Sheets for students to stick in their books or for teachers to display in their classrooms that describe requirements for levels and sub-levels in reading, writing and speaking and listening. <br />
An accessible resource that allows students to take responsibility for their own progress. It's also a helpful resource for teachers when setting targets. Students find their level on the sheet and they can then look to the next level where it says 'To get a level 5b, I need to...' <br />
Also included is a marking key sheet for students to stick in their books to enable teachers to state the particular markers they use to marks students' books. Also, a personal target sheet for students to self-assess their ability at the start of the year. Students may review this at different times of the year to assess their own progress.<br />
There's also a target record sheet for students to keep in the front of their exercise books to keep a record of their targets. The idea is that they start filling in their targets from the bottom of the sheet so they're effectively climbing "the ladder" and making progress. Students should regularly review the sheet with their teacher to assess whether they're meeting their targets and whether their NC level is improving over time.
The National Curriculum Targets rewritten in child speak
Thanks to lindab for her comment - hadnt noticed i missed that one! Have changed it to this:Level 1
• I can use different information.
• I use ICT to work with words, pictures and sounds to share my ideas.
• I know that machines follow instructions.
• I can make decisions to make machines do different tasks.
• I can talk about using ICT.
If you can think of a better phrase, please let me know, thanks
This scheme takes the group step by step through the stages of how to write a story. It is adapted from the government initiative 'Improving Childrens Writing' getting children from level 3 to level 4. I have changed it a little, so that it is also suitable for level 2 and 3 as well. Some resources you will have to get from the government published folder 'improving childrens writing'.
Full week's English planning for Year 1. Children start the week by describing their favourite superhero and then go on to discuss whether Emmet from The Lego Movie is a superhero. The children describe Emmet and then go on to create Bricksburg or Cloud Cuckoo Land out of lego/collage materials. They finish the week by describing one of these settings using their senses. AWESOME week of activites which particularly inspired the boys in my class.
This unit prepares students for AQA Specification: GCSE English Literature (8702)<br />
Paper 1, Section B; The 19th-Century Novel.<br />
This is a 7 week scheme of work, five lessons a week (35 lessons in total). They are detailed four part lessons with challenge and extension tasks. The scheme includes: a range of tasks; manageable reading; comprehension; analysis of characters, language, structure and narrative method; extensive reference to contextual factors; gathering and analysing quotation and key words; drawing and annotating; fortnightly extended writing tasks in different styles (inform, persuade, argue); weekly SPaG ; a vocabulary/spelling list. There is a discursive essay in week 6 on blame and responsibility and in week 7, students prepare and debate on a current scientific issue (there are many to choose from).<br />
Students will develop their comprehension and analytical skills through an informed reading of the text and appropriate tasks. In this scheme students will:<br />
• Explore aspects of plot, characterisation, events and settings; distinguishing between what is stated explicitly and what is implied; explaining motivation, sequence of events, and the relationship between actions or events<br />
• identify the theme and distinguishing between themes<br />
• Support a point of view by referring to evidence in the text<br />
• Understand the writer’s social, historical and cultural context to inform evaluation<br />
• Evaluate the writer’s choice of vocabulary, grammatical and structural features: analysing and evaluating how language, structure, form and presentation contribute to quality and impact; using linguistic and literary terminology for such evaluation<br />
• Write effectively for a range of purposes such as: to describe, explain, summarise, argue, analyse and evaluate; discussing and maintaining a point of view<br />
• Use accurate Standard English: accurate spelling, punctuation and grammar.<br />