english subject leader development...

The Coalition Government took office on 11 May 2010. This publication was published prior to that date and may not reflect current government policy. You may choose to use these materials, however you should also consult the Department for Education website www.education.gov.uk for updated policy and resources.

English subject leader development material

Summer 2008

English subject leader development materialSummer 2008

English subject leader development material

Summer term 2008

The Framework for secondary English

First published in 2008 Ref: 00311-2008DOM-EN

Disclaimer

The Department for Children, Schools and Families wishes to make it clear that the Department and its agents accept no responsibility for the actual content of any materials suggested as information sources in this publication, whether these are in the form of printed publications or on a website.

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.

Please check all website references carefully to see if they have changed and substitute other references where appropriate.

Plus

Fiv

e Pr

int S

olut

ions

05-

2008

© Crown copyright 2008

3

00311-2008DOM-EN

The National Strategies | Secondary English subject leader development materials

Contents

Session 1 The planning/teaching and learning/assessment cycleHandout 1.1 Planning for progression 5

Handout 1.2 Subject leader development meetings in 2008–2009 7

Session 2 Reflecting on progress Handout 2.1 Spring term English subject leader development meeting – follow up 11

Session 3 Introduction to the website – building on the spring term meeting Copy of the site on disk (in SLDM pack)

Copy of the planning tool on memory stick (in SLDM pack)

Session 4 Reviewing and adjusting the department’s long- and medium-term plansHandout 4.1a Key Stage 3 curriculum map 13

Handout 4.1b (i) Year 7 long-term plan 15

(ii) Year 7 long-term curriculum map 17

Handout 4.2 (i) Medium-term plan: Beowulf 19

(ii) Medium-term plan: Poetry 21

(iii) Medium-term plan: Shakespeare 23

(iv) Medium-term plan: Parallel worlds 25

(v) Medium-term plan: Get it off your chest 29

Handout 4.3 (i) Case study (LA1) 31

(ii) Case study (LA2) 33

Handout 4.4 Long-term plan example: departmental work-in-progress 35

© Crown copyright 2008 00311-2008DOM-EN


Handout 1.1 Planning for progressionPage 1 of 1



7The National Strategies | Secondary English subject leader development materials

00311-2008DOM-EN00311-2008DOM-EN© Crown copyright 2008

7

Handout 1.2 Subject leader development meetings 2008–2009This document summarises the proposed content of the Secondary National Strategy (SNS) subject leader development meetings (SLDMs) from 2008 to the end of the summer term 2009. The purpose is to provide local authority (LA) strategy managers, consultants and school strategy managers with an overview of the priorities the SNS has identified and the work that subject leaders will cover during these meetings. It will enable LAs and schools to have an overview of priorities and to see where there is overlap between subjects, where there are subject-specific issues and to monitor and evaluate the progress departments are making.

While there will be opportunities for individual programmes to offer subject-specific materials and support throughout 2008–09, the SLDMs for all four core subjects have been planned in a coordinated way in order to provide a coherent suite of support from spring 2008 until summer 2009. At the heart of this support will be the use of the renewed Secondary Frameworks to increase the progress made by all pupils at both Key Stage 3 and Key Stage 4.

Subject leaders will be provided with resources to use with departments in order to ensure that the key messages are disseminated and discussed by department teams. Please note that, from the autumn term 2008, LAs will be able to programme SLDMs in the first half of each term. This change has been made following feedback from LAs and schools, in order to provide schools with materials and support that can be put into action in the same term as the meetings.

Page 1 of 3

8 The National Strategies | Secondary English subject leader development materials

© Crown copyright 200800311-2008DOM-EN

Spring 2008 SLDM 9

Common focus and content for all four core subjects:This SLDM is the first of a series of connected termly subject leader meetings that each support the use of the renewed Secondary Frameworks in the core subjects. This SLDM is the main vehicle through which core subject teams will be able to connect the development of the subject with the changes and innovations that are occurring as part of the wider curriculum reform. It introduces subject leaders to the overall aims of the new secondary curriculum, to the changes in the subject programmes of study and then to the renewed Secondary Frameworks and how they will support planning for increased rates of pupil progress.

The SNS will provide sufficient materials for a whole-day workshop for this set of events.

Summer 2008 SLDM 10

Common focus for all four core subjects:Introduction to and use of the renewed Frameworks website and use of the interactive planning ●

tool.

Reviewing and developing the scheme of work for Year 7. ●

Establishing priorities for improved teaching and learning as part of the new Key Stage 3 scheme ●

of work.


Strategy materials for LA consultants to use at SLDMs will be available from 2 June 2008.

Autumn 2008 SLDM 11

Common focus for all four core subjects:Pedagogy for personalisation, including functional skills in English, mathematics and ICT. ●

Exemplification via case studies of effective planning of units of work that lead to increased rates ●

of progress for all pupils.

The SNS will provide sufficient materials for a half-day workshop for this set of events. LA teams will use the rest of the time for local contributions, case studies and sharing effective practice linked to the agreed focus for the meeting.

Strategy materials for LA consultants to use at SLDMs will be available from 4 September 2008.

Page 2 of 3



00311-2008DOM-EN

Spring 2009 SLDM 12

Common focus for all four core subjects:Strengthening assessment for learning ● : securing periodic assessment and pupil tracking using Assessing Pupils’ Progress (APP).

Examples of ways schools can work to strengthen periodic assessment using the planning toolkit ●

and building a trajectory towards two levels of progress in Key Stage 3.

Introduction of APP speaking and listening materials developed by Qualifications and ●

Curriculum Authority (QCA).


Strategy materials for LA consultants to use at SLDMs will be available from 7 January 2009.

Summer 2009 SLDM 13

Common focus for all four core subjects:Strengthening assessment for learning ● : using day-to-day and periodic assessment to improve teaching and learning.

The SNS will provide sufficient materials for a half-day workshop for this set of events. LA teams will use the rest of the time for local contributions, case studies and sharing effective practice linked to the agreed focus for the meeting.

Strategy materials for LA consultants to use at SLDMs will be available from 6 April 2009.

Page 3 of 3



00311-2008DOM-EN

Handout 2.1 Spring term English subject leader development meeting – follow-up

Expectation Progress made Action point

My department has reviewed the long-term plan for Year 7

We have identified areas of development to ensure coverage of learning objectives

We have begun to consider coverage of functional skills at Level 1

Page 1 of 2



Expectation Progress made Action point

We have identified strengths and developments needed for progression in English throughout Key Stage 3 and into Key Stage 4

We have reviewed the elements of progression in a GCSE scheme

We have reviewed and adapted procedures for monitoring and evaluating progress in responding to the revised programmes of study

Page 2 of 2



00311-2008DOM-EN

Han

dout

4.1

a Ke

y St

age

curr

icul

um m

ap (L

A1)

Year

7Ye

ar 8

Year

9

Uni

tSu

bstr

ands

Uni

tSu

b-s

tran

dsU

nit

Sub

-str

ands

Tran

sitio

n (3

wee

ks)

Reco

unt (

4 w

eeks

)

Spea

king

and

list

enin

g 1.1 W

ritin

g 6.

1, 7.

1, 9

.1, 9

.3

Pros

eTr

avel

Pros

e (7

wee

ks)

Spea

king

and

list

enin

g 1.1

, 2.1

Read

ing

5.1,

6.1,

6.3

Writ

ing

8.1

The

lang

uage

and

lit

erat

ure

of c

onfli

ctPr

ose

unit

Poet

ry (4

wee

ks)

Chau

cer (

2 w

eeks

)

Read

ing

6.1

Writ

ing

8.1,

8.3

, 8.4

Lang

uage

10.

1

Shak

espe

are

The

Tem

pest

Non

-fic

tion

unit

(4 w

eeks

)

Lang

uage

exp

lora

tion

(2 w

eeks

)

Spea

king

and

list

enin

g 3.

1, 3

.2

Read

ing

5.3

Writ

ing

8.5,

8.6

Lang

uage

10.

1

Non

-fic

tion:

food

Key

Stag

e 3

test

s pre

p un

it

Page

1 o

f 2



Year

7Ye

ar 8

Year

9

Uni

tSu

bstr

ands

Uni

tSu

b-s

tran

dsU

nit

Sub

-str

ands

Dra

ma

unit

– Py

gmal

ion/

Bloo

d Br

othe

rs a

nd

scrip

twrit

ing

(6 w

eeks

)

Spea

king

and

list

enin

g

4.1,

4.2

Read

ing

5.2,

6.1

Writ

ing

7.1, 7

.2, 8

.4

Shor

t film

sKe

y St

age

3 te

sts

revi

sion

Spea

king

and

list

enin

g

Syno

ptic

uni

t (6

wee

ks)

child

hood

voi

ces

●

child

ren

in th

e m

edia

●

Spea

king

and

list

enin

g

2.1,

2.2

Read

ing

6.2,

6.3

Writ

ing

8.1,

8.2

, 8.5

Lang

uage

10.

2

Shor

t sto

ries f

rom

di

ffer

ent c

ultu

res a

nd

times

Lite

ratu

re/p

oetr

y

Curr

icul

ar li

nks

Non

-fic

tion:

scie

nce

Blak

e: h

isto

ry, a

rtCo

nflic

t: hi

stor

y, c

itize

nshi

p N

on-f

ictio

n (fo

od):

geog

raph

yTr

avel

uni

t: ge

ogra

phy,

mod

ern

fore

ign

lang

uage

s (M

FL)

The

Tem

pest

: dra

ma

Cale

ndar

Cale

ndar

Sep

Oct

Nov

Dec

Jan

Feb

Mar

Apr

May

Jun

Jul

Nat

iona

l Po

etry

Day

Wor

ld B

ook

Day

Page

2 o

f 2



00311-2008DOM-EN

Han

dout

4.1

b (i

) Yea

r 7 lo

ng-t

erm

pla

n (L

A1)

Aut

umn

1A

utum

n 2

Spri

ng 1

Spri

ng 2

Sum

mer

1Su

mm

er 2

Cont

ext f

or le

arni

ng:

Tran

sitio

n Re

coun

t

Cont

ext f

or le

arni

ng:

Mod

ern

nove

lSk

ellig

●

Ruby

in th

e Sm

oke

●

Mill

ions

●

Cont

ext f

or le

arni

ng:

Poet

ry Will

iam

Bla

ke

●

Chau

cer

●

Writ

ing

own

poet

ry

●

Cont

ext f

or le

arni

ng:

Non

-fic

tion;

lang

uage

ex

plor

atio

nEx

plor

ing

scie

ntifi

c

●

lang

uage

and

text

s

Cont

ext f

or le

arni

ng:

Dra

ma

– co

mpa

ring

text

s an

d sc

riptw

ritin

gPy

gmal

ion

●

Bloo

d Br

othe

rs

●

Cont

ext f

or le

arni

ng:

Syno

ptic

Child

hood

voi

ces:

●

Mee

ra S

yal,

child

ren’

s TV

, adv

ertis

ing

Fram

ewor

k su

b-st

rand

s:

Dev

elop

ing

activ

e 1.1

liste

ning

skill

s and

st

rate

gies

Dev

elop

ing

and

2.1

adap

ting

spea

king

sk

ills a

nd st

rate

gies

in

form

al a

nd

info

rmal

cont

exts

G

ener

atin

g id

eas,

7.1pl

anni

ng a

nd

draf

ting

Usin

g an

d ad

aptin

g 7.

2th

e co

nven

tions

an

d fo

rms o

f tex

ts

on p

aper

and

on

scre

en S

truc

turin

g,

8.5

orga

nisin

g an

d pr

esen

ting

text

s in

a va

riety

of f

orm

s on

pape

r and

on

scre

en

U

sing

the

9.1co

nven

tions

of

stan

dard

Eng

lish

Fram

ewor

k su

b-st

rand

s:

Dev

elop

ing

activ

e 1.1

liste

ning

skill

s and

st

rate

gies

Und

erst

andi

ng a

nd

1.2

resp

ondi

ng to

wha

t sp

eake

rs sa

y in

form

al

and

info

rmal

cont

exts

D

evel

opin

g an

d 5.

1ad

aptin

g ac

tive

read

ing

skill

s and

st

rate

gies

Rel

atin

g te

xts t

o th

e 6.

1so

cial

, hist

oric

al a

nd

cultu

ral c

onte

xts i

n w

hich

they

are

writ

ten

Ana

lysin

g ho

w w

riter

s’ 6.

2us

e of

lingu

istic

and

lit

erar

y fe

atur

es

shap

es a

nd in

fluen

ces

mea

ning

Ana

lysin

g w

riter

s’ us

e 6.

3of

org

anisa

tion,

st

ruct

ure,

layo

ut a

nd

pres

enta

tion

Dev

elop

ing

8.1

view

poin

t, vo

ice

and

idea

s

Fram

ewor

k su

b-st

rand

s:

6.1

Rela

ting

text

s to

the

soci

al, h

istor

ical

and

cu

ltura

l con

text

s in

whi

ch th

ey w

ere

writ

ten

Dev

elop

ing

8.1

view

poin

t, vo

ice

and

idea

s I

mpr

ovin

g 8.

3vo

cabu

lary

for

prec

ision

and

impa

ct D

evel

opin

g va

ried

8.4

lingu

istic

and

liter

ary

tech

niqu

es E

xplo

ring

lang

uage

10

.1va

riatio

n an

d de

velo

pmen

t ac

cord

ing

to ti

me,

pl

ace,

cultu

re, s

ocie

ty

and

tech

nolo

gy

Fram

ewor

k su

b-st

rand

s: D

evel

opin

g an

d 3.

1ad

aptin

g di

scus

sion

skill

s and

stra

tegi

es in

fo

rmal

and

info

rmal

co

ntex

ts T

akin

g ro

les i

n gr

oup

3.2

disc

ussio

n R

eadi

ng a

nd

5.3

enga

ging

with

a w

ide

and

varie

d ra

nge

of

text

s S

truc

turin

g,

8.5

orga

nisin

g an

d pr

esen

ting

text

s in

a va

riety

of f

orm

s on

pape

r and

on

scre

en D

evel

opin

g an

d us

ing

8.6

editi

ng a

nd

proo

fread

ing

skill

s on

pape

r and

on

scre

en

Fram

ewor

k su

b-s

tran

ds:

Usin

g di

ffere

nt

4.1

dram

atic

app

roac

hes

to e

xplo

re id

eas,

text

s an

d iss

ues

Dev

elop

ing,

ada

ptin

g 4.

2an

d re

spon

ding

to

dram

atic

tech

niqu

es,

conv

entio

ns a

nd st

yles

Und

erst

andi

ng a

nd

5.2

resp

ondi

ng to

idea

s, vi

ewpo

ints

, the

mes

an

d pu

rpos

es in

text

s R

elat

ing

text

s to

the

6.1

soci

al, h

istor

ical

and

cu

ltura

l con

text

s in

whi

ch th

ey w

ere

writ

ten

G

ener

atin

g id

eas,

7.1pl

anni

ng a

nd d

raft

ing

U

sing

and

adap

ting

7.2

the

conv

entio

ns a

nd

form

s of t

exts

on

pape

r and

on

scre

en D

evel

opin

g va

ried

8.4

lingu

istic

and

liter

ary

tech

niqu

es

Fram

ewor

k su

b-s

tran

ds:

Dev

elop

ing

and

2.1

adap

ting

spea

king

sk

ills a

nd st

rate

gies

in

form

al a

nd in

form

al

cont

exts

Usi

ng a

nd a

dapt

ing

2.2

the

conv

entio

ns a

nd

form

s of s

poke

n te

xts

Ana

lysi

ng h

ow

6.2

writ

ers’

use

of li

tera

ry

and

lingu

istic

feat

ures

sh

apes

and

influ

ence

s m

eani

ng A

naly

sing

writ

ers’

use

6.3

of o

rgan

isat

ion,

st

ruct

ure,

layo

ut a

nd

pres

enta

tion

Dev

elop

ing

8.1

view

poin

t, vo

ice

and

idea

s V

aryi

ng se

nten

ces

8.2

and

punc

tuat

ion

for

clar

ity a

nd e

ffect

Page

1 o

f 2



Rev

iew

ing

spel

ling

9.3

and

incr

easi

ng

know

ledg

e of

w

ord

deriv

atio

ns,

patt

erns

and

fa

mili

es

Expl

orin

g la

ngua

ge

10.1

varia

tion

and

deve

lopm

ent

acco

rdin

g to

tim

e,

plac

e, c

ultu

re,

soci

ety

and

tech

nolo

gy

Str

uctu

ring,

8.

5or

gani

sing

and

pr

esen

ting

text

s in

a va

riety

of f

orm

s on

pape

r and

on

scre

en

Com

men

ting

on

10.2

lang

uage

use

Ass

essm

ent

outc

omes

:

Nar

rativ

e w

ritin

g (A

F1–3

, AF6

)

Indi

vidu

al p

rese

ntat

ion

– au

tobi

ogra

phic

al

(AF1

–3)

Ass

essm

ent o

utco

mes

:

Form

al re

adin

g as

sess

men

t (AF

4, 5

and

7)

Ass

essm

ent o

utco

mes

:

Poet

ry w

ritin

g (A

F1–3

)

Criti

cal c

omm

enta

ry

with

focu

s on

lang

uage

ch

ange

ove

r tim

e (R

eadi

ng A

F5 a

nd A

F7)

Ass

essm

ent o

utco

mes

:

Deb

ate

(AF4

–6)

Rese

arch

and

pro

duce

a

leaf

let o

n a

cont

empo

rary

scie

ntifi

c is

sue

(Rea

ding

AF2

and

3,

Writ

ing

AF3

and

4)

Ass

essm

ent o

utco

mes

:

Scrip

t writ

ing

(AF1

–3)

Dra

ma

perf

orm

ance

(AF1

, 4

and

5)

Ass

essm

ent o

utco

mes

:

Essa

y co

mpa

ring

diff

eren

t per

spec

tives

on

child

hood

(AF4

and

5)

Writ

e a

text

aim

ed a

t pr

e-sc

hool

chi

ldre

n (A

F1–3

, 5 a

nd 6

)

Audi

oboo

k/po

dcas

t of

child

ren’

s boo

k (A

F1, 3

an

d 6)

Page

2 o

f 2



00311-2008DOM-EN

Han

dout

4.1

b (ii

) Yea

r 7 lo

ng-t

erm

cur

ricul

um m

ap

Aut

umn

1A

utum

n 2

Spri

ng 1

Spri

ng 2

Sum

mer

1Su

mm

er 2

Lear

ning

focu

s

G

roup

dis

cuss

ion

and

3in

tera

ctio

n

Und

erst

andi

ng th

e 6

auth

or’s

craf

t

Com

posi

tion:

7

gene

ratin

g id

eas,

pl

anni

ng a

nd

draf

ting

Co

mpo

sitio

n:

8sh

apin

g an

d co

nstr

uctin

g la

ngua

ge fo

r ex

pres

sion

and

eff

ect

Co

nven

tions

: 9

draw

ing

on

conv

entio

ns a

nd

stru

ctur

es

Li

sten

ing

and

1re

spon

ding

Sp

eaki

ng a

nd

2pr

esen

ting

Re

adin

g fo

r 5

mea

ning

: un

ders

tand

ing

and

resp

ondi

ng to

pr

int,

elec

tron

ic a

nd

mul

ti-m

odal

te

xts

Co

mpo

sitio

n:

8sh

apin

g an

d co

nstr

uctin

g la

ngua

ge fo

r ex

pres

sion

an

d ef

fect

Co

nven

tions

: 9

draw

ing

on

conv

entio

ns

and

stru

ctur

es

Li

sten

ing

and

1re

spon

ding

Spea

king

and

2

pres

entin

g

Dra

ma,

role

-pla

y 4

and

perf

orm

ance

Re

adin

g fo

r 5

mea

ning

: un

ders

tand

ing

and

resp

ondi

ng

to p

rint,

elec

tron

ic a

nd

mul

ti-m

odal

te

xts

Exp

lorin

g an

d 10

anal

ysin

g la

ngua

ge

Li

sten

ing

and

1re

spon

ding

Spea

king

and

2

pres

entin

g

Read

ing

for m

eani

ng:

5un

ders

tand

ing

and

resp

ondi

ng to

prin

t, el

ectr

onic

and

m

ulti-

mod

al te

xts

U

nder

stan

ding

the

6au

thor

’s cr

aft

Co

mpo

sitio

n:

7ge

nera

ting

idea

s,

plan

ning

and

dr

aftin

g

Com

posi

tion:

8

shap

ing

and

cons

truc

ting

lang

uage

for

expr

essi

on a

nd e

ffec

t

Conv

entio

ns:

9dr

awin

g on

co

nven

tions

and

st

ruct

ures

Li

sten

ing

and

1re

spon

ding

Sp

eaki

ng a

nd

2pr

esen

ting

Re

adin

g fo

r 5

mea

ning

: un

ders

tand

ing

and

resp

ondi

ng to

prin

t, el

ectr

onic

and

m

ulti-

mod

al te

xts

Co

mpo

sitio

n:

7ge

nera

ting

idea

s,

plan

ning

and

dr

aftin

g

Com

posi

tion:

8

shap

ing

and

cons

truc

ting

lang

uage

for

expr

essi

on a

nd

effe

ct

Conv

entio

ns:

9dr

awin

g on

co

nven

tions

and

st

ruct

ures

Li

sten

ing

and

1re

spon

ding

Dra

ma,

role

-pla

y 4

and

perf

orm

ance

U

nder

stan

ding

the

6au

thor

's cr

aft

Cont

ent a

nd ra

nge

Read

ing

and

disc

ussi

ng s

hort

st

orie

s and

wri

ting

na

rrat

ive

Read

ing,

w

riti

ng a

nd

pres

enti

ng

poet

ry

Look

ing

at

lang

uage

: sp

ellin

g,

sent

ence

s and

vo

cabu

lary

Shak

espe

are

in

perf

orm

ance

and

pe

rson

al re

adin

g

Clas

s nov

el a

nd

asso

ciat

ed re

adin

g,

plus

spo

ken

and

wri

tten

resp

onse

, cr

itic

al a

nd

imag

inat

ive

Med

ia a

nd n

on-

fictio

n, in

clud

ing

crea

ting

pres

enta

tions

or

pod

cast

s, a

s wel

l as

writ

ten

text

s, fo

r a

rang

e of

aud

ienc

es

Play

stu

dy, d

ram

atic

ex

plor

atio

n an

d pe

rson

al re

adin

g

Page

1 o

f 2



Ass

essi

ng P

upils

’ Pro

gres

s evi

denc

e

R A

F2 –

und

erst

and,

de

scrib

e, se

lect

or

retr

ieve

info

rmat

ion,

ev

ents

or i

deas

from

te

xts a

nd u

se q

uota

tion

and

refe

renc

e to

text

R A

F3 –

ded

uce,

infe

r or

inte

rpre

t inf

orm

atio

n,

even

ts o

r ide

as fr

om

text

s

W A

F1 –

writ

e im

agin

ativ

e, in

tere

stin

g an

d th

ough

tful

text

s

W A

F5 –

vary

sent

ence

s fo

r cla

rity,

pur

pose

and

ef

fect

W A

F7 –

sele

ct

appr

opria

te a

nd e

ffect

ive

voca

bula

ry

R A

F5 –

exp

lain

and

com

men

t on

writ

ers’

use

of l

angu

age,

incl

udin

g gr

amm

atic

al a

nd li

tera

ry fe

atur

es a

t w

ord

and

sent

ence

leve

l

W A

F6 –

writ

e w

ith te

chni

cal a

ccur

acy

of sy

ntax

and

pun

ctua

tion

in p

hras

es,

clau

ses a

nd se

nten

ces

W A

F7 –

sele

ct a

ppro

pria

te a

nd

effe

ctiv

e vo

cabu

lary

W A

F8 –

use

corr

ect s

pelli

ng

R A

F2 –

un

ders

tand

, de

scrib

e, se

lect

or

retr

ieve

in

form

atio

n, e

vent

s or

idea

s fro

m te

xts

and

use

quot

atio

n an

d re

fere

nce

to

text

R A

F5 –

exp

lain

and

co

mm

ent o

n w

riter

s’ u

se o

f la

ngua

ge, in

clud

ing

gram

mat

ical

and

lit

erar

y fe

atur

es a

t w

ord

and

sent

ence

le

vel

R A

F2 –

und

erst

and,

de

scrib

e, se

lect

or

retr

ieve

info

rmat

ion,

ev

ents

or i

deas

from

te

xts a

nd u

se q

uota

tion

and

refe

renc

e to

text

R A

F3 –

ded

uce,

infe

r or

inte

rpre

t inf

orm

atio

n,

even

ts o

r ide

as fr

om

text

s

R A

F4 –

iden

tify

and

com

men

t on

the

stru

ctur

e an

d or

gani

satio

n of

text

s,

incl

udin

g gr

amm

atic

al

and

pres

enta

tiona

l fe

atur

es a

t tex

t lev

el

R A

F4 –

iden

tify

and

com

men

t on

the

stru

ctur

e an

d or

gani

satio

n of

text

s,

incl

udin

g gr

amm

atic

al

and

pres

enta

tiona

l fe

atur

es a

t tex

t lev

el

W A

F2 –

pro

duce

text

s w

hich

are

app

ropr

iate

to

task

, rea

der a

nd

purp

ose

W A

F4 –

cons

truc

t pa

ragr

aphs

and

use

co

hesio

n w

ithin

and

be

twee

n pa

ragr

aphs

W A

F3 –

org

anise

and

pr

esen

t who

le te

xts

effe

ctiv

ely,

sequ

enci

ng

and

stru

ctur

ing

info

rmat

ion,

idea

s and

ev

ents

R A

F6 –

iden

tify

and

com

men

t on

writ

ers’

pu

rpos

es a

nd

view

poin

ts, a

nd th

e ov

eral

l eff

ect o

f the

te

xt o

n th

e re

ader

R A

F5 –

exp

lain

and

co

mm

ent o

n w

riter

s’

use

of la

ngua

ge,

incl

udin

g gr

amm

atic

al

and

liter

ary

feat

ures

at

wor

d an

d se

nten

ce

leve

l

Page

2 o

f 2



00311-2008DOM-EN

Handout 4.2 (i) Medium-term plan: Beowulf (LA2, Year 7)

Overview

Stage 1: ● to explore the storytelling tradition

Stage 2: ● to analyse how a writer constructs character and setting

Assessing learning prior to this unit

What experience have students had of the ●

process of storytelling at primary school?

What prior knowledge do students have of ●

literary devices such as simile, metaphor, personification? Can they comment on the effect of devices?

Skills in relation to W AF1 and W AF7 ●

Key concepts

Creativity: using inventive approaches to making meaning and taking risks, playing with language and using it to create new effects

Cultural understanding: exploring how ideas, experiences and values are portrayed differently in texts from a range of cultures and traditions

Critical understanding: analysing and evaluating spoken and written language to appreciate how meaning is shaped

Cross-curricular links

Year 7 parent – professional storytellerArt – visual representation of Grendel

Year 11 and Year 12 geographers – speak to students about trip to Iceland, link to sagas

Year 7 assembly – students share oral version of narrative

Substrands

Speaking and presenting

Using and adapting the conventions and 2.2forms of spoken texts

Reading for meaning

Understanding and responding to ideas, 5.2viewpoints, themes and purposes in texts

Understanding the author’s craft

6.1 Relating texts to the social, historical and cultural contexts in which they were written

Analysing how writers’ use of linguistic and 6.2literary features shapes and influences meaning

Composition

7.1 Generating ideas, planning and drafting Developing varied linguistic and literary 8.4

techniques

Key words

protagonist

hero/villain

prop

stage directions

saga

device

emotive language

imagery

performance

oral tradition

Key questionsCan I use a variety of techniques to make my oral narrative engaging for the listener?Can I develop my understanding of the choices a writer makes to engage the reader?Can I use these devices and choices in my own writing to engage my reader?

Page 1 of 2



Teaching sequence

Week 1:

Reading/questioning about presentation of heroes and villains in written and media texts – students produce own monster/ hero, ‘Top Trump®’ card challenging or adhering to hero/monster conventions.

Analysis of traditions of oral storytelling, using Icelandic sagas as a stimulus.

Week 2:

Shared reading of play.

Analysis of language used to describe the fight between Beowulf and Grendel – use graphic organisers or menu of tasks.

Week 3:

Prepare for milestone piece – students produce a vocabulary and devices ‘bank.’ Ideas traded in the form of ‘marketplace’ – see Teacher’s Toolkit pp. 122–125.

Modelling of crafting of text to engage the reader.

Personalising this unit for your students

High- attaining students encouraged to ‘challenge’ the hero/monster conventions, justifying their decisions.

Teaching assistant (TA) supports level 3 students to produce an oral narrative drawing on features of a saga.

High attainers – guided group work analysing devices used in Heaney’s edition of Beowulf. Focus on Grendel’s description.

Guided group work with 4c students to develop range of vocabulary at planning stage.

Next steps/notes:

Assessment outcomes

Speaking and listening:Students create oral description of the fight between Grendel and Beowulf.

Writing:Written description of deserted hall after Grendel’s attack (W AF1, W AF7). Students produce written commentary explaining the choices they made as a writer.

Key

Self assessment

Peer assessment

APP (teacher assessed)

Page 2 of 2



00311-2008DOM-EN

Han

dout

4.2

(ii)

Med

ium

-ter

m p

lan:

Poe

try

(LA1

)

Sub

-str

ands

Lear

ning

ob

ject

ives

Sequ

ence

of l

earn

ing

Ass

essm

ent o

utco

mes

Rel

atin

g te

xts t

o th

e so

cial

, his

toric

al a

nd

6.1

cultu

ral c

onte

xts i

n w

hich

they

wer

e w

ritte

n

Dev

elop

ing

view

poin

t, vo

ice

and

idea

s8.

1

Im

prov

ing

voca

bula

ry fo

r pre

cisi

on a

nd

8.3

impa

ct

Dev

elop

ing

varie

d lin

guis

tic a

nd li

tera

ry

8.4

tech

niqu

es

Expl

orin

g la

ngua

ge v

aria

tion

and

10.1

deve

lopm

ent a

ccor

ding

to ti

me,

pla

ce,

cultu

re, s

ocie

ty a

nd te

chno

logy

Sele

ct

appr

opria

te

lear

ning

ob

ject

ives

to

mee

t the

nee

ds o

f yo

ur st

uden

ts

Reac

tivat

e an

d co

nsol

idat

e pr

ior k

now

ledg

e of

poe

tic

●

tech

niqu

es u

sing

a ra

nge

of c

onte

mpo

rary

poe

try.

Expe

rimen

t with

poe

tic te

chni

ques

and

voc

abul

ary

to c

reat

e or

●

shap

e a

sele

ctio

n of

wor

k re

pres

entin

g pe

rson

al v

oice

.

Enga

ge w

ith se

lect

ed p

oetr

y of

Bla

ke to

incl

ude

●

The

Chim

ney

Swee

p an

d Lo

ndon

.

Enga

ge w

ith e

xtra

cts o

f the

‘Gen

eral

Pro

logu

e’ fo

cusi

ng o

n

●

Chau

cer’s

des

crip

tion

of c

hara

cter

.

Writ

e ow

n po

em a

bout

an

impo

rtan

t per

son

or p

lace

.

●

Writ

e a

com

men

tary

com

parin

g th

e w

ay la

ngua

ge a

nd p

oetic

●

devi

ces h

ave

chan

ged

over

tim

e.

Poet

ry w

ritin

g (W

ritin

g A

F 1–

3)

Criti

cal c

omm

enta

ry w

ith

focu

s on

lang

uage

ch

ange

ove

r tim

e (R

eadi

ng A

F5 a

nd A

F7)

Pote

ntia

l per

sona

lisat

ion

oppo

rtun

itie

sTh

ink

abou

t you

r cla

ssSp

ecif

ic

pers

onal

isat

ion

stra

tegi

es

Rang

e an

d de

pth

of c

omm

enta

ry c

an b

e

●

varie

d to

incl

ude

Chau

cer a

nd/o

r Bla

ke

Use

of v

isua

l stim

uli f

or so

me

lear

ners

●

Diff

eren

tiate

ext

ract

s fro

m g

ener

al

●

prol

ogue

and

supp

lem

ent w

ith g

uide

d gr

oup

wor

k

Are

as o

f str

engt

h:

Prio

ritie

s for

dev

elop

men

t:

Page

1 o

f 2



Curr

icul

um o

ppor

tuni

ties

Key

conc

epts

Blak

e –

hist

ory/

art l

inks

: exp

lorin

g th

e co

ntex

t of

Bla

ke’s

poet

ry to

incl

ude

the

impa

ct o

f the

in

dust

rial r

evol

utio

n an

d Bl

ake’

s art

istic

re

spon

se to

it.

Com

pete

nce:

resp

ondi

ng to

a ra

nge

of p

oetic

text

s and

dem

onst

ratin

g a

secu

re u

nder

stan

ding

of t

he c

onve

ntio

ns

depl

oyed

.Cr

eati

vity

: writ

ing

own

poem

s dra

win

g on

a ri

ch e

xper

ienc

e of

lang

uage

and

lite

ratu

reCu

ltur

al u

nder

stan

ding

: Eng

lish

liter

ary

herit

age

– Ch

auce

r and

Bla

keCr

itic

al u

nder

stan

ding

: eng

agin

g w

ith p

oetr

y fr

om d

iffer

ent t

imes

and

ana

lysi

ng h

ow la

ngua

ge h

as b

een

used

to

crea

te m

eani

ng

Page

2 o

f 2



00311-2008DOM-EN

Medium-term plan exemplar (EP)

Year: 7 Unit title: Shakespeare Duration: 5 weeks

Overview of unit:Students will investigate Shakespeare through a series of drama, research, discussion and reading activities. As well as encountering and exploring Shakespeare’s language in extracts from a number of plays, students will also explore one play in greater detail. Finally, in groups, students will prepare and present to the class their findings in answer to the question ‘Why study Shakespeare?’

Assessing learning prior to this unit:What experiences of studying Shakespeare have students had at their primary schools? ●

What prior knowledge of Shakespeare’s life and works and what understanding of his importance as a ●

cultural figure do students have?What are students’ current levels of attainment in Speaking and listening AF1, 4 and 5 and Reading AF7 ●

and what are their current curricular targets?

Key conceptsCreativity:a – Making fresh connections between ideas, experiences, texts and words, drawing on a rich experience of language and literature.Competence:e – Making informed choices about effective ways to communicate formally and informally.Cultural understanding:a – Gaining a sense of the English literary heritage and engaging with important texts in it.

Key questions for this unit:

Can I explore Shakespeare’s ●

language through a variety of dramatic approaches and conventions?

Can I develop my ●

understanding of Shakespeare’s influence on language and culture through enquiry and research?

Can I acknowledge and ●

respond to the contributions of others in discussion?

Can I use a variety of ●

techniques to make talk interesting for listeners?

Key wordsactor

character

culture

director

discussion

drama

dramatist

Elizabethan

hero/heroine

heritage

important

influence

Jacobean

literary

literature

playwright

presentation

rehearsal

significant

stagecraft

theatre

The Globe

Cross-curricular skills Personal, learning and thinking skills:Independent enquirers – identify questions to answer and problems to resolve.Creative thinkers – generate ideas and explore possibilities.Team workers – show fairness and consideration to others.Potential thematic links to other subjects:

drama ●

history ●

Functional skillsSpeaking and listening (Level 1)

Take part in formal and informal discussions/exchanges, and:

make relevant contributions to ●

discussions, responding appropriately to others;present information/points of ●

view clearly and in appropriate language in formal and informal exchanges and discussions.

English learning focuses(Sub-strands)2.1 Developing and adapting speaking skills and strategies in formal and informal contexts3.1 Developing and adapting discussion skills and strategies in formal and informal contexts4.1 Using different dramatic approaches to explore ideas, texts and issues6.1 Relating texts to the social, historical and cultural contexts in which they were written10.1 Exploring language variation and development according to time, place, culture, society and technology

Handout 4.2 (iii) Medium-term plan: Shakespeare

Page 1 of 2



Week 1 Week 2 Week 3 Week 4 Week 5

Outline of unit:

Mind map/KWL prior knowledge of Shakespeare.Paired drama activities to familiarise students with iambic pentameter and with Shakespearean diction using short extracts from Romeo and Juliet, Macbeth and Henry V.

Focus on A Midsummer Night’s Dream: plot, characters, key moments, produce ‘reduced’ version of play as whole class.Using quotes from commentators and critics as prompts, hold class discussion reflecting on Shakespeare’s achievements as dramatist, storyteller and poet.

Establish research questions with class using QADs grids.Research Shakespeare using a variety of sources including modern newspapers and popular culture as well as reference books and websites.Share and discuss implications of findings in groups and as a whole class.

Establish context, purpose and audience for group presentations.Preparation of group presentations in answer to the question ‘Why study Shakespeare?’

Group presentations to class.Review of progress in relation to key questions for unit.

Personalising this unit:

Students can make own selections from short extracts of Shakespeare’s original text in many of these activities, such as silver bullets, insult generator.

Explore Shakespeare as a global as well as national cultural figure. English as an additional language (EAL) students could find and consult texts in other languages, such as Yasmin Alibhai-Brown on Shakespeare in Uganda.

Teaching assistant (TA) supports level 3 readers with research task.Ensure that materials suitable for a range of readers are made available.

Gifted and talented students allocated chairperson role within mixed ability groups.Other roles could also be allocated, such as scribe and timekeeper.

Students review progress throughout unit against individual curricular targets for Speaking and listening and Reading.

Assessing the learning outcomes of this unit:

* Use of key questions to prompt reflection in plenaries.* Use of Assessing Pupils’ Progress (APP) assessment guidelines to assess SL AF5.

* Use of key questions to prompt reflection in plenaries.* Use of APP assessment guidelines to assess SL AF5.

* Use of key questions to prompt reflection in plenaries.* Use of APP assessment guidelines to assess SL AF4 and Reading AF7.

* Use of key questions to prompt reflection in plenaries.* Use of APP assessment guidelines to assess SL AF4 and Reading AF7.

* Use of key questions to prompt reflection in plenaries.* Use of APP assessment guidelines to assess SL AF1 and Reading AF7.* Peer- and self-assessment of presentations. * Traffic lighting and comment by students and by teachers evaluating progress against unit key questions.

Page 2 of 2



00311-2008DOM-EN

Han

dout

4.2

(iv)

Med

ium

-ter

m p

lan:

Par

alle

l wor

lds

Med

ium

-ter

m p

lan

– Ex

empl

ar (

MG

)

Titl

e of

uni

t: P

aral

lel w

orld

sYe

ar 7

Term

3D

urat

ion:

6 w

eeks

Ove

rvie

w

Stag

e 1

(wee

k 1)

: Pup

ils w

ill e

xplo

re a

rang

e of

text

s, im

ages

and

rela

ted

idea

s abo

ut h

ow w

riter

s (an

d so

me

artis

ts) h

ave

draw

n on

the

idea

of ’

para

llel w

orld

s’ in

thei

r w

ork.

Thi

s inc

lude

s lite

rary

her

itage

text

s (e.

g. G

ulliv

er’s

Trav

els),

non

-fic

tion

wor

k (e

.g. t

he F

ox si

ster

s’ fa

king

of t

he fa

iries

in th

e ga

rden

in th

e 19

20s)

, and

the

initi

al

stud

y of

the

nove

l (El

sew

here

by

Gab

rielle

Zev

in).

Stag

e 2

(wee

ks 2

–4):

Det

aile

d st

udy

and

expl

orat

ion

of E

lsew

here

with

ass

ocia

ted

expl

orat

ion

of th

e ‘p

aral

lel w

orld

s’ g

enre

in c

hild

ren’

s and

adu

lt co

mm

erci

al

liter

atur

e.

Stag

e 3

(wee

ks 5

–7):

Dev

elop

men

t of o

wn

‘par

alle

l wor

lds’

con

cept

for p

ublic

atio

n –

with

bot

h sp

oken

pre

sent

atio

n an

d w

ritte

n w

ork

as a

cor

e ou

tcom

e.

Link

to k

ey c

once

pts

Pupi

ls w

ill m

ake

‘fres

h co

nnec

tions

bet

wee

n id

eas,

exp

erie

nces

and

text

s’ (‘

Crea

tivity

’) w

hen

expl

orin

g th

e ‘p

aral

lel w

orld

s’ fo

cus,

and

use

‘inv

entiv

e ap

proa

ches

…

●

taki

ng ri

sks’

whe

n ‘p

layi

ng w

ith la

ngua

ge’ i

n th

eir o

wn

writ

ing.

They

will

nee

d to

dem

onst

rate

‘bei

ng a

dapt

able

’ whe

n th

ey p

rese

nt th

eir i

deas

for t

heir

shor

t sto

ry in

an

‘unf

amili

ar c

onte

xt’, a

s wel

l as a

‘sec

ure

unde

rsta

ndin

g’ o

f

●

lang

uage

and

gra

mm

ar c

onve

ntio

ns (‘

Com

pete

nce’

).

They

dem

onst

rate

‘cul

tura

l und

erst

andi

ng’ i

n th

eir e

xplo

ratio

n of

impo

rtan

t tex

ts in

the

liter

ary

herit

age,

but

als

o ga

in a

sens

e of

how

‘ide

as a

nd v

alue

s are

●

port

raye

d di

ffer

ently

’ in

othe

r cul

ture

s and

trad

ition

s whe

n th

ey e

xplo

re h

ow o

ther

cul

ture

s hav

e w

ritte

n ab

out ‘

para

llel w

orld

s’ (e

.g. v

ia c

reat

ion

myt

hs).

Thro

ugho

ut, ‘c

ritic

al u

nder

stan

ding

’ will

be

impo

rtan

t in

gett

ing

a re

al se

nse

of h

ow w

riter

s mar

shal

and

shap

e id

eas t

o cr

eate

mea

ning

, but

als

o pu

pils

then

●

draw

ing

on th

is to

dev

elop

thei

r ow

n an

d ot

hers

’ ide

as.

Page

1 o

f 4



Key

lear

ning

focu

s (su

b-s

tran

ds)

Spea

king

and

list

enin

g

3.1

Dev

elop

ing

and

adap

ting

disc

ussi

on sk

ills a

nd st

rate

gies

in fo

rmal

and

info

rmal

co

ntex

ts

Read

ing

5.2

Und

erst

andi

ng a

nd re

spon

ding

to id

eas,

vie

wpo

ints

, the

mes

and

pur

pose

s in

text

s

6.1

Rela

ting

text

s to

the

soci

al, h

isto

rical

and

cul

tura

l con

text

s in

whi

ch th

ey w

ere

writ

ten

6.2

Ana

lysi

ng h

ow w

riter

s’ u

se o

f lin

guis

tic a

nd li

tera

ry fe

atur

es sh

apes

and

in

fluen

ces m

eani

ng

Wri

ting

7.2

Usi

ng a

nd a

dapt

ing

the

conv

entio

ns a

nd fo

rms o

f tex

ts o

n pa

per a

nd o

n sc

reen

8.4

Dev

elop

ing

varie

d lin

guis

tic a

nd li

tera

ry te

chni

ques

Lang

uage

10.2

Com

men

ting

on la

ngua

ge u

se

Ass

essm

ent o

pppo

rtun

itie

s

Spea

king

and

list

enin

g (A

F1, A

F2, A

F6)

Cont

ribut

ion

to g

roup

and

cla

ss d

iscu

ssio

n.

Gro

up o

ral p

rese

ntat

ion

on ‘p

aral

lel w

orld

s’ in

fict

ion.

Indi

vidu

al ‘p

itch’

to a

pub

lishe

r abo

ut o

wn

idea

for a

stor

y.

Read

ing

(AF2

, AF3

, AF5

, AF6

)

Cont

ribut

ion

to g

roup

and

cla

ss d

iscu

ssio

n.

Writ

ten

anal

ysis

of h

ow Z

evin

pre

sent

s her

‘wor

ld’.

Wri

ting

(AF1

, AF2

, AF6

)

Ow

n ‘p

aral

lel w

orld

s’ st

ory

or n

ovel

la.

Com

men

tary

on

proc

ess a

nd p

lans

(lin

k to

read

ing

asse

ssm

ent).

Page

2 o

f 4



00311-2008DOM-EN

Core

text

s and

reso

urce

s

Else

whe

re b

y G

abrie

lle Z

evin

; Gul

liver

’s Tr

avel

s by

Jona

than

Sw

ift; O

HTs

/Pow

erPo

ints

of e

xtra

cts a

nd il

lust

ratio

ns re

late

d to

‘par

alle

l wor

lds’;

The

Witc

h by

Mar

y Co

lerid

ge.

Mill

er’s

End

by C

harle

s Cau

sley

; 190

4 ar

ticle

from

Bos

ton

Jour

nal,

on F

ox si

ster

s’ c

ase

(see

ww

w.w

ikip

edia

.org

for l

ink)

; acc

ess t

o in

tern

et, o

r dow

nloa

ded

web

-scr

eens

of

teen

age

publ

ishe

r web

site

s, b

lurb

s and

pro

mos

.

Med

ium

-ter

m p

lan

– sh

eet 2

Wee

k 1

Less

on 1

: Dis

cuss

ion

and

expl

orat

ion

of

frag

men

ts o

f poe

ms,

ar

ticle

s and

text

s lin

ked

by ‘p

aral

lel

wor

lds’

focu

s. C

ausl

ey

and

Cole

ridge

poe

ms.

Less

on 2

: Foc

us o

n G

ulliv

er’s

Trav

els –

text

an

alys

is a

nd

biog

raph

ical

in

form

atio

n on

Sw

ift.

Less

on 3

: Foc

us o

n co

ntem

pora

ry n

ews

artic

le o

n Fo

x si

ster

s –

how

influ

ence

d Co

nan

Doy

le a

nd

brie

f syn

opsi

s of w

hat

has b

een

read

, ex

plor

ed. R

ead

first

pa

ge o

f Else

whe

re.

Wee

k 2

Less

on 1

: Cha

pter

s 1–

2 of

Else

whe

re.

Trac

king

stor

y de

velo

pmen

t –

pred

ictio

n,

antic

ipat

ion,

re

tros

pect

ing

– w

hat w

ill th

e w

orld

of ‘

Else

whe

re’

be li

ke?

Less

on 2

: Mak

ing

links

to o

ther

re

adin

g, e

xplo

ratio

n of

sett

ing/

wor

ld

crea

ted

in n

ovel

.

Less

on 3

: Foc

us o

n ch

arac

ter o

f Liz

, her

‘jo

urne

y’. W

ho is

ta

rget

aud

ienc

e of

te

xt, w

hy a

nd so

on?

Sh

ort r

ole-

play

dr

ama

in p

airs

.

Wee

k 3

Less

on 1

: Par

alle

l st

orie

s – h

ow

char

acte

rs in

El

sew

here

hav

e th

eir

own

stor

ies.

Less

on 2

: Fur

ther

re

adin

g an

d fo

cus

on st

ruct

ure

of

nove

l: ke

y m

omen

ts, t

he ‘a

rc’

of th

e na

rrat

ive.

Less

on 3

: Co

mpa

rison

and

co

ntra

st o

f Tha

ndi

and

Liz,

how

thei

r st

orie

s sta

rt, d

ivid

e an

d lin

ks to

soci

al

back

grou

nds.

Wee

k 4

Less

on 1

: End

ings

an

d be

ginn

ings

–

how

is th

e st

ruct

ure

of th

e no

vel b

oth

circ

ular

and

line

ar?

Initi

al id

eas f

or o

wn

text

s/st

orie

s.

Less

on 2

: Re

view

ing

the

nove

l, w

ritin

g ab

out

it, it

s iss

ues a

nd

them

es –

per

sona

l re

spon

se a

nd li

nks

to o

ther

text

s.

Less

on 3

: Gab

rielle

Ze

vin’

s wor

k –

pres

enta

tion

of h

er

text

s, p

rom

os,

blur

bs a

nd so

on.

‘P

aral

lel w

orld

s’

stor

y ge

nre

– re

sear

ch a

nd

anal

ysis

.

Wee

k 5

Less

on 1

: Pitc

hing

an

idea

for a

nov

ella

/st

ory.

Wha

t are

pu

blis

hers

look

ing

for?

How

do

you

know

? Lin

king

co

nten

t to

an o

ral

pres

enta

tion

and

key

stra

tegi

es n

eede

d.

Less

on 2

: Pla

nnin

g/ge

nera

ting

idea

s for

ow

n ‘p

aral

lel w

orld

s’

stor

y. P

ublis

her b

rief/

requ

irem

ents

.

Les

son

3: D

raft

ing

open

ings

– tr

ying

ou

t ide

as, w

ritin

g a

syno

psis

and

pr

epar

ing

shor

t pi

tch.

Wee

k 6

Less

on 1

: One

-min

ute

pitc

h to

‘pub

lishe

r’ (te

ache

r) on

idea

s; no

tes o

n ch

ange

s ne

eded

.

Less

on 2

: Con

tinue

d dr

aftin

g of

nov

ella

/sh

ort s

tory

– sh

arin

g of

fr

agm

ents

, pee

r ev

alua

tion,

edi

ting

and

proo

fing.

Less

on 3

: Foc

used

w

orks

hops

/in

terv

entio

n w

ith

teac

her o

n ke

y as

pect

s,

espe

cial

ly h

ow

mea

ning

shap

ed b

y sp

ecifi

c lit

erar

y ef

fect

s.

Wee

k 7

Less

on 1

: Con

tinue

d w

orks

hop/

inte

rven

tions

and

m

odel

ling

whe

re

need

ed.

Less

on 2

: Blu

rbs,

co

vers

and

pro

mo;

ge

ttin

g th

e ta

rget

au

dien

ce ri

ght (

if tim

e, d

igita

l des

ign,

fo

nt, l

ayou

t and

so

on).

Link

to b

usin

ess

stud

ies –

team

te

achi

ng.

Less

on 3

: Pr

esen

tatio

n of

m

anus

crip

t to

‘pub

lishe

r’.

Eval

uatio

n of

w

heth

er fo

rmat

as

requ

ired

by in

itial

br

ief i

s fol

low

ed.

Page

3 o

f 4



Teac

hing

stra

tegi

es

Rang

e of

exp

lora

tions

via

pai

r and

gro

up d

iscu

ssio

ns.

●

Shar

ed a

nd g

uide

d re

adin

g –

focu

sed

anal

ysis

, pre

dict

ing,

em

path

isin

g, a

ntic

ipat

ing

and

retr

ospe

ctin

g.

●

Elic

iting

link

s bet

wee

n te

xts a

nd id

eas v

ia ra

nge

of c

lose

d an

d op

en q

uest

ions

.

●

Det

aile

d fo

cus o

n sh

ort e

lem

ents

of t

ext c

ompo

sitio

n us

ing

mod

ellin

g, re

draf

ting

and

peer

eva

luat

ion

to im

prov

e.

●

Teac

her i

n ro

le a

s pub

lishe

r, us

ing

rigou

r of t

he ro

le to

stre

ss h

igh

qual

ity o

f writ

ing

need

ed, a

nd v

alue

of i

nven

tion

and

orig

inal

ity.

● Pe

rson

alis

ing

this

uni

t for

you

r pup

ils

Gift

ed a

nd ta

lent

ed st

uden

ts to

look

at C

onan

Doy

le’s

view

of t

he F

ox si

ster

s’ c

ase

and

how

it in

fluen

ced

his w

ritin

g; a

lso

perh

aps t

o re

ad a

ll of

Gul

liver

’s Tr

avel

s and

w

rite

a m

ore

exte

nded

ana

lysi

s of h

ow p

aral

lel w

orld

s are

pre

sent

ed in

a ra

nge

of te

xts.

For g

roup

and

gui

ded

read

ing

sess

ions

, gro

up st

uden

ts b

ased

on

APP

read

ing

leve

ls a

nd ta

rget

s. S

essi

ons d

iffer

entia

ted

by ta

sks a

nd q

uest

ioni

ng/p

rom

pts.

Teac

hing

ass

ista

nt (T

A) t

o gi

ve a

dditi

onal

supp

ort t

o le

vel 3

writ

ers w

ith p

lann

ing

and

writ

ing

of o

wn

narr

ativ

e (s

ee p

rogr

essi

on m

ap) –

wor

king

with

‘Gro

up 1

’ bel

ow.

Not

ion

of c

hoic

e al

so p

rovi

ded

via

thre

e-gr

oup

mod

el w

hich

follo

ws i

nitia

l set

-up

of w

ork:

Gro

up 1

: Dire

cted

lear

ning

, sup

port

ing

grou

p w

ith g

uide

d w

ork;

wor

king

clo

sely

with

teac

her/

TA p

rom

pts,

stru

ctur

es, e

liciti

ng le

arni

ng b

efor

e m

ove

to g

reat

er

inde

pend

ence

.

Gro

up 2

: Per

iodi

c in

terv

entio

n th

roug

h te

ache

r/TA

supp

ort,

but e

xten

ded

inde

pend

ent w

ork

with

stra

tegi

c pl

enar

ies.

Gro

up 3

: Ind

epen

dent

wor

k w

ith in

terv

entio

n as

requ

ired

by g

roup

them

selv

es, d

ecid

ing

focu

ses,

dire

ctio

n fo

r exp

lora

tion

and

deve

lopm

ent o

f ide

as.

Page

4 o

f 4



00311-2008DOM-EN

Han

dout

4.2

(v) Y

ear 7

med

ium

-ter

m p

lan:

Get

it o

ff yo

ur c

hest

Ove

rvie

w: P

upils

will

lear

n ab

out r

eadi

ng fo

r mea

ning

in a

var

iety

of c

onte

xts u

sing

a w

ide

varie

ty o

f tex

ts: p

rint,

elec

tron

ic, m

ulti-

mod

al. T

here

will

be

a fo

cus o

n re

adin

g m

ater

ial t

hat c

lear

ly sh

ows a

writ

er g

ettin

g so

met

hing

off

his

or h

er c

hest

. Pup

ils w

ill e

xper

imen

t with

writ

ing

to g

et so

met

hing

off

thei

r ow

n ch

ests

.

Poss

ible

reso

urce

s: G

raph

ic n

ovel

(Whe

n th

e W

ind

Blow

s), w

ww

.am

nest

y.or

g.uk

, int

ervi

ew w

ith A

nita

Rod

dick

, lyr

ics b

y A

rctic

Mon

keys

, Sup

ersiz

e M

e.

Poss

ible

link

s to

othe

r sub

ject

s: H

isto

ry, d

ram

a.

Key

conc

epts

:

(hyp

erlin

ked)

Crea

tivity

a, b

,

Criti

cal

a, b

, c

Sub

-str

ands

:

(hyp

erlin

ked)

1.2

2.1

5.1

5.2

7.1 8.1

Stag

e 1

– O

rien

tati

on:

Find

out

how

wel

l you

r pup

ils

can

unde

rsta

nd sp

eech

es th

at

put f

orw

ard

a st

rong

vie

w (e

.g.

Mar

tin L

uthe

r Kin

g).

Find

out

how

wel

l you

r pup

ils

can

mak

e a

polit

ical

spee

ch (e

.g.

agai

nst m

obile

pho

nes b

eing

us

ed b

y un

der-1

2s).

Rela

te o

utco

mes

to A

PP o

ngoi

ng

asse

ssm

ent s

heet

Wav

e 2:

Pup

ils w

orki

ng b

elow

Le

vel 4

wor

k w

ith te

achi

ng

assi

stan

t (TA

) to

impr

ove

liste

ning

, rea

ding

skill

s.

Wav

e 3:

Ref

er p

upils

wor

king

be

low

Lev

el 3

to sp

ecia

l ed

ucat

iona

l nee

ds c

oord

inat

or

for c

atch

-up

prog

ram

me

Stag

e 2

– M

akin

g pr

ogre

ss:

Ass

essm

ent f

or L

earn

ing

(AfL

): A

gree

indi

vidu

al ta

rget

s for

im

prov

emen

t with

pup

ils a

nd

supp

ort d

evel

opm

ent b

y:

mat

chin

g ap

prop

riate

text

s to

●

pupi

ls’ n

eeds

, asp

iratio

ns,

cont

ext;

usin

g le

arni

ng o

bjec

tives

that

●

rela

te to

initi

al a

sses

smen

ts;

mod

ellin

g re

spon

se to

text

s;

●

shar

ing

succ

ess c

riter

ia;

●

enco

urag

ing

inde

pend

ent

●

resp

onse

qui

ckly

;

offe

ring

oppo

rtun

ity to

●

tran

sfer

to a

diff

eren

t con

text

as

soon

as p

upil

is re

ady.

Stag

e 3

– A

sses

smen

t op

port

unit

ies:

SL A

F1, S

L A

F3

Mak

ing

pres

enta

tions

th

at a

re e

ngag

ing

to

liste

ners

in fo

rmal

and

in

form

al si

tuat

ions

.

R A

F2, R

AF6

Writ

ing

criti

cal

appr

ecia

tion

of d

iffer

ent

writ

ers’

mea

ning

s and

vi

ewpo

ints

.

W A

F1

Writ

ing

an e

ngag

ing

text

us

ing

a va

riety

of f

orm

s.

Refe

r bac

k to

APP

ong

oing

as

sess

men

t she

et a

nd

revi

ew ta

rget

s

Stag

e 4

– Re

spon

se:

AfL

: Sup

port

pup

ils in

m

akin

g se

lf-as

sess

men

t of

prog

ress

rela

tive

to

agre

ed ta

rget

s and

APP

on

goin

g gr

id a

sses

smen

t.

Inde

pend

ence

:

Ask

pup

ils to

inte

rvie

w

teac

hers

and

oth

er a

dults

ab

out i

ssue

s tha

t hav

e m

oved

them

, e.g

. Ira

q w

ar.

Func

tion

al

skill

s:

Leve

l 1

(Ref

er to

FS

stan

dard

s)

Real

wor

ld

appl

icat

ion:

writ

er in

scho

ol

cine

ma

expe

rienc

e

loca

l cam

paig

n

PLTS

:

Inde

pend

ent

enqu

irers

– w

hat

has m

oved

the

writ

er to

mak

e th

e te

xt?

Crea

tive

thin

kers

–

wha

t wou

ld I

say

if I h

ad a

n in

terv

iew

with

th

e pr

ime

min

iste

r?

Stag

e 5

– Re

war

d:

Use

dep

artm

ent p

rais

e sy

stem

for p

upils

on

trac

k fo

r mak

ing

expe

cted

pr

ogre

ss in

Key

Sta

ge 3

.Re

turn

to W

ave

2–3

inte

rven

tion

stra

tegi

es fo

r pu

pils

not

mak

ing

expe

cted

pr

ogre

ss.

Page

1 o

f 2



Poss

ible

seq

uenc

e of

lear

ning

Stag

e 1

(1 w

eek)

O

rien

tati

onSt

age

2 (2

–3 w

eeks

) M

akin

g pr

ogre

ssSt

age

3 (1

wee

k)St

age

4 (1

–2 le

sson

s)

Show

pup

ils fa

mou

s spe

eche

s suc

h as

th

ose

by M

artin

Lut

her K

ing,

Nel

son

Man

dela

or

Mar

gare

t Tha

tche

r and

ask

pu

pils

to d

iscu

ss:

wha

t the

mai

n po

ints

of t

he sp

eech

●

are

and

how

you

can

spot

them

;

the

best

way

of n

ote-

mak

ing

for t

his

●

activ

ity (c

hart

, spi

der d

iagr

am, a

nd

so o

n);

mot

ivat

ion

of t

he sp

eake

r – w

hat

●

has d

riven

him

/her

to sp

eak?

Ask

pup

ils to

dis

cuss

wha

t the

y th

ink

is

wor

thy

of a

spee

ch n

ow:

‘pic

k up

recy

clin

g’ p

roje

ct fr

om

●

prim

ary

scho

ol;

refe

r to

curr

ent r

oad

build

ing

●

proj

ect i

n lo

cal a

rea.

Ask

pup

ils to

mak

e no

tes o

n:

mai

n po

ints

of a

spee

ch (R

AF2

);

●

wha

t the

y ca

n in

fer a

bout

the

●

spea

ker’s

feel

ings

(R A

F3);

wha

t the

y th

ink

the

spea

ker i

s try

ing

●

to d

o (R

AF6

).

Ask

pup

ils to

writ

e ow

n m

ini-s

peec

h ab

out a

n is

sue

impo

rtan

t to

them

(W

AF1

).

Ass

ess:

R A

F2,3

,6 a

nd W

AF1

in A

PP g

rid

Dis

cuss

prio

r att

ainm

ent (

Key

Stag

e 2)

with

pup

ils a

nd e

xpec

ted

prog

ress

and

exp

lain

wha

t pro

gres

s loo

ks li

ke. S

hare

pre

viou

s cla

ss’s

wor

k.

AfL

- Fe

edba

ck re

sults

from

the

orie

ntat

ion

proc

ess a

nd e

ngag

e pu

pils

in a

sses

sing

ow

n ta

rget

s.

Show

pup

ils

●

Supe

rsiz

e M

e to

dem

onst

rate

spea

king

tech

niqu

es

and

mod

el li

sten

ing

skill

s.

Mod

el th

e pr

oces

s of n

ote-

taki

ng to

find

the

mai

n po

ints

in a

●

sect

ion

of th

e fil

m a

nd su

ppor

t pup

ils d

oing

the

sam

e.

Iden

tify

tech

niqu

es u

sed

by M

orga

n Sp

urlo

ck.

●

Show

an

acce

ssib

le te

xt su

ch a

s cam

paig

n le

afle

t fro

m A

mne

sty

●

Inte

rnat

iona

l and

ask

pup

ils to

tran

sfer

skill

s use

d w

ith S

uper

size

Me.

Mod

el a

nd su

ppor

t usi

ng in

fere

nce

and

anal

ysis

of a

utho

rial

●

view

poin

t.

Set u

p gr

oupw

ork

usin

g

●W

hen

The

Win

d Bl

ows t

o st

imul

ate

disc

ussi

on a

bout

how

imag

es e

mph

asis

e m

eani

ng.

Mod

el o

wn

cam

paig

n ag

ains

t hoo

ded

tops

or s

imila

r – sh

ow

●

proc

ess o

f gat

herin

g id

eas a

nd m

akin

g pl

ans a

nd su

ppor

t pup

ils

in st

artin

g ow

n ca

mpa

ign

leaf

let a

nd w

ritin

g a

spee

ch.

Chec

k th

at p

upils

are

usi

ng te

chni

ques

iden

tifie

d w

ith p

revi

ous

●

text

s.

AfL

– S

hare

succ

ess c

riter

ia fo

r ass

esse

d ta

sks f

rom

grid

s for

leve

l 4,

leve

l 5, l

evel

6.

Real

con

text

– w

riter

to v

isit

scho

ol.

Set u

p in

depe

nden

t w

ork

task

s mat

ched

to

pupi

l tar

gets

:

Ana

lyse

mai

n po

ints

●

in a

spee

ch (R

AF2

).

Infe

r hid

den

●

mea

ning

s in

a sp

eech

(R A

F3).

Wor

k ou

t aut

horia

l

●

view

poin

t (R

AF6

).

Mak

e a

spee

ch th

at

●

is ‘g

ettin

g so

met

hing

off

you

r ch

est’

(SL

AF1

).

Plan

and

writ

e a

●

spee

ch o

r art

icle

to

enga

ge y

our r

eade

r/au

dien

ce w

ith y

our

feel

ings

(W

AF1

).

Mar

k us

ing

APP

on

goin

g gr

id.

Self-

, pee

r-as

sess

men

t of

spee

ches

(SL

AF1

) an

d w

ritte

n te

xts

(W A

F1).

Teac

her

asse

ssm

ent o

f rea

ding

ta

sks

(R A

F2,3

,6).

Feed

back

resu

lts o

f ea

ch a

sses

smen

t to

pupi

ls to

ens

ure

that

all

are

awar

e of

the

prog

ress

that

has

bee

n m

ade

and

suita

ble

targ

et se

t for

futu

re

wor

k in

this

are

a.

Page

2 o

f 2



00311-2008DOM-EN

Handout 4.3 (i) Case study (LA1)

Give the names and posts held by each member of your collaborative planning group.1.

English consultant

Head of English and lead professional

Familiarisation

At the beginning of your planning process, what did you feel were the key opportunities and 2. challenges for planning raised by the new programmes of study and the renewed Framework for secondary English?

Opportunities

To review and reflect on current planning. ●

To establish meaningful cross-curricular links to enrich pupils’ learning experiences. ●

To establish units of work underpinned by key concepts. ●

Challenges

How ● to establish meaningful cross-curricular links.

Review

(a) If there are teachers in your group, or if you had a particular school in mind as you planned, 3. briefly describe current practice in planning the secondary English curriculum at the school(s) in question.

Current practice at school in question

Long-term ● – curriculum map linked closely to the department priorities. The curriculum map has recently been adapted to draw specific and explicit links to APP.

Medium-term plan ● adapted from original Framework material. The medium-term plan also highlights the assessment opportunities within the teaching sequence. The teaching sequence makes reference to the department’s priorities in terms of improving reading and writing.

Planning in general within the department

The department plan collaboratively, following an improvement cycle of gathering data, trialling strategies, evaluation and sharing of improvements, embedding strategies review.

(b) What were your key intentions and priorities as a group in terms of improving approaches to planning?

To establish meaningful cross-curricular links to enrich pupils’ learning experiences. ●

To establish units of work underpinned by key concepts. ●

Planning

(a) Have you written: 4.

a long-term plan? YES a medium-term plan? YES a short-term plan? NO

(b) If you have produced more than one plan, do your plans relate to each other? YES

Page 1 of 2



Describe here how your group approached the planning task in terms of the process used, 5. including examples of ways in which the process exemplified collaboration between group members.

In the light of the renewed Framework we identified what an effective long-term plan should ●

do.

We then annotated our original long-term plans in the light of the checklist above. The ●

annotations included suggestions for development as well as further questions and considerations.

We then experimented with a number of planning forms separately before sharing our ideas. ●

We used the forum to gather ideas.

We further adapted our medium-term plan in the light of sharing ideas with colleagues from ●

other local authorities.

Evaluate here how effectively the outcomes of your planning address your original intentions 6. and priorities as a group (see 3b).

By creating a checklist of features for an effective medium-term plan we opened up the ●

opportunity for evaluation and review. Annotating our existing plans allowed us to decide on the adjustments that needed to be made.

Although we have included cross-curricular links, we feel that for these links to become ●

‘meaningful’, fruitful and focused collaboration with other subject areas will be vital.

Pulling it all together

Upon which additional factors (e.g. school timetable, whole-school cross-curricular 7. development) do you feel the success of these plans would depend in practice?

Opportunity for the department to collaborate in pairs to adjust plans. ●

Opportunity for departments to meet regularly to share good practice and establish ●

meaningful cross-curricular links.

Opportunity for departments to peer observe each other, in order to help establish ●

meaningful cross-curricular links.

What will be your next steps in developing your plans/putting them into practice?8.

To follow the process of familiarisation, review and planning, and bringing it together with the rest of the English department. This will lead to collaborative planning, allowing the department to have ‘ownership’ of the renewed Framework.

Page 2 of 2



00311-2008DOM-EN

Handout 4.3 (ii) Case study (LA2)

Give the names and posts held by each member of your collaborative planning group.1. Secondary National Strategy English consultantEnglish subject leader, community college

Familiarisation

At the beginning of your planning process, what did you feel were the key opportunities and 2. challenges for planning raised by the new programmes of study and the renewed Framework for secondary English?Planning for progression across the key stage (and across the entire secondary English ●

curriculum), so that opportunities to build upon learners’ skills were effectively mapped.Building in ‘curriculum opportunities’ so that links with other subject areas are explicit and ●

collaboratively planned, as well as making the most of ‘beyond the classroom’ learning experiences.Personalising learning, so that all students receive appropriate, quality-first teaching – the ●

challenge was how to take an approach to planning that enabled teachers to use what they know about their students to inform what they do in the classroom (and beyond!)

Review

(a) If there are teachers in your group, or if you had a particular school in mind as you planned, 3. briefly describe current practice in planning the secondary English curriculum at the school(s) in question.Most long- and medium-term planning is undertaken during the summer term, with the ●

subject leader overseeing this process at Key Stage 4, and the second-in-charge taking responsibility for Key Stage 3. The long-term plan is reviewed, with colleagues invited to comment on the strengths and weaknesses of particular units. This information is then used to amend current plans or write new ones.Medium-term plans are also adjusted in the light of feedback from assessments, and this is ●

particularly true of Year 9 in the build-up to Key Stage 3 tests. (b) What were your key intentions and priorities as a group in terms of improving approaches to planning?Mapping opportunities for students to develop and enhance their skills across the key stage ●

so that a clear learning journey could be discerned.Providing department colleagues with enough structure to ensure consistency but allow for ●

personalisation. We wanted to achieve precision without prescription.Ensure that the key concepts were at the heart of planning, and that there was explicit ●

signalling of curriculum opportunities.

Planning

(a) Have you written: 4.

a long-term plan? 3 a medium-term plan? 3 a short-term plan? ❏

(b) If you have produced more than one plan, do your plans relate to each other?

YES / NO / WROTE ONE PLAN ONLY

Page 1 of 2



Describe here how your group approached the planning task in terms of the process used, 5. including examples of ways in which the process exemplified collaboration between group members.

We began by discussing and identifying the purpose of each level of planning. Once we had ●

agreed on what we wanted a long-, medium- and short-term plan to do, we brainstormed the key features. We looked at other examples as part of our discussion.

The long-term plan ended up being split into two parts, because we wanted to ‘map’ ●

opportunities for progression across the key stage, as well as provide a more detailed outline of the learning journey for each year group. We focused on Year 7, and reviewed the current units being delivered, exploring where the renewed Framework sub-strands were addressed. At this point it became clear which units could be ‘tweaked’ and which ones needed more substantial work.

We then constructed a medium-term plan for a Year 7 Poetry unit. We looked at the current ●

plans and immediately felt that it was not challenging enough when we compared this to the renewed Framework learning objectives. We worked on taking the sub-strands as a starting point and then creating a sequence for learning that included specific reference to addressing the key concepts.

Evaluate here how effectively the outcomes of your planning address your original intentions 6. and priorities as a group (see 3b).

We’re both very pleased with ourselves because we’ve done what we set out to do! ●

The Key Stage 3 ‘map’ illustrates how different units address the sub-strands across three ●

years and also includes provision for school calendar information to be logged.

The long-term plan for Year 7 gives an increased level of detail about the coverage of sub- ●

strands across the year and explicitly identifies the assessment outcomes (with AFs). What we’ve tried to achieve with the medium-term plan is to create a format that requires teachers to use what they know about their students’ current level of progress. A sequence for learning is provided so that colleagues have a clear route through the unit, and the subject leader is able to monitor consistency.

Pulling it all together

Upon which additional factors (e.g. school timetable, whole-school cross-curricular 7. development) do you feel the success of these plans would depend in practice?

To make the curriculum opportunities aspect real and meaningful, there will need to be a ●

whole-school approach to planning that facilitates departments working together, as well as innovative curriculum design that provides the appropriate time and conditions for delivery.

For the subject leader to encourage department colleagues to take on this revised approach ●

to planning, they will need time in the coming term.

What will be your next steps in developing your plans/putting them into practice?8.

Consultant will work with subject leader to develop an approach to short-term planning. ●

Consultant will work with subject leader to develop medium-term plans for Shakespeare (Year ●

8, Year 9 and Year 10) to illustrate the principles of planning for progression and how the renewed Framework supports this process (particularly bridging the gap from Key Stage 3 to Key Stage 4).

Page 2 of 2


35

00311-2008DOM-EN


Han

dout

4.4

Lon

g-te

rm p

lan

exam

ple:

dep

artm

enta

l wor

k-in

-pro

gres

s (on

line

plan

ner)

Aut

umn

1A

utum

n 2

Spri

ng 1

Spri

ng 2

Sum

mer

1Su

mm

er 2

Prog

ress

ion

for l

earn

ing

(Fra

mew

ork

sub

-str

ands

)

Spea

king

and

list

enin

g 1.

1 D

evel

opin

g ac

tive

liste

ning

sk

ills a

nd st

rate

gies

1.2

Und

erst

andi

ng a

nd

resp

ondi

ng to

wha

t spe

aker

s sa

y in

form

al a

nd in

form

al

cont

exts

2.1

Dev

elop

ing

and

adap

ting

spea

king

skill

s and

stra

tegi

es in

fo

rmal

and

info

rmal

con

text

s

Spea

king

and

list

enin

g

2.2

Usi

ng a

nd a

dapt

ing

the

conv

entio

ns a

nd fo

rms o

f sp

oken

text

s

tbc

tbc

tbc

Spea

king

and

list

enin

g

3.1

Dev

elop

ing

and

adap

ting

disc

ussi

on sk

ills a

nd st

rate

gies

in

form

al a

nd in

form

al

cont

exts

3.1

Dev

elop

ing

and

adap

ting

disc

ussi

on

skill

s and

stra

tegi

es in

form

al a

nd

info

rmal

con

text

s

Read

ing

Read

ing

tbc

tbc

tbc

Read

ing

5.2

Und

erst

andi

ng a

nd re

spon

ding

to

idea

s, v

iew

poin

ts, t

hem

es a

nd p

urpo

ses

in te

xts

5.1

Dev

elop

ing

and

adap

ting

activ

e re

adin

g sk

ills a

nd

stra

tegi

es

5.1

Dev

elop

ing

and

adap

ting

activ

e re

adin

g sk

ills a

nd

stra

tegi

es

5.3

Read

ing

and

enga

ging

with

a

wid

e an

d va

ried

rang

e of

text

s

6.1

Rela

ting

text

s to

the

soci

al, h

isto

rical

an

d cu

ltura

l con

text

s in

whi

ch th

ey w

ere

writ

ten

6.1

Rela

ting

text

s to

the

soci

al,

hist

oric

al a

nd c

ultu

ral c

onte

xts

in w

hich

they

wer

e w

ritte

n6.

3 A

naly

sing

writ

ers’

use

of

orga

nisa

tion,

stru

ctur

e, la

yout

an

d pr

esen

tatio

n

6.2

Ana

lysi

ng h

ow w

riter

s’ u

se o

f lin

guis

tic a

nd li

tera

ry fe

atur

es sh

apes

an

d in

fluen

ces m

eani

ng

Wri

ting

W

riti

ng

tbc

tbc

tbc

Wri

ting

7.2

Usi

ng a

nd a

dapt

ing

the

conv

entio

ns a

nd fo

rms o

f tex

ts

on p

aper

and

on

scre

en

8.1

Dev

elop

ing

view

poin

t, vo

ice

and

idea

s

7.2

Usi

ng a

nd a

dapt

ing

the

conv

entio

ns

and

form

s of t

exts

on

pape

r and

on

scre

en

8.1

Dev

elop

ing

view

poin

t, vo

ice

and

idea

s 8.

2 Va

ryin

g se

nten

ces a

nd

punc

tuat

ion

for c

larit

y an

d ef

fect

Page

1 o

f 4



8.3

Impr

ovin

g vo

cabu

lary

fo

r pre

cisi

on a

nd im

pact

8.5

Stru

ctur

ing,

or

gani

sing

and

pr

esen

ting

text

s in

a v

arie

ty o

f fo

rms o

n pa

per

and

on sc

reen

8.4

Dev

elop

ing

varie

d lin

guis

tic a

nd li

tera

ry

tech

niqu

es

Lang

uage

Lang

uage

10.1

Exp

lorin

g la

ngua

ge

varia

tion

and

deve

lopm

ent

acco

rdin

g to

tim

e, p

lace

, cu

lture

, soc

iety

an

d te

chno

logy

tbc

tbc

tbc

Lang

uage

10.2

Com

men

ting

on la

ngua

ge

use

10.1

Exp

lorin

g la

ngua

ge

varia

tion

and

deve

lopm

ent a

ccor

ding

to

time,

pla

ce, c

ultu

re,

soci

ety

and

tech

nolo

gy

Focu

s/co

ntex

t for

le

arni

ngTr

ansi

tion

uni

t

(wee

ks 1

–2) l

eadi

ng in

to…

Stor

ytel

ling

mod

ule:

(wee

ks 3

–7)

mai

nly

pros

e fic

tion,

ora

l tr

aditi

on, c

ultu

res a

nd

conv

entio

ns

Wor

ld tr

avel

ler

mod

ule

(wee

ks 8

–13)

no

n-fic

tion

repo

rtag

e, so

me

med

ia/d

igita

l te

xts,

TV

repo

rtin

g

Text

s, p

ictu

res

and

desi

gn

(wee

ks 1

4–17

)

med

ia, d

igita

l an

d pr

inte

d ill

ustr

ated

gr

aphi

c no

vels

an

d g

ames

Poet

ry m

odul

e

(wee

ks 1

8–21

)

read

ing

and

expl

orin

g po

etry

, writ

ing

an a

ntho

logy

, pe

rfor

min

g po

ems

Soap

s and

sc

ript

s mod

ule

(wee

ks 2

2–29

)

dram

atic

co

nven

tions

, TV,

ra

dio

and

thea

tre

‘Par

alle

l wor

lds’

(wee

k 30

–36)

mix

of p

rose

fict

ion

and

poet

ry

read

ing:

cla

ss/g

roup

nov

el

read

ing

and

writ

ing

own

exte

nded

shor

t sto

ry/n

ovel

la

for a

pub

lishe

d co

llect

ion

and

prom

os, p

ublis

hing

, prin

ting

(non

-fic

tion

oppo

rtun

ities

).

Link

bac

k to

‘Sto

ryte

lling

’ m

odul

e an

d ‘T

exts

, pic

ture

s an

d de

sign

’ mod

ule.Pa

ge 2

of 4



00311-2008DOM-EN

Key

outc

ome(

s)W

ritte

n co

llect

ion

of

●

shor

t rev

ised

tale

s and

m

yths

Pres

enta

tion/

●

perf

orm

ance

of o

wn

re-t

old

myt

hs

Reco

rdin

g of

●

repo

rt

Fron

t pag

e

●

repo

rt

Web

log

●

Shor

t

●

pres

enta

tion

on a

gra

phic

no

vel o

r ga

me

usin

g na

rrat

ives

an

d im

ages

Live

poe

try

●

perf

orm

ance

Shor

t poe

try

●

pers

onal

re

spon

se

Polis

hed

●

‘soap

’ im

prov

isat

ion

Scrip

ted

●

scen

e

Revi

ew o

f

●

soap

epi

sode

Writ

ten

anal

ysis

and

●

expl

orat

ion

of st

orie

s and

ot

her t

exts

, foc

usin

g on

vi

ewpo

int a

nd e

vide

nce

Pitc

h to

pub

lishe

r of

●

prop

osed

stor

y (o

ral

activ

ity)

Exte

nded

shor

t sto

ry o

r

●

nove

lla

Prom

o m

ater

ial:

sam

ple

●

cove

rs a

nd b

lurb

s

Shor

t dra

mat

ised

●

impr

ovis

atio

n

Ass

essi

ng P

upils

’ Pr

ogre

ss

oppo

rtun

itie

s

Spea

king

and

list

enin

g:

AF1

, AF2

, AF6

Read

ing:

AF2

, AF3

, AF6

, A

F7 Wri

ting

: AF1

, AF2

, AF7

Spea

king

and

lis

teni

ng:

AF1

, AF3

, AF4

, A

F6 Read

ing:

AF2

, A

F3, A

F4

Wri

ting

: AF1

, A

F2, A

F3, A

F4,

AF5

, AF6

tbc

tbc

tbc

Spea

king

and

list

enin

g: A

F1,

AF2

, AF6

Read

ing:

AF2

, AF3

, AF5

, AF6

Wri

ting

: AF1

, AF2

, AF6

Curr

icul

um

oppo

rtun

itie

s/lin

ksH

uman

itie

s de

part

men

t:

shar

ed m

odul

e pl

anni

ng,

teac

hing

and

ho

mew

ork

Link

to d

ram

a le

sson

s: us

e sc

ripts

for

deve

lopi

ng

perf

orm

ance

w

ork

Busi

ness

stu

dies

: mar

ketin

g an

d pr

omot

ing

my

book

(te

am-t

each

ing

one

less

on p

er

wee

k)

Page

3 o

f 4



Cale

ndar

Sept

Oct

Nov

Dec

Jan

Feb

Mar

Apr

May

June

July

Exte

rnal

ev

ents

7,8,

9: V

isit

to ra

dio

stat

ion

Thea

tre

visit

(dat

es

tbc)

Thea

tre

visit

(a

ltern

ativ

e da

te tb

c)

Scho

ol-

base

d23

–30:

Pr

imar

y vi

sits:

Year

7

oral

st

orie

s

19, 2

0, 21

: Ch

ristm

as

pant

o (fo

yer

disp

lay

of

Year

7 fa

iry

tale

s/m

yths

)

17: Y

ear 7

po

etry

co

mpe

titio

n ev

enin

g pe

rfor

man

ce

15–1

9:

Scho

ol

Arts

Wee

k

13–1

5:

(eve

ning

)Sc

hool

-pr

oduc

tion

Page

4 o

f 4

Copies of this publication may be available from: www.teachernet.gov.uk/publications

You can download this publication and obtain further information at: www.standards.dcsf.gov.uk/

Audience: Secondary English subject leaders

Date of issue: 05-2008

Please quote ref: 00311-2008DOM-EN

© Crown copyright 2008 Published by the Department for Children, Schools and Families

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