga
nise
d.B
egin
to
reco
gnis
e th
e va
rious
way
s in
w
hich
writ
ers
prep
are
read
ers
for
the
endi
ng o
f the
ir te
xts.
Beg
in t
o ev
alua
te w
hat
impa
ct a
tex
t ha
s on
its
read
er t
hrou
gh it
s or
gani
satio
n an
d de
velo
pmen
t, as
wel
l as
its s
ente
nces
and
w
ords
.
• • • • • •
Rel
ated
QC
A A
sses
smen
t fo
cus
AF4
Id
entif
y an
d co
mm
ent
on t
he s
truc
ture
and
org
anis
atio
n of
text
s, in
clud
ing
gram
mat
ical
and
pre
sent
atio
nal f
eatu
res
at t
ext
leve
l.
00331-2007DOM-EN English subject leader development materials | Summer 2007 © Crown copyright 2007 Secondary National Strategy
21
Year
8 S
elec
ted
Fra
mew
ork
ob
ject
ives
Hel
pfu
l tea
chin
g a
pp
roac
hes
See
Key
obj
ectiv
es b
anks
for
mor
e de
taile
dgu
idan
ce
Po
ssib
le g
rad
uate
d p
upil
targ
ets
Not
e: t
arge
ts t
o be
set
as
appr
opria
te fo
rgr
oups
or
indi
vidu
als
and
to b
e ad
apte
d to
su
it di
ffere
nt t
ypes
of r
eadi
ng
8W7
Rev
iew
and
dev
elop
the
ir ab
ility
to:
a) r
ecog
nise
link
s be
twee
n w
ords
rel
ated
by w
ord
fam
ilies
and
root
s;b)
wor
k ou
t th
e m
eani
ng o
f unk
now
nw
ords
usi
ng c
onte
xt, s
ynta
x, e
tym
olog
y,m
orph
olog
y an
d ot
her
fact
ors;
c) u
nder
stan
d an
d ex
plai
n ex
actly
wha
tw
ords
mea
n in
par
ticul
ar c
onte
xts.
8W8
Und
erst
and
and
use
key
term
s th
at h
elp
to d
escr
ibe
and
anal
yse
lang
uage
, e.g
.w
ord
clas
s, n
oun
phra
se,
subo
rdin
ate
clau
se,
synt
ax,
cond
ition
al.
8W13
U
nder
stan
d th
e im
plic
atio
ns w
hen
a w
ord
is in
quo
tatio
n m
arks
or
is u
sed
ironi
cally
.
8S11
Und
erst
and
the
mai
n d
iffer
ence
sb
etw
een
stan
dar
d E
nglis
h an
dd
iale
ctal
var
iati
ons
, e.g
. sub
ject
–ve
rb a
gre
emen
t, f
orm
atio
n o
f p
ast
tens
e, a
dve
rbs
and
neg
ativ
es, u
se o
fp
rono
uns
and
pre
po
siti
ons
.
In p
airs
, cre
ate
a w
ord
web
(see
Voc
abul
ary
and
spel
ling
unit
in
Lite
racy
acr
oss
the
curr
icul
um fi
le a
nd Y
ear
7 sp
ellin
g ba
nk) .
Use
car
d so
rts
and
mat
chin
g ac
tiviti
es a
s pa
ired
activ
ity, e
.g.
one
wor
d w
ith t
wo
or m
ore
mea
ning
s, a
s st
arte
r ac
tiviti
es.
Offe
r cl
ear
and
conc
ise
expl
anat
ions
of k
ey t
erm
s an
d m
ake
clas
sroo
m p
oste
rs, w
ord
bank
s, e
tc.
Mod
el d
econ
stru
ctio
n of
app
ropr
iate
tex
ts in
sha
red
read
ing,
fo
cusi
ng o
n an
alys
is o
f spe
cific
gra
mm
atic
al fo
rms,
e.g
. effe
ct
of a
ddin
g su
bord
inat
e cl
ause
s, p
ositi
onin
g w
ithin
sen
tenc
es,
effe
ct u
pon
mea
ning
.M
odel
pro
cess
by
whi
ch r
eade
rs q
uest
ion
text
s to
ana
lyse
m
eani
ng.
Ale
rt p
upils
to
spec
ialis
t us
e of
voc
abul
ary
as t
hey
enco
unte
r th
is in
cla
ss t
exts
, esp
ecia
lly in
sem
antic
fiel
ds. C
onsi
der
this
as
an in
dica
tor
of a
udie
nce,
e.g
. spe
cial
ist
or n
on-s
peci
alis
t.M
odel
pro
cess
of m
akin
g w
ord
choi
ces
thro
ugh
shar
ed w
ritin
g.M
odel
how
to
com
men
t cl
early
on
an a
utho
r’s w
ord
choi
ce
whe
n de
mon
stra
ting
to p
upils
how
to
writ
e ab
out
the
effe
ct o
f la
ngua
ge o
n a
text
’s m
eani
ng.
Whe
re a
ppro
pria
te a
nd w
ith s
ensi
tivity
, inv
ite p
upils
to
shar
e re
gion
al v
aria
tions
in t
heir
spee
ch.
Inve
stig
ate
olde
r fo
rms,
e.g
. Sha
kesp
eare
and
Cha
ucer
.S
elec
t po
ems
or d
ialo
gue
with
a r
egio
nal v
arie
ty o
r ot
her
varie
ty
e.g.
Bla
ck o
r A
mer
ican
Eng
lish.
Inve
stig
ate
way
s in
whi
ch s
tand
ard
Eng
lish
with
a r
egio
nal
acce
nt is
eas
ier
to u
nder
stan
d th
an r
egio
nal d
iale
ct fo
rms.
Inve
stig
ate
the
influ
ence
of A
mer
ican
and
Aus
tral
ian
varie
ties
on
Brit
ish
tele
visi
on. W
hat
have
we
adop
ted
and
why
?
• • • • • • • • • • • • •
Be
able
to
appl
y pr
ior
know
ledg
e of
wor
ds
to s
uppo
rt u
nder
stan
ding
of a
tex
t.B
e aw
are
of k
ey t
erm
s w
hich
des
crib
e an
d an
alys
e la
ngua
ge w
ithin
tex
ts, e
.g. e
llipsi
s,
rhet
oric
al q
uest
ions
, ass
onan
ce, i
mag
ery.
Be
awar
e th
at c
erta
in w
ords
hav
e sp
ecia
list
mea
ning
s in
add
ition
to
mor
e ge
nera
l m
eani
ngs.
Rec
ogni
se ir
onic
use
of l
angu
age
with
so
me
refe
renc
e to
inte
nded
effe
ct o
n th
e re
ader
.C
omm
ent
upon
the
use
of n
on-s
tand
ard
form
s of
Eng
lish
in t
exts
and
why
writ
ers
choo
se n
on-s
tand
ard
form
s.
• • • • •
Rel
ated
QC
A A
sses
smen
t fo
cus
AF5
E
xpla
in a
nd c
omm
ent
on w
riter
s’ u
se o
fla
ngua
ge, i
nclu
ding
gra
mm
atic
al a
ndlit
erar
y fe
atur
es a
t w
ord
and
sent
ence
leve
l.
22English subject leader development materials | Summer 2007 00331-2007DOM-ENSecondary National Strategy © Crown copyright 2007
Year
8 S
elec
ted
Fra
mew
ork
ob
ject
ives
Hel
pfu
l tea
chin
g a
pp
roac
hes
See
Key
obj
ectiv
es b
anks
for
mor
e de
taile
dgu
idan
ce
Po
ssib
le g
rad
uate
d p
upil
targ
ets
Not
e: t
arge
ts t
o be
set
as
appr
opria
te fo
rgr
oups
or
indi
vidu
als
and
to b
e ad
apte
d to
su
it di
ffere
nt t
ypes
of r
eadi
ng
8R12
Rec
ord
and
revi
ew t
he d
evel
opm
ent
ofth
eir
inde
pend
ent
read
ing,
and
iden
tify
way
s of
incr
easi
ng it
s sc
ope
and
chal
leng
e.
8R11
Inve
stig
ate
the
diffe
rent
way
s fa
milia
rth
emes
are
exp
lore
d an
d pr
esen
ted
bydi
ffere
nt w
riter
s.
8R15
Iden
tify
links
bet
wee
n lit
erar
y he
ritag
e te
xts
and
thei
r tim
es, e
.g. t
he s
ocia
l con
text
of a
nine
teen
th-c
entu
ry n
ovel
.
8R16
Rec
ogni
se h
ow t
exts
ref
er t
o an
d re
flect
the
cultu
re in
whi
ch t
hey
wer
e pr
oduc
ed,
e.g.
in t
heir
evoc
atio
n of
pla
ce a
nd v
alue
s.
Use
rea
ding
jour
nals
to
reco
rd t
hem
es a
nd r
espo
nses
.M
odel
how
to
trac
e de
velo
pmen
ts o
f the
mes
thr
ough
min
d-m
aps,
stic
ky n
otes
, cha
ract
er c
hart
s, fl
ow c
hart
s. IC
T w
ould
be
usef
ul.
Mod
el c
ompa
rison
of a
ppro
ache
s to
the
mes
– w
here
as o
ne
auth
or...
the
oth
er .
.. ho
wev
er,
it ca
n be
see
n, is
not
icea
ble,
etc
.A
s st
arte
r or
ple
nary
ses
sion
org
anis
e pu
pils
to
read
res
pons
es
from
jour
nals
, rec
omm
end
book
s, ‘s
ell’
book
s as
pos
sibl
e cl
ass
nove
ls.
Hav
e a
If yo
u lik
ed t
his
... t
ry t
his
list
of r
ecom
men
datio
ns.
Liai
se w
ith t
he h
isto
ry d
epar
tmen
t ov
er w
hat
they
are
tea
chin
g an
d re
ad t
exts
from
the
per
iod,
dis
cuss
ing
how
far
the
text
s an
d to
pics
are
acc
urat
e in
the
ir re
flect
ion
of t
he t
imes
.S
hare
the
rea
ding
of t
exts
from
diff
eren
t cu
lture
s to
sho
w h
ow
they
rep
rese
nt t
he c
ultu
re. I
nvite
pup
ils t
o re
ad s
uch
text
s as
pa
rt o
f the
ir pr
ivat
e re
adin
g.U
se IC
T, p
hoto
grap
hs a
nd a
rtef
acts
to
disc
uss
links
bet
wee
n te
xt a
nd v
isua
l im
ages
.In
sha
red
and
guid
ed r
eadi
ng, d
iscu
ss h
ow w
riter
s ar
e of
ten
advo
cate
s fo
r so
cial
cha
nge
thro
ugh
thei
r w
ritin
g, e
.g. D
icke
ns,
char
ity le
afle
ts, c
ampa
igni
ng w
ebsi
tes.
• • • • • • • • •
Con
tinue
to
deve
lop
diffe
rent
voc
abul
ary
and
expr
essi
ons
to d
escr
ibe
your
re
spon
ses
to r
eadi
ng.
Kee
p an
up-
to-d
ate
deta
iled
read
ing
jour
nal t
o re
cord
the
ran
ge o
f rea
ding
an
d ex
perim
ents
with
diff
eren
t te
xts
and
auth
ors.
Giv
e re
ason
s fo
r yo
ur o
pini
ons
and
feel
ings
.S
eek
reco
mm
enda
tions
for
futu
re r
eadi
ng.
Sho
w h
ow t
o fo
llow
up
a ge
nre,
aut
hor
or
them
e in
priv
ate
read
ing.
Com
pare
the
tre
atm
ent
of a
the
me
by t
wo
diffe
rent
aut
hors
inde
pend
ently
.B
e ab
le t
o di
scus
s ho
w w
riter
s re
pres
ent
the
time
and
cultu
re t
hrou
gh s
tyle
and
co
nten
t.B
e ab
le t
o di
scus
s th
at w
riter
s m
ight
be
advo
cate
s fo
r a
caus
e an
d ho
w t
hey
do
this
in t
heir
writ
ing.
• • • • • • •
Rel
ated
QC
A A
sses
smen
t fo
cus
AF6
Id
entif
y an
d co
mm
ent
on w
riter
s’ p
urpo
ses
and
view
poin
ts a
nd t
he o
vera
ll ef
fect
of t
hete
xt o
n th
e re
ader
.
00331-2007DOM-EN English subject leader development materials | Summer 2007 © Crown copyright 2007 Secondary National Strategy
23
Year
9 S
elec
ted
Fra
mew
ork
ob
ject
ives
Hel
pfu
l tea
chin
g a
pp
roac
hes
See
Key
obj
ectiv
es b
anks
for
mor
e de
taile
dgu
idan
ce
Po
ssib
le g
rad
uate
d p
upil
targ
ets
Not
e: t
arge
ts t
o be
set
as
appr
opria
te fo
rgr
oups
or
indi
vidu
als
and
to b
e ad
apte
d to
su
it di
ffere
nt t
ypes
of r
eadi
ng
9R1
Rev
iew
and
ext
end
thei
r ow
n st
rate
gies
for
loca
ting,
app
rais
ing
and
extr
actin
g re
leva
ntin
form
atio
n.
9R4
Eva
luat
e th
e re
leva
nce,
rel
iabi
lity
and
valid
ity o
f inf
orm
atio
n av
aila
ble
thro
ugh
prin
t, IC
T an
d ot
her
med
ia s
ourc
es.
9R2
Syn
thes
ise
info
rmat
ion
fro
m a
ran
ge
of
sour
ces,
sha
pin
g m
ater
ial t
o m
eet
the
read
er’s
nee
ds.
9S4
Inte
grat
e sp
eech
, ref
eren
ce a
nd q
uota
tion
effe
ctiv
ely
into
wha
t th
ey w
rite.
9W17
C
ite s
peci
fic a
nd r
elev
ant
text
ual e
vide
nce
to ju
stify
crit
ical
judg
emen
ts a
bout
tex
ts.
Ens
ure
pupi
ls h
ave
oppo
rtun
ities
to
rese
arch
inde
pend
ently
. E
nsur
e th
ey h
ave
clea
r re
ason
s fo
r th
e re
sear
ch a
nd a
cle
ar
outc
ome,
e.g
. to
turn
info
rmat
ion
from
a v
arie
ty o
f writ
ten
sour
ces
into
a r
adio
pro
gram
me.
Mod
el t
he p
roce
ss o
f est
ablis
hing
whe
ther
som
ethi
ng is
fact
or
opin
ion.
Use
a g
rid t
o co
mpa
re t
exts
dea
ling
with
the
sam
e su
bjec
t fo
r au
dien
ce, p
urpo
se, l
angu
age
and
styl
e.C
reat
e w
ith t
he c
lass
a c
heck
list
of c
ritic
al a
nd e
valu
ativ
e qu
estio
ns t
o as
k ab
out
rese
arch
.In
sha
red
and
guid
ed w
ritin
g m
odel
‘poi
nt-e
vide
nce
expl
anat
ion’
par
agra
ph o
rgan
isat
ion
in w
ritin
g ab
out
text
s.U
se a
sha
red
writ
ing
sess
ion
to d
emon
stra
te h
ow t
o m
arsh
al
and
cate
goris
e in
form
atio
n fo
r a
spec
ific
audi
ence
and
pur
pose
.A
men
d an
exi
stin
g te
xt b
y in
sert
ing
delib
erat
e fa
ctua
l err
ors
or
by in
trod
ucin
g in
appr
opria
te s
tylis
tic fe
atur
es –
ask
the
cla
ss t
o id
entif
y th
ese
erro
rs a
nd t
o ex
plai
n th
em.
Com
pare
a w
eb p
age
with
the
sam
e in
form
atio
n st
rippe
d of
its
pres
enta
tiona
l and
gra
phic
al d
evic
es a
nd s
how
wha
t gr
aphi
cal
elem
ents
add
to
a te
xt in
ter
ms
of c
larit
y an
d im
pact
.U
se s
ampl
e N
atio
nal C
urric
ulum
tes
ts p
ract
ice
pape
rs t
o m
odel
ho
w t
o re
spon
d to
tex
t qu
ickl
y an
d pe
rtin
ently
.
• • • • • • • • •
Use
a K
WL
or Q
UA
Ds
grid
to
dire
ct
rese
arch
, kee
ping
the
pur
pose
for
read
ing
in m
ind.
Sel
ect,
high
light
and
ann
otat
e pa
rts
of t
he
text
rel
evan
t to
pur
pose
or
audi
ence
as
spee
dily
as
poss
ible
.M
atch
rea
ding
str
ateg
y to
rea
ding
pur
pose
, e.
g. s
kim
and
sca
n w
hen
tryi
ng t
o lo
cate
sp
ecifi
c bi
ts o
f inf
orm
atio
n.Id
entif
y ap
prop
riate
sou
rces
of i
nfor
mat
ion
in r
elat
ion
to r
esea
rch
topi
cs.
Qui
ckly
dec
ide
upon
and
use
a s
trat
egy
for
note
tak
ing
whi
ch is
app
ropr
iate
to
the
task
an
d th
e le
arni
ng s
tyle
.A
ckno
wle
dge
and
eval
uate
sou
rces
and
qu
otat
ions
acc
urat
ely.
Use
evi
denc
e to
sup
port
arg
umen
ts b
y m
akin
g a
poin
t. B
ack
it up
with
idea
s an
d th
en e
xpla
in h
ow t
his
rein
forc
es t
he p
oint
.
• • • • • • •
Rel
ated
QC
A A
sses
smen
t fo
cus
AF2
U
nder
stan
d, d
escr
ibe,
sel
ect
or r
etrie
vein
form
atio
n, e
vent
s or
idea
s fro
m t
exts
and
use
quot
atio
n an
d re
fere
nce
to t
ext.
Rea
din
g im
pro
vem
ent
mat
rix
Rea
ding
: Yea
r 9
2�English subject leader development materials | Summer 2007 00331-2007DOM-ENSecondary National Strategy © Crown copyright 2007
Year
9 S
elec
ted
Fra
mew
ork
ob
ject
ives
Hel
pfu
l tea
chin
g a
pp
roac
hes
See
Key
obj
ectiv
es b
anks
for
mor
e de
taile
dgu
idan
ce
Po
ssib
le g
rad
uate
d p
upil
targ
ets
Not
e: t
arge
ts t
o be
set
as
appr
opria
te fo
rgr
oups
or
indi
vidu
als
and
to b
e ad
apte
d to
su
it di
ffere
nt t
ypes
of r
eadi
ng
9R18
Dis
cuss
a s
ubst
antia
l pro
se t
ext,
shar
ing
perc
eptio
ns, n
egot
iatin
g co
mm
on r
eadi
ngs
and
acco
untin
g fo
r di
ffere
nces
of v
iew
.
9R8
Co
mp
are
the
pre
sent
atio
n o
f id
eas,
va
lues
or
emo
tio
ns in
rel
ated
or
cont
rast
ing
tex
ts.
9R10
Com
men
t on
inte
rpre
tatio
ns o
f the
sam
ete
xt o
r id
ea in
diff
eren
t m
edia
, usi
ng t
erm
sap
prop
riate
for
criti
cal a
naly
sis.
9R18
Dis
cuss
a s
ubst
antia
l pro
se t
ext,
shar
ing
perc
eptio
ns, n
egot
iatin
g co
mm
on r
eadi
ngs
and
acco
untin
g fo
r di
ffere
nces
of v
iew
.
9S&
L13
Dev
elo
p a
nd c
om
par
e d
iffer
ent
inte
rpre
tati
ons
of
scen
es o
r p
lays
by
Sha
kesp
eare
or
oth
er d
ram
atis
ts.
Enc
oura
ge t
he r
eadi
ng a
nd s
hare
d un
ders
tand
ing
of
subs
tant
ial t
exts
thr
ough
inde
pend
ent
read
ing
and
grou
p re
adin
g.Lo
ok a
t le
afle
ts o
n a
cont
rove
rsia
l iss
ue, c
ompa
ring
emot
ions
and
val
ues
they
end
orse
.In
sha
red
read
ing
of a
tex
t’s o
peni
ng, m
odel
an
nota
ting
emot
iona
l and
inte
llect
ual i
mpa
ct o
f a w
riter
’s
lang
uage
on
a cr
itica
l rea
der.
Use
gui
ded
read
ing
sess
ions
to
supp
ort
pupi
ls in
bec
omin
g m
ore
conf
iden
t in
tal
king
abo
ut t
heir
read
ing
of d
iffer
ent
text
s.U
se a
grid
to
note
sim
ilarit
ies
and
diffe
renc
es b
etw
een
the
emot
ions
and
val
ues
conv
eyed
by
a pa
ir of
tex
ts fr
om d
iffer
ent
med
ia, e
.g. w
eb p
age
and
prin
ted
leaf
let.
In a
ple
nary
ses
sion
, ask
pup
ils t
o co
mpa
re e
ntrie
s ab
out
a co
mm
on t
ext
in r
eadi
ng jo
urna
ls a
nd t
o no
te s
imila
ritie
s an
d di
ffere
nces
in t
erm
s of
the
ir re
spon
ses.
Wat
ch t
wo
vers
ions
of t
he s
ame
scen
e fro
m a
pla
y. P
upils
co
mpa
re: c
hara
cter
isat
ion;
set
ting
and
atm
osph
ere;
dra
mat
ic
tens
ion;
vie
wpo
int
and
purp
ose.
Pup
ils p
rese
nt a
sce
ne a
s if
on a
sta
ge a
nd t
hen
repr
esen
t it
usin
g a
prom
enad
e th
eatr
e.H
ot-s
eat
the
auth
or o
f a s
hare
d te
xt a
nd p
upils
ask
him
or
her
ques
tions
abo
ut t
he t
ext
and
the
mea
ning
s of
am
bigu
ous
part
s.E
xplo
re d
iffer
ent
inte
rpre
tatio
ns, e
.g. ‘
This
phr
ase
coul
d m
ean
“……
……
” or
it c
ould
mea
n “…
……
…..”
.’D
evel
op t
he s
ente
nce
stem
app
roac
h by
em
bedd
ing
just
ifyin
g cl
ause
s su
ch a
s: ‘I
thi
nk t
he w
riter
mea
ns t
his
beca
use
…’.
• • • • • • • • • • •
Be
able
to
sust
ain
read
ing
of a
long
er
text
and
to
disc
uss
inte
rpre
tatio
ns a
nd
pref
eren
ces
with
oth
ers.
Be
able
to
deci
de q
uick
ly a
nd c
onfid
ently
ho
w t
o re
ad a
tex
t fo
r a
purp
ose.
Exp
erim
ent
with
diff
eren
t w
ays
of r
eadi
ng
a sp
eech
alo
ud t
o sh
ow c
hara
cter
, fee
lings
an
d at
titud
e.E
xam
ine
way
s in
whi
ch w
riter
s ex
pres
s id
eas,
val
ues
and
emot
ions
thr
ough
ch
arac
ter,
sett
ing,
dia
logu
e an
d w
ord
choi
ce.
Iden
tify
how
the
writ
er u
ses
evid
ence
to
supp
ort
thei
r ar
gum
ents
or
to a
ttac
k th
e ar
gum
ents
of a
riv
al.
Exp
ress
an
opin
ion
and
mak
e ju
dgem
ents
up
on t
he e
ffect
iven
ess
of a
pie
ce o
f tex
t, be
arin
g in
min
d its
inte
ntio
n an
d pu
rpos
e.U
se a
ppro
pria
te la
ngua
ge t
o co
mm
ent
on a
nd c
ompa
re t
exts
and
mak
e de
taile
d re
fere
nces
to
evid
ence
.
• • • • • • •
Rel
ated
QC
A A
sses
smen
t fo
cus
AF3
D
educ
e, in
fer
or in
terp
ret
info
rmat
ion,
even
ts o
r id
eas
from
tex
ts.
00331-2007DOM-EN English subject leader development materials | Summer 2007 © Crown copyright 2007 Secondary National Strategy
2�
Year
9 S
elec
ted
Fra
mew
ork
ob
ject
ives
Hel
pfu
l tea
chin
g a
pp
roac
hes
See
Key
obj
ectiv
es b
anks
for
mor
e de
taile
dgu
idan
ce
Po
ssib
le g
rad
uate
d p
upil
targ
ets
Not
e: t
arge
ts t
o be
set
as
appr
opria
te fo
rgr
oups
or
indi
vidu
als
and
to b
e ad
apte
d to
su
it di
ffere
nt t
ypes
of r
eadi
ng
9W8
Rec
ogni
se h
ow li
nes
of t
houg
ht a
rede
velo
ped
and
sign
post
ed t
hrou
gh t
he u
seof
con
nect
ives
, e.g
. non
ethe
less
,co
nseq
uent
ly, f
urth
erm
ore.
9S�
Co
mp
are
and
use
diff
eren
t w
ays
of
op
enin
g, d
evel
op
ing
, lin
king
and
com
ple
ting
par
agra
phs
.
9S7
Ana
lyse
and
exp
loit
the
sty
listi
cco
nven
tio
ns o
f th
e m
ain
text
typ
es,
e.g
. par
od
y.
9R8
Inve
stig
ate
the
orga
nisa
tion
and
conv
entio
ns o
f IC
T te
xts,
e.g
. CD
-RO
M,
e-m
ail,
web
pag
es.
Sha
re t
he r
eadi
ng o
f a t
ext
with
key
con
nect
ives
and
pr
onou
ns b
lank
ed o
ut –
ask
pup
ils t
o su
gges
t su
itabl
e w
ords
and
phr
ases
.M
odel
ann
otat
ion
of a
tex
t fo
r co
hesi
ve li
nks
betw
een
para
grap
hs.
Dem
onst
rate
ski
mm
ing
and
scan
ning
of p
arag
raph
s fo
r co
nnec
tives
and
tex
t-m
ark
purp
ose
and/
or e
ffect
.S
hare
the
rea
ding
of a
tee
nage
mag
azin
e ar
ticle
, sh
owin
g ho
w fa
r la
ngua
ge, l
ayou
t, te
xt a
nd p
ictu
res
fulfi
l diff
eren
t pu
rpos
es, e
.g. e
nter
tain
, inf
orm
, per
suad
e.M
odel
wha
t ha
ppen
s to
mea
ning
and
coh
esio
n if
para
grap
hs a
re m
oved
rou
nd.
Offe
r ex
ampl
es o
f poo
rly o
rgan
ised
tex
t an
d m
odel
or
shar
e w
ays
of im
prov
ing
them
.U
se m
ovin
g im
ages
to
disc
uss
how
ver
bal a
nd p
icto
rial
info
rmat
ion
is c
ombi
ned
with
sou
nds
to m
eet
audi
ence
and
pu
rpos
e.U
se a
web
pag
e an
d a
prin
ted
leaf
let
on s
imila
r to
pics
, e.g
. he
alth
issu
es, a
nd c
ompa
re la
yout
s, u
se o
f pic
toria
l ele
men
ts in
te
rms
of m
eetin
g in
tend
ed a
udie
nce
and
purp
ose.
Ask
pup
ils t
o do
the
sam
e as
abo
ve in
depe
nden
tly. U
se t
he
plen
ary
to c
ompa
re t
heir
findi
ngs
and
see
whe
ther
com
mon
fe
atur
es c
an b
e id
entif
ied.
• • • • • • • • •
Ana
lyse
the
ord
er a
nd p
rese
ntat
ion
of id
eas
by, f
or e
xam
ple,
com
men
ting
upon
the
st
ruct
urin
g an
d lin
king
of p
arag
raph
s.R
ecog
nise
whe
n te
xts
are
not
wel
l or
gani
sed
to s
uppo
rt t
he r
eade
r, th
roug
h po
or s
ignp
ostin
g or
prio
ritis
atio
n, a
nd b
e ab
le t
o su
gges
t ap
prop
riate
cha
nges
.B
e ab
le t
o de
scrib
e th
e w
ays
in w
hich
a
text
exp
loits
the
feat
ures
of a
tex
t ty
pe, e
.g.
for
com
ic e
ffect
.B
e ab
le t
o id
entif
y th
e w
ays
in w
hich
the
sa
me
info
rmat
ion
is p
rese
nted
in d
iffer
ent
med
ia; s
ugge
st w
hy t
he d
iffer
ence
s ar
e th
ere
both
from
the
dem
ands
of t
he t
ext
type
and
the
nee
ds o
f aud
ienc
e an
d pu
rpos
e.
• • • •
Rel
ated
QC
A A
sses
smen
t fo
cus
AF4
Id
entif
y an
d co
mm
ent
on t
he s
truc
ture
and
orga
nisa
tion
of t
exts
, inc
ludi
ng g
ram
mat
ical
and
pres
enta
tiona
l fea
ture
s at
tex
t le
vel.
2�English subject leader development materials | Summer 2007 00331-2007DOM-ENSecondary National Strategy © Crown copyright 2007
Year
9 S
elec
ted
Fra
mew
ork
ob
ject
ives
Hel
pfu
l tea
chin
g a
pp
roac
hes
See
Key
obj
ectiv
es b
anks
for
mor
e de
taile
dgu
idan
ce
Po
ssib
le g
rad
uate
d p
upil
targ
ets
Not
e: t
arge
ts t
o be
set
as
appr
opria
te fo
rgr
oups
or
indi
vidu
als
and
to b
e ad
apte
d to
su
it di
ffere
nt t
ypes
of r
eadi
ng
9W6
Kno
w a
nd u
se t
he t
erm
s th
at a
re u
sefu
l for
anal
ysin
g la
ngua
ge, e
.g. t
ype
of p
hras
e or
clau
se,
cond
ition
al v
erb.
9W7
Rec
og
nise
laye
rs o
f m
eani
ng in
the
wri
ter’
s ch
oic
e o
f w
ord
s, e
.g.
con
not
atio
n, i
mp
lied
mea
nin
g,
dif
fere
nt
typ
es o
r m
ult
iple
mea
nin
gs.
9W8
Rec
ogni
se h
ow li
nes
of t
houg
ht a
rede
velo
ped
and
sign
post
ed t
hrou
gh t
he u
seof
con
nect
ives
, e.g
. non
ethe
less
,co
nseq
uent
ly,
furt
herm
ore.
9S10
Exp
lore
diff
erin
g at
titud
es t
o la
ngua
ge, a
ndid
entif
y ch
arac
teris
tics
of s
tand
ard
Eng
lish
that
mak
e it
the
dom
inan
t m
ode
of p
ublic
com
mun
icat
ion.
9R12
Ana
lyse
and
dis
cuss
the
use
mad
e o
frh
eto
rica
l dev
ices
in a
tex
t.9R
14
A
naly
se t
he la
ngua
ge, f
orm
and
dra
mat
icim
pact
of s
cene
s an
d pl
ays
by p
ublis
hed
dram
atis
ts.
9R1�
Ana
lyse
way
s in
whi
ch d
iffer
ent
cult
ural
co
ntex
ts a
nd t
rad
itio
ns h
ave
influ
ence
d la
ngua
ge
and
sty
le, e
.g.
Bla
ck B
riti
sh p
oetr
y, I
rish
sh
ort
stor
ies.
Ask
pup
ils t
o ch
ange
key
wor
ds in
a p
oem
to
alte
r its
moo
d si
gnifi
cant
ly.In
trod
uce
rang
e of
tex
ts c
apab
le o
f diff
eren
t in
terp
reta
tions
, e.g
. Ver
non
Sca
nnel
l’s ‘A
Cas
e of
Mur
der’
, and
sh
ow h
ow d
iffer
ent
inte
rpre
tatio
ns a
re s
uppo
rted
by
a te
xt.
Mod
el p
roce
ss o
f tex
t in
terr
ogat
ion
to s
how
how
the
va
lidity
of d
iffer
ent
inte
rpre
tatio
ns c
an b
e te
sted
.A
nnot
ate
text
s to
iden
tify
wor
ds t
hat
may
hav
e m
ore
than
one
mea
ning
– id
entif
y m
eani
ng in
con
text
.D
elet
e fiv
e or
six
key
wor
ds fr
om a
sho
rt t
ext.
Ask
pup
ils t
o se
lect
from
a li
st o
f syn
onym
s th
e w
ords
the
y th
ink
have
bee
n de
lete
d. P
upils
just
ify c
hoic
es.
Ask
pup
ils t
o m
ark
rhet
oric
al d
evic
es o
n a
pers
uasi
ve s
peec
h su
ch a
s M
artin
Lut
her
Kin
g’s
‘I ha
ve a
dre
am’.
Mod
el o
n O
HT
how
to
anal
yse
rhet
oric
al d
evic
es, c
irclin
g an
d hi
ghlig
htin
g ch
ange
s in
pac
e by
var
ied
synt
ax.
Use
an
old
GC
SE
ant
holo
gy t
o ex
plor
e po
ems
from
a r
ange
of
cul
ture
s. C
ompi
le g
rid u
nder
hea
ding
s su
ch a
s: la
ngua
ge
(incl
udin
g no
n-st
anda
rd d
iale
ct),
hist
ory,
pol
itics
, tra
ditio
ns,
cust
oms,
idea
s, r
elig
ion,
bel
iefs
, val
ues.
Pro
vide
ann
otat
ion
card
s fo
r m
atch
ing
with
app
ropr
iate
poi
nts
in t
he t
ext,
e.g.
use
of p
atoi
s to
cre
ate
impa
ct,
use
of r
hyth
m t
o re
crea
te a
ctio
ns.
• • • • • • • • •
Be
able
to
com
men
t up
on la
yers
of
mea
ning
by
usin
g su
ch t
erm
s as
pun
, am
bigu
ity, c
onno
tatio
n an
d iro
ny.
Sup
port
inte
rpre
tatio
ns o
f a t
ext’s
mea
ning
by
mak
ing
deta
iled
refe
renc
es t
o it.
Mak
e a
chec
klis
t of
rhe
toric
al d
evic
es, e
.g.
ques
tions
, rep
etiti
on, a
lliter
atio
n, s
ente
nce
varie
ty, f
igur
ativ
e la
ngua
ge, a
nd c
heck
tex
ts
for
them
, tak
ing
care
to
unde
rsta
nd w
hy
thos
e ef
fect
s w
ere
chos
en.
Col
lect
exa
mpl
es o
f rhe
toric
al d
evic
es t
o illu
stra
te t
he c
heck
list
and
note
why
the
y w
ere
used
.M
ake
chec
klis
ts o
f typ
ical
feat
ures
of t
exts
fro
m d
iffer
ent
hist
oric
al a
nd s
ocia
l con
text
s.A
nnot
ate
text
s w
ith n
otes
abo
ut t
hem
es,
stru
ctur
e, fo
rm a
nd w
ord
choi
ce in
clud
ing
the
use
of n
on-s
tand
ard
and
stan
dard
E
nglis
h.B
e ab
le t
o co
nfid
ently
des
crib
e an
d di
scus
s w
hy a
writ
er w
rites
as
she
or h
e do
es.
Rec
ogni
se h
ow w
riter
s fro
m o
ther
cul
ture
s cr
eate
the
ir ef
fect
s at
tex
t, se
nten
ce a
nd
wor
d le
vel.
• • • • • • • •
Rel
ated
QC
A A
sses
smen
t fo
cus
AF5
E
xpla
in a
nd c
omm
ent
on w
riter
s’ u
ses
ofla
ngua
ge, i
nclu
ding
gra
mm
atic
al a
ndlit
erar
y fe
atur
es a
t w
ord
and
sent
ence
leve
l.
00331-2007DOM-EN English subject leader development materials | Summer 2007 © Crown copyright 2007 Secondary National Strategy
27
Year
9 S
elec
ted
Fra
mew
ork
ob
ject
ives
Hel
pfu
l tea
chin
g a
pp
roac
hes
See
Key
obj
ectiv
es b
anks
for
mor
e de
taile
dgu
idan
ce
Po
ssib
le g
rad
uate
d p
upil
targ
ets
Not
e: t
arge
ts t
o be
set
as
appr
opria
te fo
rgr
oups
or
indi
vidu
als
and
to b
e ad
apte
d to
sui
t di
ffere
nt t
ypes
of r
eadi
ng
9R5
Eva
luat
e th
eir
own
criti
cal w
ritin
g ab
out
text
s.9R
13
R
evie
w a
nd d
evel
op t
heir
own
read
ing
skills
, exp
erie
nces
and
pre
fere
nces
, not
ing
stre
ngth
s an
d ar
eas
for
deve
lopm
ent.
9R7
Co
mp
are
the
pre
sent
atio
n o
f id
eas,
valu
es o
r em
oti
ons
in r
elat
ed o
rco
ntra
stin
g t
exts
.9R
6
C
omm
ent
on t
he a
utho
rial p
ersp
ectiv
esof
fere
d in
tex
ts o
n in
divi
dual
s, c
omm
unity
and
soci
ety
in t
exts
from
diff
eren
t cu
lture
s.9R
8
A
naly
se h
ow m
edia
tex
ts in
fluen
ce a
nd a
rein
fluen
ced
by r
eade
rs, e
.g. i
nter
activ
epr
ogra
ms,
sel
ectio
n of
new
s ite
ms.
9R9
Com
pare
the
mes
and
sty
les
of t
wo
writ
ers
from
diff
eren
t tim
es.
9R11
Ana
lyse
how
an
auth
or’s
sta
ndpo
int
can
affe
ct m
eani
ng in
non
-lite
rary
as
wel
l as
liter
ary
text
s.9R
17
C
ompa
re t
he t
hem
es a
nd s
tyle
s of
tw
o or
mor
e po
ets.
9R15
E
xten
d th
eir
unde
rsta
ndin
g of
lite
rary
herit
age
by r
elat
ing
maj
or w
riter
s to
the
irhi
stor
ical
con
text
and
exp
lain
ing
thei
rap
peal
ove
r tim
e.
Mai
ntai
n re
adin
g jo
urna
ls t
hat
now
ask
pup
ils t
o m
ap
the
deve
lopm
ent
of t
he w
riter
’s p
urpo
ses
and
inte
ntio
ns
and
thei
r ef
fect
on
them
as
read
ers.
In s
hare
d re
adin
g of
a t
ext’s
ope
ning
, mod
el a
nnot
atin
g w
riter
’s p
oint
of v
iew
and
how
tha
t is
sus
tain
ed o
r no
t th
roug
h a
text
.Lo
ok a
t le
afle
ts o
n a
cont
rove
rsia
l iss
ue, c
ompa
ring
emot
ions
and
val
ues,
iden
tifyi
ng d
iffer
ence
s be
twee
n au
thor
s’ in
tent
ions
and
vie
wpo
ints
.O
ffer
inde
pend
ent
activ
ities
whe
re p
upils
hav
e to
dec
ide
on t
he w
riter
’s v
iew
poin
t.U
se g
uide
d re
adin
g se
ssio
ns t
o su
ppor
t pu
pils
in
beco
min
g m
ore
conf
iden
t in
tal
king
abo
ut t
he e
ffect
s of
diff
eren
t te
xts
on t
hem
as
read
ers
and
how
writ
ers
man
ipul
ate
the
read
er.
Use
a g
rid t
o no
te s
imila
ritie
s an
d di
ffere
nces
bet
wee
n th
e au
dien
ces
and
purp
oses
con
veye
d by
a p
air
of t
exts
from
di
ffere
nt m
edia
, e.g
. web
pag
e an
d pr
inte
d le
afle
t. N
ote
how
the
tex
t ty
pe in
fluen
ces
grap
hica
l cho
ices
and
rea
der
resp
onse
.In
a p
lena
ry s
essi
on, a
sk p
upils
to
com
pare
ent
ries
abou
t a
com
mon
tex
t in
rea
ding
jour
nals
and
to
note
sim
ilarit
ies
and
diffe
renc
es in
ter
ms
of it
s ef
fect
on
them
as
read
ers.
Rea
d fu
rthe
r in
fluen
tial t
exts
from
ear
lier
times
and
co
nsid
er t
heir
purp
ose
and
effe
ct b
oth
then
and
now
, e.
g. T
he M
odes
t P
ropo
sal,
extr
acts
from
Pep
ys’
diar
y or
P
ope’
s Th
e R
ape
of t
he L
ock.
• • • • • • • •
Con
tinue
to
reco
rd v
iew
s fro
m p
rivat
e re
adin
g,
focu
sing
on
why
writ
ers
writ
e as
the
y do
.E
xper
imen
t w
ith r
ewrit
ing
a te
xt fr
om a
diff
eren
t po
int
of v
iew
.U
se t
wo-
colu
mn
grid
s to
rec
ord
and
com
pare
pu
rpos
es a
nd e
ffect
s of
diff
eren
t te
xts.
Be
able
to
disc
uss
the
way
s in
whi
ch w
riter
s m
anip
ulat
e th
e re
ader
’s r
espo
nse
thro
ugh
choi
ce
of s
tylis
tic fe
atur
es.
Be
able
to
disc
uss
the
effe
cts
that
writ
ers
had
in
thei
r ow
n tim
e an
d th
e ef
fect
the
y ha
ve n
ow.
Be
able
to
disc
uss
why
som
e te
xts
still
seem
re
leva
nt t
oday
des
pite
bei
ng w
ritte
n a
long
tim
e ag
o.
• • • • • •
Rel
ated
QC
A A
sses
smen
t fo
cus
AF6
Id
entif
y an
d co
mm
ent
on w
riter
s’ p
urpo
ses
and
view
poin
ts a
nd t
he o
vera
ll ef
fect
of t
hete
xt o
n th
e re
ader
.
Providing for progression
Providing for progression
28English subject leader development materials | Summer 2007 00331-2007DOM-ENSecondary National Strategy © Crown copyright 2007
Planning provision in three waves
WAVE 1
Inclusive, quality-first teaching for all through
planned curriculum
tailored, interactive teaching in structured lessons
effective use of assessment – Assessment for Learning (AfL) and tracking progress
•
•
•
WAVE 2
Additional programmes to enable some targeted pupils to work at age-related expectations or above
Intervention toolkit Key Stage 3
Study Plus Key Stage 4
effective use of assessment to select pupils and target intervention programmes
•
•
•
WAVE 3
Additional, highly personalised interventions for some targeted pupils
Intervention toolkit Key Stage 3
mentoring
effective use of assessment to select pupils and target
•
•
•
00331-2007DOM-EN English subject leader development materials | Summer 2007 © Crown copyright 2007 Secondary National Strategy
29
Quality standard for intervention in secondary English and mathematics
Overall standardIn a school where there is effective intervention provision the needs of all pupils in Years 7 to 11 who are working below age-related expectations and have the potential to achieve more are identified and appropriately provided for, and their progress is tracked.
Effective practice includes:Fully
in place
Partly in
place
Notin
place
1. Intervention is integral to school improvement planning and to the school’s curriculum provision, 11–16.
2. There is a school intervention team and the team’s roles and responsibilities are clearly defined.
3. The school has a plan for building intervention capacity/capability through continuing professional development (CPD) using the
Secondary National Strategy (SNS) online units.
4. There is a clear understanding of progression in English and mathematics by all teachers and support staff.
5. Intervention support is based on the ‘waves’ model which emphasises the importance of tailored teaching in all classes as part of Wave 1 provision, supported by additional waves of support.
6. Lower-attaining targeted pupils are identified using an appropriate range of data.
7. Numerical and curricular targets for these pupils are in place.
8. Progression maps are used to identify the specific learning needs of the targeted pupils and to determine intervention teaching.
9. Effective Assessment for Learning (AfL) practice in classrooms leads toteaching that is tailored to meet the learning needs of targeted pupils.
10.Progress towards numerical and curricular targets is monitored and evaluated, leading to adaptations of future plans.
Where there is effective intervention provision, success outcomes include:Target pupils make good progress in English and mathematics.There is an increase in the percentage of pupils moving from level 3 to level 5 in English and
mathematics at Key Stage 3, and in those moving from level 4 and level 5 to GCSE grade C at Key Stage 4.
English and mathematics teachers are able to recognise and anticipate individual pupils’ strengths and learning needs and include in their lessons approaches to support these needs.
Pupils know their own learning needs and what to do in order to improve.
Thanks to Devon LA for an earlier version of this set of standards
30English subject leader development materials | Summer 2007 00331-2007DOM-ENSecondary National Strategy © Crown copyright 2007
Teaching for progression
6. Assessprogressagainsttargets
1. Identifypupils’
learningneeds
2. Designthe
provision
3. Setcurricular
targets4. Wave 1: Tailored teaching
in main lessons
5. Waves 2 and 3: Additional provision
Teaching for progression
The first criterion for effective teaching of English is for pupils to be actively engaged with work that is meaningful and leads to outcomes that can be valued and celebrated. Motivating pupils with interesting and engaging work is, however, not sufficient to secure progress. The work must be underpinned by a system that ensures pupils are making progress in essential knowledge, skills and understanding.
Identifying pupils’ learning needs
Use prior attainment data on entry to Year 7.
Thereafter Assessing Pupil Progress (APP) is the ideal tool for assessing pupils’ strengths and weaknesses and tracking their progress.
APP will also identify pupils who are not making progress and may need intervention.
2 Designing the provision
The National Curriculum (NC) programmes of study as interpreted in the Framework of objectives (to be revised in line with new programmes with the addition of Key Stage 4) are the basis for designing schemes of work for Wave 1 teaching.
The design should include provision for additional Wave 2 and Wave 3 support for identified pupils using the Intervention toolkit in Key Stage 3, and Study Plus in Key Stage 4. The effective deployment of teaching assistants/mentors is also an essential aspect of this provision.
3 Setting curricular targets
1.
•
•
•
•
•
00331-2007DOM-EN English subject leader development materials | Summer 2007 © Crown copyright 2007 Secondary National Strategy
31
In order to personalise provision within the schemes of work, it is important that pupils are set curricular targets so that teaching and marking can be focused for individual pupils. APP and progression maps can help to set the right targets. This process is of particular importance to pupils whose progress is less than satisfactory.
� Wave 1: Tailored teaching in main lessons
It is principally through learning in main lessons that all pupils make progress. Within this Wave 1 teaching the approaches can be tailored by a focus on pupils’ curricular targets, particularly during:
questioning;
guided group work;
work with the teaching assistants (TAs);
task setting;
marking.
Guidance within the progression maps is designed to help with this tailoring process.
� Waves 2 and 3: Additional provision
Some pupils will be identified as below the expected level because they have made slow progress. Many of these pupils have the capacity to make rapid progress to overcome specific barriers when provided with properly targeted additional support through Wave 2 and Wave 3 provision. Suitable programmes are outlined in the Intervention toolkit for Key Stage 3. Study Plus is available for Key Stage 4.
Learning in Waves 2 and 3 provision is only fully effective when it is linked to Wave 1 and pupils have the opportunity to apply and consolidate new skills and understanding.
� Assessing progress against targets
It is essential that pupils’ progress is kept under regular review so that:
it can be rewarded;
targets can be reviewed;
any necessary changes to provision can be identified and put in place.
•
•
–
–
–
–
–
•
•
•
–
–
–
32English subject leader development materials | Summer 2007 00331-2007DOM-ENSecondary National Strategy © Crown copyright 2007
How teaching for progression is supported by Secondary National Strategy materials
Identifying pupils’ learning needsAssessmentTrackingAllocation to Waves 2 and 3
Assessing Pupil Progress (APP)
Designing the provisionThree Waves
Framework of objectivesIntervention toolkitStudy Plus Handbook
Setting curricular targetsPersonalisation
Assessing Pupil Progress (APP)Progression maps
Tailored teaching in main lessonsIncreasing the impact of Wave 1 for all pupils
Progression maps
Additional or alternative provisionIntervention for targeted pupils
Intervention toolkitStudy Plus
Assessing progress against targetsCompleting the cycle
Assessing Pupil Progress (APP)
00331-2007DOM-EN English subject leader development materials | Summer 2007 © Crown copyright 2007 Secondary National Strategy
33
Study Plus: the essentials
These are the features that define Study Plus.
Study Plus is a five- to six-term programme that is timetabled during the school day for at least two lessons a week – typically pupils opt for it as part of the school’s option programme.
Study Plus is planned as a sequence of around 20 English or mathematics units or a mixture of the two – each unit lasting three to four weeks.
Teaching in each unit is focused by a cluster of curricular targets that have been identified as relevant to the group and individuals by using the English and mathematics progression maps.
There is support for the Study Plus teacher through training and materials.
Pupils’ learning is supported by another adult, e.g. a teaching assistant or learning mentor who is attached to the group.
There are close links to the main learning in English and mathematics lessons.
Study Plus: what’s flexible
The school should determine the following aspects based on an assessment of the Study Plus pupils:
the structure of the course (e.g. the English and mathematics balance);
the place within the school timetable;
the curricular targets;
the content of the units;
the choice of texts and resources.
•
•
•
•
•
•
•
•
•
•
•
3�English subject leader development materials | Summer 2007 00331-2007DOM-ENSecondary National Strategy © Crown copyright 2007
Extract from draft Study Plus Handbook
Section 2
Study Plus sample English units: introduction
An effective way of planning the work for Study Plus is in units that last from six to eight lessons. Each unit is based around an idea that will engage the interest of the group and will provide an appropriate context for learning focused on an aspect of English that is important for the pupils’ progress. The learning focus is always defined by a cluster of curricular targets from the English progression map.
The eight sample units (one printed here and a further seven on the CD-ROM) seek to exemplify this. They are not, however, designed to be ‘off-the-peg’ teaching plans because a very important principle that underpins Study Plus is that work should be planned around a specific group of pupils.
The purpose of the materials in this section is, therefore, to provide you with ideas that you can adapt to your own class and context; ideas that may also help to inspire you to come up with your own units based on local material of special interest to your pupils. All the planning on the CD-ROM is available in a form that allows teachers to adapt it easily.
Study Plus planning model: English
On page 36, you will find a model that could underpin 20 units of Study Plus English. It is based on aspects of English that are important pathways for progression and is linked to the English progression map via the curricular targets. Some units have a part 1 and part 2. Part 2 units are at a higher level than their part 1 counterparts and can be used after part 1 in order to take pupils further on this aspect, or can be used without part 1 if pupils are already at the higher level and the targets are more appropriate.
Teachers can use this planning model to select units that best match the needs of their group as a whole. From page 39 is an example of how the 20 units in the planning model might be turned into actual units based on topics designed to engage the interest of the pupils. The eight units with shading are the ones that are fully exemplified in the pages that follow.
Features of the Study Plus unit planning
The sample teaching plans are set out in a consistent way. This has been done for clarity, not to suggest that this planning format must be used. Most lessons follow the well-known four-part lesson model and include a starter and plenary. While this is a good lesson design, it must be used flexibly and it is expected that teachers will adapt these plans to maximise learning in their own context.
00331-2007DOM-EN English subject leader development materials | Summer 2007 © Crown copyright 2007 Secondary National Strategy
3�
Other features of the lessons are:
lesson objectives which are relevant to the unit’s curricular targets;
interactive teaching approaches;
use of modelling by the teacher where appropriate;
use of guided group work;
planned deployment of the TA in a range of roles;
use of the remember, model, try, apply sequence where the focus is introducing or consolidating a particular skill.
All these are features that have been promoted through the Key Stage 3 Strategy, but National Strategy English consultants will be able to advise if you are uncertain about any of these features.
The units encourage the use of Assessment for Learning (AfL) approaches. Each unit has a set of key assessment questions. These questions are shared with the pupils at the outset and can be used during and at the end of the unit to underpin self-assessment, peer assessment and teacher assessment. The questions relate to the curricular targets and are a stimulus for reflection on what progress has been made towards these targets by individual pupils.
The lessons generally have some resource material to accompany them. This is so that you can more easily see how these sample lessons might work. We have not attempted to provide all the resources that would be needed for the lessons because we do not recommend that they are used ‘off the peg’. We think teachers will provide best for their classes by planning lessons around material that they have selected themselves and which is readily available in school. Nevertheless, all the units do have some useful resources and, where appropriate, these have been provided on the CD-ROM both as text and as slide presentations that could be used directly in the classroom.
Golden rules for planning Study Plus units
In school, units are planned to meet the needs of the specific Study Plus group and the individuals within it.
In every unit there is a blend of learning through talk, learning from text and learning through writing.
In every unit, there is a blend of shared, guided and independent work.
Apart from brief interactive starter sessions, all work designed to boost skills must take place in the context of relevant, purposeful and motivating reading and writing.
Where possible, all work should emphasise cross-curricular links and applications.
There is an emphasis on leading pupils towards independent work, producing quality outcomes that can be shared and celebrated.
3�English subject leader development materials | Summer 2007 00331-2007DOM-ENSecondary National Strategy © Crown copyright 2007
Study Plus planning model: English
Writing
GCSE English assessment objectivesAO3 WritingCandidates are required to demonstrate their ability to:
communicate clearly and imaginatively, using and adapting forms for different readers and purposesorganise ideas into sentences, paragraphs and whole texts using a variety of linguistic and structural
featuresuse a range of sentence structures effectively with accurate punctuation and spelling.
i.ii.
iii.
Units with writing targets
Planning and paragraphs 1Curricular target cluster:
Show my reader how I have organised my ideas by using paragraphs.Plan my writing so that I know how it will develop all the way through.
GCSE AO3(i), (ii)
••
Planning and paragraphs 2Curricular target cluster:
Always use paragraphs and try to link them together clearly.Link paragraphs together so my reader can see clearly how my piece of writing is developing.
GCSE AO3(i), (ii)
••
Style 1Curricular target cluster:
Add more detail to my writing to make it clearer and more interesting.Plan my writing so that I am using an appropriate style.
GCSE AO3(i), (ii)
••
Style 2Curricular target cluster:
Sustain an appropriate style right through my writing and adapt the conventions of the text type where this will add originality and interest.
GCSE AO3(i), (ii)
•
Better sentences 1Curricular target cluster:
Vary my sentences in length and structure.Use a wider range of connectives to show the links between my ideas.Use commas correctly in long sentences.
GCSE AO3(iii)
•••
Better sentences 2Curricular target cluster:
Choose to write the kinds of sentences that will give the effect I want.Use commas and other punctuation correctly in longer sentences to help the reader follow my meaning.Connect the sentences within paragraphs so that my meaning and purpose are clear.
GCSE AO3(iii)
••
•
00331-2007DOM-EN English subject leader development materials | Summer 2007 © Crown copyright 2007 Secondary National Strategy
37
Better words 1Curricular target cluster:
Choose more words that will have an impact on my reader.Use adjectives and adverbial words and phrases to add detail, interest and variety to my writing.
GCSE AO3(i), (ii)
••
Better words 2Curricular target cluster:
Always choose the best words to match the subject of my writing.Choose my words carefully and ambitiously so that my writing is precise and has an impact on the reader.
GCSE AO3(i), (ii)
••
Better spelling Curricular target cluster:
Identify my most common spelling mistakes and find my own way to reduce them.Check my writing for the mistakes I commonly make.
GCSE AO3(iii)
••
Improving accuracyCurricular target cluster:
Check my writing for the mistakes I commonly make.Use commas and other punctuation correctly in longer sentences to help the reader follow my meaning.
GCSE AO3(iii)
••
Reading
GCSE English assessment objectives
AO2 ReadingCandidates are required to demonstrate their ability to:
read with insight and engagement, making appropriate references to texts and developing and sustaining interpretations of them;
distinguish between fact and opinion and evaluate how information is presented;follow an argument, identifying implications and recognising inconsistencies;select material appropriate to their purpose, collate material from different sources, and make cross
references;understand and evaluate how writers use linguistic, structural and presentational devices to achieve
their effects, and comment on ways language varies and changes.
i.
ii.iii.iv.
v.
Units with reading targets
Finding and using information 1Curricular target cluster:
Find the main ideas in a text and support them with evidence.Find quotations which could support my ideas.Skim and scan to find information quickly.
GCSE A02 (i), (iv)
•••
38English subject leader development materials | Summer 2007 00331-2007DOM-ENSecondary National Strategy © Crown copyright 2007
Finding and using information 2Curricular target:
Pull together information from a range of non-fiction texts and decide which parts might be relevant for my purpose.
GCSE A02 (i), (iv)
•
Responding to whole texts 1Curricular target cluster:
Explain why I like or dislike a text.Use a range of imaginative reading strategies when I read.
GCSE A02 (i)
••
Responding to whole texts 2Curricular target cluster:
Understand the writer’s point of view in a text I am reading.Comment on the way a writer puts across a point of view in a text.Follow some themes and ideas throughout a whole text that I am reading.Understand that a text may have more than one meaning.
GCSE A02 (i)
••••
Reading between the lines 1Curricular target cluster:
Read between the lines to infer the writer’s meaning.GCSE A02 (i), (ii), (iii)•
Reading between the lines 2Curricular target cluster:
Make sure I can find evidence in the text to support my inferences.Use a short quotation within a sentence to show that I can refer closely to a text.
GCSE A02 (i), (ii), (iii)
••
Understanding how texts work 1Curricular target cluster:
Understand the connection between the purpose of a text and its layout and organisation.GCSE A02 (i), (v)•
Understanding how texts work 2Curricular target cluster:
Explain why I think a text has been organised in a particular way.Understand that a writer can create different types of narrators in fiction texts.
GCSE A02 (i), (v)
••
Understanding how writers use language 1Curricular target cluster:
Pick out and comment on some of the words chosen by the writer.Explain why a writer has chosen certain words or phrases.
GCSE A02 (i),(v)
••
Understanding how writers use language 2Curricular target cluster:
Comment on the way writers’ choices affect the reader’s response.Understand how the small decisions a writer makes can contribute to the bigger picture.
GCSE A02 (i),(v)
••
00331-2007DOM-EN English subject leader development materials | Summer 2007 © Crown copyright 2007 Secondary National Strategy
39
Study Plus sample units overview
An example showing 20 possible units of work for Study Plus English based on the long-term planning model. Full sample plans for all the units shown with a shaded background are included on the CD-ROM.
Units focused on writing targets
Curfew(Planning and paragraphs 1)Pupils write a persuasive letter and magazine article.
Pupils learn that a 9pm curfew is to be put in place in their town by the police because of recent bad behaviour by groups of teenagers. Pupils write a formal letter to the headteacher to persuade her/him to intervene with the police on their behalf. They also write an article for a magazine with a youth audience in which views on the curfew are expressed more forcefully and emotively. Targets
Show my reader how I have organised my ideas by using paragraphs.Plan my writing so that I know how it will develop all the way through.
GCSE AO3(i), (ii)
••
Ask the expert(Planning and paragraphs 2)Pupils design a sequence of presentation slides or website pages.
Pupils design a sequence of presentation slides or website pages which inform and explain about an area of interest to an unfamiliar audience. For example, pupils could inform a given audience about a topic from one of their GCSE subjects, or could choose a subject of personal interest outside the school curriculum. The emphasis is on creating clear links between the texts that appear on different slides or web pages.Targets
Always use paragraphs and try to link them together clearly.Link paragraphs together so my reader can see clearly how my piece of writing is developing.
GCSE AO3(i), (ii)
••
Pulp fiction(Style 1)Pupils write the start of a ‘tough guy’ detective story.
Pupils are asked to submit the first five paragraphs of a detective story to a magazine editor. There’s a cash advance for those accepted for publication. The unit begins with a comparison of two extracts – one from a novel by Raymond Chandler and one from a contemporary text from the same genre. Pupils then revisit ways of adding detail to sentences and investigate a range of text extracts for style focusing particularly on features that contribute to formal/informal styles before writing their own piece.Target
Add more detail to my writing to make it clearer and more interesting.Plan my writing so that I am using an appropriate style.
GCSE AO3(i), (ii)
••
�0English subject leader development materials | Summer 2007 00331-2007DOM-ENSecondary National Strategy © Crown copyright 2007
Review it!(Style 2)Pupils become critics and write reviews, experimenting with different writing styles.
Pupils become critics, write reviews and experiment with different writing styles. They explore a variety of reviews from different publications before writing their own reviews. The focus moves on to developing pupils’ written style in a wider context and also to exploring where reviews might feature in other subject areas.This unit is relevant to writing in other curriculum areas where pupils are required to write in order to analyse, review and comment. It helps pupils understand the distinctive features of formal and informal writing styles.Target
Sustain an appropriate style right through my writing and adapt the conventions of the text type where this will add originality and interest.
GCSE AO3(i), (ii)
•
Postcards(Better sentences 1)Pupils write in response to a postcard they have chosen (imagine, explore, entertain).
Pupils make a display of pictures, each with a piece of written text designed to add to the viewer’s enjoyment and experience of the picture. If possible, the postcard texts should be word processed as they will be used for an exhibition. Pupils could be taught to use the ‘track changes’ feature to enable them to see the drafting process; this is helpful for peer- and self-assessment.It will be possible, depending on pupils’ interests, to make links to writing with this purpose in other curriculum areas, such as history, geography, and art and design. Targets
Vary my sentences in length and structure.Use a wider range of connectives to show the links between my ideas.Use commas correctly in long sentences.
GCSE AO3(iii)
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Trailers(Better sentences 2)Pupils will compose a voice-over and a synopsis in response to a movie trailer they have chosen (inform, explain, describe).
Pupils broadcast a selection of movie trailers each with an adapted voice-over. They also write a synopsis designed to inform the viewer about the forthcoming film. It will be possible to make explicit links to other subjects through the teacher’s choice of trailers and to relate the targets to more effective writing in other subjects.Targets
Choose to write the kinds of sentences that will give the effect I want.Use commas and other punctuation correctly in longer sentences to help the reader follow my meaning.Connect the sentences within paragraphs so that my meaning and purpose are clear.
GCSE AO3(iii)
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Carry no passengers(Better words 1)Pupils respond to some powerful visual images and this focuses reflection on their use of words.
Pupils respond to some powerful visual images and this focuses reflection on their use of words. Techniques to improve dull writing and expand word choices sit alongside games and emotive writing. Pupils learn to choose their words so that their writing ‘carries no passengers’ and vocabulary choice is precise. The unit produces a working display as a long-term resource and helps pupils to realise that ‘mere words can express…’The unit has relevance to writing in many other curricular areas where the choice of appropriate and accurate vocabulary will improve the quality of writing for a wide range of purposes but particularly writing designed to inform, explain or describe.Targets
Choose more words that will have an impact on my reader.Use adjectives and adverbial words and phrases to add detail, interest and variety to my writing.
GCSE AO3(i), (ii)
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Doing it up!(Better words 2)Pupils write a specification for a ‘makeover’ of their room or vehicle.
Following a competition win, pupils can have their room or vehicle ‘done up’ by professionals. Pupils deliver an oral recount describing either an ideal home or car, talking a friend through a ‘guided tour’ of the property or vehicle, before exploring the importance of precise, detailed and unambiguous language in writing. Pupils then write a precise contractual specification outlining the required changes for the team responsible for making improvements.Targets
Always choose the best words to match the subject of my writing.Choose my words carefully and ambitiously so that my writing is precise and has an impact on the reader.
GCSE AO3(i), (ii)
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The sweet spell of success(Better spelling)Pupils prepare for and take part in a spelling based game show in which teams compete.
Pupils prepare for the game show by studying common spelling mistakes, analysing their own writing to identify their own brand of spelling mistakes and understanding how their own learning style can help them overcome some of these spelling pattern errors. Outcomes for pupils will include spelling-based peer- and self-assessment, through team work in the form of a game show.Targets
Identify my most common spelling mistakes and find my own way to reduce them.Check my writing for the mistakes I commonly make.
GCSE AO3(iii)
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Proofing to improve(Improving accuracy) Pupils will take the part of a team of reporters/journalists contributing articles to a newspaper/journal.
Pupils will take the part of a team of reporters/journalists contributing articles to a newspaper/journal. Having identified, with the help of their teacher and TA, which aspects of their own writing in English and in other subjects need improving in terms of accuracy, pupils will focus on writing and proofing their own work to deadlines in order to improve awareness and control over the accuracy of their written work. This unit is relevant to writing in all curriculum areas as it focuses pupils on the need to maximise the accuracy of their writing so that they are communicating effectively to their intended reader.Targets
Check my writing for the mistakes I commonly make.Use commas and other punctuation correctly in longer sentences to help the reader follow my meaning.
GCSE AO3(iii)
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Units focused on reading targets
Information trail poster(Finding and using information 1)Pupils make a poster which shows how they have found and used information on a topic of their choice.
Pupils select a theme from a range of abstract nouns such as friendship, love, terrorism, homelessness. They search for and read texts on their topic, selecting the most relevant. Extracts from these, annotated where appropriate, are pasted on a large sheet together with a short piece of text written by the pupil which summarises their ideas on the topic linked to their reading. Targets
Find the main ideas in a text and support them with evidence.Find quotations which could support my ideas.Skim and scan to find information quickly.
GCSE A02 (i), (iv)
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Up, up and away(Finding and using information 2)Pupils research a character to prepare for a balloon debate.
Pupils research a character of their choice; they could be historical, contemporary, a sporting hero, a celebrity, a scientist. They look at how to select evidence from a range of sources drawing together information which will then be used to present a case for allowing their character to remain in the balloon. Target
Pull together information from a range of non-fiction texts and decide which parts might be relevant for my purpose.
GCSE A02 (i), (iv)
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Reality reads(Responding to whole texts 1)Pupils read and review a range of texts in the context of a reality TV show.
Pupils nominate texts for inclusion in a reality TV show library. Pupils record their ‘diary-room’ extracts and evict unpopular texts. The unit includes a range of texts: fiction, non-fiction, magazines, poems, journals and newspapers. Short extracts of film, radio and TV programmes are used to engage pupils, and internet sites such as www.coolreads.com, www.boox.org.uk, www.kidsreview.org.uk are useful resources.Targets
Explain why I like or dislike a text.Use a range of imaginative reading strategies when I read.
GCSE A02 (i)
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Mind reader: on the psychiatrist’s couch(Responding to whole texts 2)Pupils express their response to texts through role-play.
Pupils read a range of short texts, both fiction and non-fiction, and, in pairs, produce dialogues taking on the roles of author and psychiatrist. Pupils bring out the writer’s viewpoint, exposing any obsessions or bias.Targets
Understand the writer’s point of view in a text I am reading.Comment on the way a writer puts across a point of view in a text.Follow some themes and ideas throughout a whole text that I am reading.Understand that a text may have more than one meaning.
GCSE A02 (i)
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Text detective journal(Reading between the lines 1)Pupils read a range of texts and record their inferences in a journal.
Pupils read a range of texts and record their inferences in a journal. The detectives carry a heavy case load – some of the evidence (fiction and non-fiction) from which they have to draw conclusions is about people, some is about places, some is about events.Target
Read between the lines to infer the writer’s meaning.GCSE A02 (i), (ii), (iii)•
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Fingerprints in the dust(Reading between the lines 2)A second outing for the text detectives but the new boss requires better evidence and more formal paperwork.
A second outing for the text detectives, but the boss now requires better evidence and more formal paperwork. Pupils focus on using a range of fiction and non-fiction texts, searching for and documenting those traces of evidence that a writer leaves behind, those fingerprints in the dust from which we can infer what the writer’s intentions are and the effects he/she wants to create. Targets
Make sure I can find evidence in the text to support my inferences.Use a short quotation within a sentence to show that I can refer closely to a text.
GCSE A02 (i), (ii), (iii)
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Computer game layout(Understanding how texts work 1)Pupils design a flier for a new computer game.
Pupils will read a range of non-fiction texts linked to computer games including instruction booklets, screens from games that include text, advertisements, magazine and newspaper articles. They annotate texts for layout and organisation and produce their own flier with annotation or commentary to explain the layout.Target
Understand the connection between the purpose of a text and its layout and organisation.
GCSE A02 (i), (v)
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Murder and menace(Understanding how texts work 2)Pupils annotate texts to show understanding of layout and organisation.
Pupils read a range of fiction and non-fiction texts based around the theme of crime. They investigate the differences between the text layout and organisation of newspaper stories, crime prevention leaflets/posters, real-life crime stories, and web-based resources. In the role of editor they annotate texts explaining how and why they are organised for an intended audience. Targets
Explain why I think a text has been organised in a particular way.Understand that a writer can create different types of narrators in fiction texts.
GCSE A02 (i), (v)
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Wish you were here(Understanding how writers use language 1)Pupils investigate the language of holiday marketing and demonstrate what they learn in a presentation.
Pupils prepare to make a presentation in the role of workers from an advertising agency who need to persuade a holiday company that their writing will be effective in marketing a range of holidays. Pupils study language as used in holiday and tourist attraction publicity. They build an understanding of certain language features and their effects and learn how to explain this orally and in writing. Targets
Pick out and comment on some of the words chosen by the writer.Explain why a writer has chosen certain words or phrases.
GCSE A02 (i),(v)
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Wish you weren’t here(Understanding how writers use language 2)Pupils edit material for a ‘Holiday horrors’ website.
Pupils explore how writers use language to influence the reader through reading and analysing a variety of fiction and non-fiction texts which deal with disasters, both real and imagined. They then take the role of the editor of a ‘Holiday horrors’ website who has the job of spicing up the accounts of holidaymakers who have had a terrible time but write about it in a dull way.Targets
Comment on the way writer’s choices affect the reader’s response.Understand how the small decisions a writer makes can contribute to the bigger picture.
GCSE A02 (i),(v)
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��English subject leader development materials | Summer 2007 00331-2007DOM-ENSecondary National Strategy © Crown copyright 2007
Study Plus English sample unit of work
Postcards (Better sentences 1)
Curricular target cluster
Vary my sentences in length and structure.Use a wide range of connectives to show the links between my ideas.Use commas correctly in long sentences.
•••
GCSE English assessment objective
A03 Writing
(iii) use a range of sentence structures effectively with accurate punctuation and spelling
Unit assessment questions (to be shared with pupils in advance)
Does my piece of writing add value to the picture for a potential visitor to the exhibition?
Is the sentence structure varied?
Is there an effective use of connectives?
Did I use commas effectively to clarify meaning in longer sentences?
Unit topic
Picture postcards – pupils will write in response to a postcard they have chosen (imagine, explore, entertain).
The aim is to make a display of pictures each with a piece of written text designed to add to the viewer’s enjoyment and experience of the picture. If possible, the postcard texts should be word processed as they will be used for an exhibition. Pupils could be taught to use the ‘track changes’ feature to enable them to see the drafting process; this is helpful for peer- and self-assessment.
It will be possible, depending on pupils’ interests, to make links to writing with this purpose in other curriculum areas, e.g. history, geography, art and design.
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Unit overview
Lesson Lesson overview Homework
1 Introduction to the topicIntroducing the curricular targets
Select postcard
2 Quality sentences; personal targets
3 Features of effective descriptive writingSentence structure and use of connectivesNotes on selected postcards
4 Descriptive writing modelledFirst draft writing
First drafts completed
5 Commas in longer sentencesPeer feedback on first draft writingFinal draft writing
Complete final draft writing
6 Peer assessment of final drafts against targetsSharing of writing, celebration, teacher feedback
Note: Teachers could decide to add one or two additional lessons to this sequence. These could be fitted in after lesson 4 and/or after lesson 5. The two main purposes of these lessons would be to:
strengthen cross-curricular links;
allow pupils more time to complete written work independently and/or consolidate sentence writing skills.
These additional lessons could have a ‘workshop’ format in which pupils work independently while the teacher and teaching assistant have planned conversations with individuals or small groups to review how pupils are applying new learning in their other subjects. This process could usefully include discussing writing recently undertaken in other subjects and/or writing tasks that will need to be completed shortly. These conversations are designed to complement work done with pupils by the teaching assistant, e.g. in lesson 3.
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Lesson 1
Objectives To introduce the picture-postcard topicTo introduce the unit’s curricular targets
Starter5 minutes
Play a sentences game with the class. Pupils take turns to complete the sentences orally to make up a continuous narrative. The teacher starts the narrative, e.g. I was walking to the shop because…and then supplies the linking words/expressions:Although…As I got there, I…In spite of…Running through my mind…I wondered if…Finish by discussing what kind of words because, although, as, if etc.
Main30–40 minutes
Introduction Begin by explaining the topic. The aim is to make a display of pictures each with a piece of written text designed to add to the viewer’s enjoyment and experience of the picture. The postcard texts should be word processed if possible as they will be used for an exhibition (e.g. in the corridor or library).Show class a large portrait picture, e.g. Self-portrait with Bandaged Ear by van Gogh (borrow it from the art department or use a site such as Portrait Gallery or Imperial War Museum to find a suitable picture). Explain how it is possible to write descriptively about a picture so that you add interest to it. Ask the class some questions about the person shown in the picture saying they must invent the answers, e.g. ‘What is he thinking?’ and ‘What is he going to do in the next few minutes?’ Say that you could use ideas like this when writing about the picture. Using a word processor and the whiteboard, begin drafting a piece of writing about the picture (or show one you made earlier) using the ideas but expressing them in a series of simple sentences all beginning with the subject (see example resource 1.1). Initiate discussion – pairs then whole-class – on the way sentences have been used and the impact of this on the reader, i.e. dull and repetitive.Show class the cluster of targets that this unit of work addresses (resource 1.2).
Development IndependentPupils write notes and questions showing what they do and don’t understand about each curricular target. They begin working independently but can share their notes with a partner when complete. If there is time, they should review some of their previously completed written work in the light of these targets.
GuidedTeaching assistant supports a selected group through the same work as the independent group
Individual supportThe teacher could work individually with one or two pupils helping them to relate the targets to their own previously completed written work.
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Plenary15 minutes
Class discussion of the curricular targets and their relationship to the more effective writing required for GCSE grade C or better. Teacher lists key questions about the targets that pupils have raised. Some may be dealt with immediately or starred for further attention next time. Pupils should be clear about their own strengths and weaknesses as writers in relation to the three curricular targets. Show the class a variety of websites where they can access art or show a variety of postcards (as available from bookshops). Say they can each have one of these or they can select their own for next lesson. Suggest that it will be better if they all select one which interests them and that they must bring a card or a colour print to next lesson.
Lesson 2
Objectives To turn notes into sentences that are varied in length and structure and which do not always start with the subject.To consider personal targets.To introduce ‘track changes’ as a means of demonstrating improvement in writing (optional).
Starter10 minutes
Pupils write quick notes about their chosen pictures in response to oral prompts from the teacher:
What is the most important object in the picture?What is happening in the picture? Why is it happening?If there is a person/animal in the picture, what can they hear?What are they thinking/feeling? What are they going to do in a minute?
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Main40 minutes
RememberRemind pupils of the targets and turn to the notes pupils wrote on them last lesson. (Make a note of any remaining uncertainties to plan in additional skills teaching where necessary.)
ModelModel for pupils the redrafting of the unsatisfactory piece of writing they saw last lesson (e.g. resource 1.1). See resource 2.1 for an example of the process. Using ‘track changes’, model the use of connectives, sentences that do not begin with the subject, and commas to mark clause/phrase boundaries.
TryAsk pupils to redraft the rest of the passage (resource 1.1) in the same way.
ApplyAsk pupils to turn one of their notes/ideas on their picture from the start of the lesson into two quality sentences: a simple sentence starting with the subject and a longer, more interesting sentence, trying to use one or more connectives and using commas where necessary. Suggest they should not start with the subject for this one. Use resource 2.2 as a prompt if required.
Plenary10 minutes
Ask some pupils to read/display their quality sentences. Ask pupils to say when and why they used commas in the longer sentences. Discuss the effect on the reader when sentences have variety.
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Lesson 3
Objectives To add interest by using sentences of different lengths in descriptive writing.To use different connectives to join my ideas.To be aware of the techniques effective writers use in description.
Starter10 minutes
The Sentence Game. Show a simple sentence (e.g. resource 3.1). Pupils have to change it depending on the instruction given on the cards (resource 3.2), e.g. change the main verb, change the connective, start with an adverb, add a subordinate clause. Discuss throughout how the effect on the reader is influenced by the changes.
Main40 minutes
Introduction (20 minutes)Show pupils an image with a written description (e.g. resource 3.3). The teacher shares the text with pupils by reading it aloud. Pair talk – is the description effective? Does the description help visualisation and add to the enjoyment of viewing the picture? How has the writer used connectives to link their ideas?The teacher models identifying one or two effective features of the description in the sentences and begins to compose a class ‘checklist’. In pairs pupils identify other effective features. As a group decide on a checklist of effective features. Display it in the room.
Development IndependentPupils write notes about their own postcards reminding themselves of what makes an effective description, e.g. ‘To describe the man’s movement I could start my sentence with an adverb. I could start the next sentence with a connective…’
GuidedTeacher supports a selected group through the same work as the independent group. This should be closely linked to their own personal targets for improving their writing at sentence level.
Individual supportThe teaching assistant could work individually with one or two pupils helping them to relate the targets to their postcard/image and make links to writing that pupils are doing for other subjects.
Plenary10 minutes
Pupils respond orally to the prompt: ‘Effective writers make sure that they…’ In pairs, pupils discuss their own cards and prompts they have made to themselves in readiness for their first draft in the next lesson.
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Lesson �
Objectives To interest my reader by using a variety of features of effective description.To use a variety of sentences and a wider variety of connectives to join my ideas.
Starter10 minutes
Display the checklist of effective descriptive writing from the previous lesson. Pupils play ‘pass the card’ (have a selection of postcards available). In pairs pupils have to describe orally some features of the picture using ideas from the checklist, remembering to use connectives.
Main40 minutes
RememberTake feedback on connectives that were used to link ideas and list them. Share a few oral descriptions agreeing on elements of effective descriptive writing.
ModelThe teacher shows the class a new picture she/he is describing then models the first few sentences orally before writing, referring explicitly to the key features of effective descriptive writing (e.g. resource �.1).
TryPupils write the next sentence in the description as a complex sentence. A few sentences are shared and there is brief discussion about the different choices a writer can make.
ApplyEstablish the length of the piece of writing you are expecting from pupils and reiterate its purpose, which is for display, to add enjoyment to the viewing of the postcards. Using word processors if possible, pupils draft their own description of their selected card. As they write they are clear about their own personal targets.
Plenary10 minutes
Use one pupil’s writing to discuss as a class. Use key questions to support the process:Does the piece of writing add value to the picture for a potential visitor to the exhibition?Is the sentence structure varied?Is there an effective use of connectives?Are commas used effectively to clarify meaning in longer sentences?
Homework Pupils complete the draft of their writing piece for homework.
�0English subject leader development materials | Summer 2007 00331-2007DOM-ENSecondary National Strategy © Crown copyright 2007
Lesson �
Objective To use commas correctly in longer sentences.
Starter5 minutes
Human sentence game: groups of pupils holding cards move round to make sentences, moving again to make changes (examples of cards in resources �.1 to �.3). Working in groups, pupils make a complex sentence putting commas in the correct place, e.g. when a sentence starts with a subordinate clause use a comma to mark off the main clause. Discuss the correct use of the comma. (See prompts in resources �.� and �.�.)
Main30–40 minutes
Introduction (20 minutes)Using ‘track changes’ on a word processor the teacher continues to model the writing process by redrafting the description for a postcard. Make explicit the changes that you are making keeping the focus on audience and purpose. In pairs pupils share their first draft taking notes of feedback from peers.
Development IndependentUsing word processors if possible, pupils redraft work until they are satisfied that success criteria have been met. Pupils should be clear about their own individual targets as they write.
GuidedTeacher supports a group (selected for a focus on a common target) through the same process as the independent group.
Individual supportDuring this lesson and the next, the teaching assistant takes the opportunity to talk with individual pupils about writing in other subjects, asking pupils to explain where they might usefully apply what they have learned about sentences.
Plenary15 minutes
The teacher shares his/her final draft with class, talking through changes that have been made, comparing the first draft with the final one and making close reference to success criteria. The use of ‘track changes’ will be very helpful to discussion about improvements made to the writing as all additions and deletions will be identified.
Homework Pupils complete their final drafts.
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Lesson �
Objectives To assess work against curricular targets. To identify strengths and know what to do to improve writing further.
Starter10 minutes
Pupils pass their piece of writing to a peer who has to explain what they think the picture will be like (pictures are hidden) by just reading the description. Show the pictures and pairs discuss. Is the writing informative, lively and descriptive? Does the writing add enjoyment to viewing the exhibition?
Main35 minutes
RememberAsk pupils to remember the key curricular targets and their own individual targets for this unit. Which two sentences do you feel particularly pleased with? Are commas used correctly in complex sentences? In pairs discuss whether pupils feel they have achieved their own targets.
ModelLook at one pupil’s piece of writing. Identify strengths and weaknesses and talk about the next target for the pupil. Discuss the need for focusing on positives and being clear about what could be done to the writing to ensure that it meets the criteria for higher levels.
TryIn pairs, pupils peer assess work against criteria.
ApplyPupils make final adjustments to their writing using key questions as support:
Does the piece of writing add value to the picture for a potential visitor to the exhibition?Is the sentence structure varied?Is there an effective use of connectives?Are commas used effectively to clarify meaning in longer sentences?
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Plenary15 minutes
Pupils traffic-light curricular and personal targets. Pupils display work and celebrate success.
Resources
Here is an overview of all the example resources mentioned in the lesson plans. Teachers are encouraged to find their own texts and images to match the interests of their pupils, but these can be used if appropriate.
All resources that could be used directly with pupils (e.g. as handouts) can be found in print-friendly form on the CD-ROM.
Where appropriate, resources are also available on the CD-ROM in an enhanced form as presentation slides.
�2English subject leader development materials | Summer 2007 00331-2007DOM-ENSecondary National Strategy © Crown copyright 2007
Resource 1.1
‘Self-portrait with bandaged ear’ by Vincent van Gogh 1889
The man is indoors. He is wearing a coat and a hat with black fur on the front. The side of his face has a bandage on it. He is thinking back to an accident he just had. He is probably in shock. He is staring out of the picture like a madman. His face is pale. He has lost a lot of blood. He will probably collapse in a minute.
Resource 1.2
Targets for this unit of work
Vary my sentences in length and structure
Use a wider range of connectives to show the links between my ideas
Use commas correctly in long sentences
Teacher resource 2.1
Redrafted sentences Teacher commentary
Although the man is indoors, he is wearing a coat and a hat with black fur on the front.
I can join these first two sentences together. I’m going to use a connective: ‘although’ would be good to start with. It shows that I think it is unusual for him to wear these clothes in the house. I could have started, ‘Although he is wearing a coat…’ But I don’t think that would be so good. What do you think? Notice that I’m putting a comma in after indoors. What does that do? etc.
A bandage is on the side of his face. I’m going to write a short simple sentence next. I want to emphasise the thing about the bandage because it’s the most unusual thing in the picture. In fact I’m going to start the sentence with the bandage to give even more emphasis.
Thinking about the accident he just had, probably still in shock, he is staring out of the picture like a madman.
Look at the way I’m writing this bit. Now what have I done here? Why did I do that? etc.
Because he has lost a lot of blood, the man’s face is pale and he will probably collapse in a minute.
I want to make clear that I think there is a link between his pale face and the loss of blood so I’m going to start with a connective… etc.
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Resource 2.2
To vary my sentences I can start with:
an ‘ed’ Exhausted, the man slumped onto the chair.
an ‘ing’ Looking through the window, the girl gazes out at the world.
a connective Because he has been wounded, the soldier lies on the battlefield beneath the rearing horses.
a subordinate clause As it was every day, the train was jam packed with commuters.
an adverb Hurriedly turning away, the man shoves the money into his pocket.
a prepositional phrase Underneath the tree, two men are deep in discussion.
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Resource 3.1
The boy got into the car.
The girl walked out of the door.
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Resource 3.2 – Changing sentences
Change the main verb Change the connective
Start with an adverb Add a subordinate clause
Shorten the sentence Start with a subordinate clause
Start with a prepositional phrase Move the subordinate clause
Resource 3.3 – see the PowerPoint files on CD-ROM.
Resource �.1 – see the PowerPoint files on CD-ROM.
Resource �.1 – Clauses (write each clause on a large sheet of paper)
it was raining
the sky was grey
the man walked along the street
the girl got into the car
the sand was wet
the sun was shining
it was midnight
the summer was hot
the street was deserted
the night club was busy
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Resource �.2 – Connectives (write each connective on a large sheet of paper)
although when however because
before after since whilst
Resource �.3 – Punctuation (write each punctuation feature on a large sheet of paper – you will need several of each)
comma full stop capital letter
Resource �.� – Using commas
We use commas:
before but in compound sentences;
to separate the subordinate clause from the main clause when it starts the sentence;
after a connective that links across or between sentences;
around additional information in a sentence that can be removed without affecting meaning;
to separate items in a list.
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Resource �.� – Worked examples of the use of commas (exemplifying the list in resource �.�)
The girl walked out of the door, but the boy got into the car.
As the boy got into the car, the girl walked out of the door.
The girl walked out of the door. Meanwhile, the boy got into the car.
The girl, throwing on her coat in a hurry, walked out of the door.
The girl finished her coffee, threw on her coat, grabbed her bag and walked out of the door.
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Other useful National Strategy resources
Sentences – revised Literacy Progress Units (LPU)
Year 7 sentence level bank
Key objectives bank Year 7, Year 8, Year 9
Improving writing
Available to view/download from www.dfes.standards.gov.uk/keystage3/respub
Speaking and listening
Speaking and listening
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www.teachernet.gov.uk/publications
Copies may be available from:
DfES Publications Tel: 0845 60 222 60 Fax: 0845 60 333 60 Textphone: 0845 60 555 60 e-mail: [email protected]
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In these materials icons, logos, software products and websites are used for contextual and practical reasons. Their use should not be interpreted as an endorsement of particular companies or their products.
The websites referred to in these materials existed at the time of going to print.
Tutors should check all website references carefully to see if they have changed and substitute other references where appropriate.
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