Writing: Putting it into practice (assessment- writing to present a viewpoint.) Reading: Implicit information and ideas Writing: Form- articles Reading: Inference Writing: Form- letters and reports Reading: Point-evidence –explain Writing: Speeches Reading: Putting it into practice assessment- How the writer uses language to achieve particular effects in fiction texts) Writing: Putting it into practice (assessment- writing to present a viewpoint) Reading: Putting it into practice (assessment- how the writer uses language for effect in non-fiction texts) Writing: Ideas and planning: creative Reading: Word clauses Writing: Structure: creative Reading: Connotations Writing: Beginnings and endings Reading: Figurative language Writing: Putting it into practice (assessment- planning creative writing) Reading: Creation of character Writing: Ideas and planning: Viewpoint 1 Reading: Creating atmosphere Writing: Ideas and planning: Viewpoint 2 Reading: Narrative voice ·Writing: Openings: Viewpoint Reading: Putting it into practice (assessment- language in a fiction text.) Writing: Conclusions: viewpoint Reading: Putting it into practice (assessment- language choices in a non-fiction text.) Writing: Putting it into practice (assessment- presenting a viewpoint) Reading: Rhetorical devices 1 Writing: Paragraphing Reading: Rhetorical devices 2 Writing: Linking ideas. Writing: Putting it into practice (assessment- paragraphing and adverbials ) Reading: whole text structure: non-fiction.
Writing: Formality and standard English 1 Reading: Identifying sentence types Writing: Formality and standard English 2 Reading: Commenting on sentences Writing: Vocabulary for effect: synonyms Reading: Putting it into practice (assessment-structure of a fiction text Writing: Vocabulary for effect: creative) Reading: Putting it into practice (assessment-comparing two non-fiction texts Writing: Vocabulary for effect: viewpoint Reading: Evaluating a fiction text 1 Writing: Language for different effects 1 Reading: Evaluating a fiction text 2 Writing: Language for different effects 2 Reading: Using evidence to evaluate Reading: Putting it into practice (assessment- Evaluating a fiction text critically) Writing: : Putting it into practice (assessment- using language effectively in creative writing) Reading: Writing about two texts Writing: Putting it into practice (assessment- using language effectively when writing to present a viewpoint) Reading: Selecting evidence for synthesis Writing: Sentence variety 2 Reading: Looking closely at language Writing: Sentences for different effects Reading: Planning to compare language Writing: Putting it into practice (assessment- varying sentences for effect) Reading: Comparing language Writing: Ending a sentence Reading: Comparing structure Writing: Commas Reading: Comparing ideas Writing: Apostrophes and speech punctuation Reading: Comparing perspective Writing: Colons, semi-colons, dashes, brackets and ellipses Reading: Answering a comparison question Writing: Putting it into practice (assessment- using punctuation correctly) Reading: Putting it into practice (assessment- comparing the writer’s ideas and perspectives) Writing: Common spelling errors 1 Writing: Common spelling errors 2 Writing: Common spelling errors 3 Reading: Check that all activities have been completed.
They have to do as Dorothy did and take a journey down the yellow brick road, exploring new characters, finding the unexpected, and learning things about themselves they didn’t know before. As suggested to me in a conference I recently attended, a good way to start this process is to put an emphasis on reading for change, and to mould students into dynamic readers who share their ideas in constructive ways.
There is a lot to be said for high quality talk translating into the same level of writing (Dialogic teaching, Alexander, 2006).
Often in class there are a few students to whom this comes naturally; the majority pipe up with the phrase, ‘‘how do I start?
’’ whilst some just look scared at the prospect and begin planning their escape.There is a need to inject spontaneity and fun into developing ideas for writing and to encourage students to take risks.Students need to begin to see writing as an art form, constructing narratives and piecing together ideas until they form rich literary narrative, not sticking to a predetermined layout.The reading sources act as stimulus for writing tasks, providing students with a clear route through each paper.Each paper has a distinct identity to better support high quality provision and engaging teaching and learning.Reading: Continue to refine the content after receiving feedback from staff and students. If the student is ready , they can present to the group or staff member it more appropriate.Writing: Make alterations Sp & L: Record your presentation Reading: Read your presentation as you listen to it being played back. Reading: Check through all previous tasks and make sure they are complete and that you have understood the content.We all know the government changes to the structure of the English GCSE in September 2015 will be the perfect opportunity for departments to look at the use of curriculum time and perhaps consider different approaches to teaching the new style exams.With coursework now gone and exams becoming more rigorous, it seems important that we take more of an exploratory and ‘workshop’ style approach to some elements of the course, allowing students to build confidence in exam technique and feel prepared to tackle questions independently.Skills-based approach The specification offers a skills-based approach to the study of English Language in an untiered context.Questions are designed to take students on an assessment journey through lower tariff tasks to more extended responses.