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NATIONAL CURRICULUM ROLLOUT
Year 7 from September 2008
Year 8 from September 2009
Year 9 from September 2010
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The key sections of the English programme of study for Key Stage 3, extracted from The National Curriculum, which relate to BBC News School Report, are listed below.
Teachers may also find these extracts useful.
THE IMPORTANCE OF ENGLISH
...pupils develop skills in speaking, listening, reading and writing that they will need to participate in society and employment. Pupils learn to express themselves creatively and imaginatively and to communicate with others confidently and effectively.
1 KEY CONCEPTS
1.1 Competence
a Being clear, coherent and accurate in spoken and written communication.
b Reading and understanding a range of texts, and responding appropriately.
d Being adaptable in a widening range of familiar and unfamiliar contexts within the classroom and beyond.
e Making informed choices about effective ways to communicate formally and informally.
1.2 Creativity
a Making fresh connections between ideas, experiences, texts and words, drawing on a rich experience of language and literature.
d Using creative approaches to answering questions, solving problems and developing ideas.
1.4 Critical understanding
a Engaging with ideas and texts, understanding and responding to the main issues.
b Assessing the validity and significance of information and ideas from different sources.
c Exploring others¿ ideas and developing their own.
d Analysing and evaluating spoken and written language to appreciate how meaning is shaped.
2 KEY PROCESSES
2.1 Speaking and listening
Pupils should be able to:
a present information and points of view clearly and appropriately in different contexts, adapting talk for a range of purposes and audiences, including the more formal.
d engage an audience, using a range of techniques to explore, enrich and explain their ideas.
e listen and respond constructively to others, taking different views into account and modifying their own views in the light of what others say.
g make different kinds of relevant contributions in groups, responding appropriately to others, proposing ideas and asking questions.
h take different roles in organising, planning and sustaining talk in groups.
i sift, summarise and use the most important points.
2.2 Reading
Pupils should be able to:
a extract and interpret information, events, main points and ideas from texts.
d select and compare information from different texts.
e assess the usefulness of texts, sift the relevant from the irrelevant and distinguish between fact and opinion.
i understand how meaning is created through the combination of words, images and sounds in multimodal texts.
The authors craft
n how form, layout and presentation contribute to effect.
2.3 Writing
Composition
Pupils should be able to:
a write clearly and coherently, including an appropriate level of detail.
d adapt style and language appropriately for a range of forms, purposes and readers.
g structure their writing to support the purpose of the task and guide the reader.
k consider what the reader needs to know and include relevant details.
l use formal and impersonal language and concise expression.
q use planning, drafting, editing, proofreading and self-evaluation to shape and craft their writing for maximum effect.
r summarise and take notes.
Technical accuracy
Pupils should be able to:
t use the conventions of standard English effectively.
v signal sentence structure by the effective use of the full range of punctuation marks to clarify meaning.
3 RANGE AND CONTENT
3.1 Speaking and listening
The range of speaking and listening activities should include: a prepared, formal presentations and debates.
b informal group or pair discussions.
c individual and group improvisation and performance.
The range of purposes for speaking and listening should include: e describing...explaining...and exploring.
3.2 Reading
The range of non-fiction and non-literary texts studied should include: h forms such as journalism...and multimodal texts including film.
i purposes such as to instruct, inform, explain, describe, analyse, review, discuss and persuade.
3.3 Writing
In their writing pupils should:
b analyse and evaluate subject matter, supporting views and opinions with evidence. d explain or describe information and ideas relevantly and clearly.
The forms for such writing should be drawn from different kinds of:
e leaflets...editorials, articles and letters conveying opinions...reviews...articles...and reports.
4 CURRICULUM OPPORTUNITIES
...pupils should be offered the following opportunities that are integral to their learning and enhance their engagement with the concepts, processes and content of the subject.
4.1 Speaking and listening
The curriculum should provide opportunities for pupils to:
b engage in specific activities that develop speaking and listening skills.
c use speaking and listening to develop their reading and writing.
d evaluate and respond constructively to their own and others? performances.
e make extended contributions, individually and in groups.
f develop speaking and listening skills through work that makes cross-curricular links with other subjects.
i speak and listen in contexts beyond the classroom.
4.3 Writing
The curriculum should provide opportunities for pupils to:
d Move beyond their current situation and take on different roles and viewpoints.
g Develop writing skills through work that makes cross-curricular links with other subjects.
h Work in sustained and practical ways with writers where possible to learn about the art, craft and discipline of writing. i write for contexts and purposes beyond the classroom.
AIMS
Successful learners
The key concept of competence in English is essential for learning to be successful. This centres on being clear, coherent and accurate in written and spoken communication, as well as being adaptable to the demands of different contexts.
Successful learners can work independently and cooperate with others to reach a common goal. These qualities are part of the programme of study for English. The key processes for speaking and listening ensure that pupils are able to work in groups, making relevant contributions and responding appropriately.
Confident individuals
The programme of study for English provides an environment for pupils to explore their own values and beliefs. By recognising and discussing different interpretations of texts and connecting ideas and issues, pupils learn to respond with confidence, developing logical arguments and justifying their own views with evidence. Group discussions and drama activities allow pupils to develop confidence in performance. They also provide opportunities for them to work collaboratively, taking collective responsibility for completing a piece of work successfully and receiving feedback on how to improve.
Responsible citizens
Pupils' experience of reading at key stage 3 encourages them to engage with moral dilemmas and think about issues in new ways, contributing to their understanding of what it means to be a responsible citizen. Reading texts at key stage 3 should help pupils 'move beyond [their present situation] to experience different times, cultures, viewpoints and situations'. This, and the study of 'texts that enable pupils to appreciate the quality and distinctiveness of texts from different cultures and traditions', helps pupils respect others, understand cultures and views other than their own and have a strong sense of their own place in the world.
The programme of study for English encourages pupils to write and speak in a range of purposeful contexts, helping them to become confident communicators, developing their sense of responsibility and preparing them for life and work.
ENGLISH AND PERSONAL, LEARNING AND THINKING SKILLS (PLTS)
The following extracts show how School Report links to Personal, Learning and Thinking Skills (PLTS) developed through English:
Independent enquirers
...by providing opportunities for pupils to analyse and make connections between texts, explore the ideas of others and develop their own. It requires independent enquirers who are able to look at information and judge its relevance, value and validity.
Creative thinkers
...encourages creative thinkers who can generate ideas and explore possibilities, connect their own and other people's ideas and experiences in inventive ways, and try out alternatives and new solutions. The key concept of competence and the key processes for speaking and listening and writing, with their focus on adaptability and the ability to make informed choices about effective ways to communicate, require creative thinkers who can adapt ideas as circumstances change.
Team workers
Pupils are required to `take different roles in organising, planning and sustaining talk in groups¿ and `make different kinds of relevant contributions in groups, responding appropriately to others??
Self-managers
...gives pupils the chance to organise themselves and show personal responsibility, perseverance, initiative, creativity and enterprise with a commitment to learning and self-improvement. There is scope in many activities such as researching an extended piece of writing or preparing an individual presentation or group performance for pupils to organise their time and resources, prioritise their actions, and anticipate, take and manage risks. They can be encouraged to actively embrace change, respond positively to new priorities, cope with challenges and look for new opportunities.
Effective participators
...offers many opportunities for pupils to contribute to presentations, debates, discussions and drama activities and to engage actively with texts and issues that affect them and those around them.
The focus on evaluating their own and other people's performances and writing...encourages pupils to participate in helping others progress.
...listening and negotiation skills essential for effective participation.
Reflective learners
...provides opportunities for pupils to become reflective learners by helping them develop their evaluative skills.
Pupils can apply this evaluation to assess their own strengths and weaknesses, setting themselves realistic goals with criteria for success.
The importance of planning, drafting, editing, proofreading and self-evaluation is also highlighted in the key processes for writing.
FUNCTIONAL SKILLS
In the case of English this means that:
Level 1 functional skill standard: take full part in formal and informal discussions/exchanges.
Make relevant contributions to discussions, responding appropriately to others.
Prepare for and contribute to formal discussion of ideas and opinions.
Be flexible in discussion, making different kinds of contributions.
Present information/points of view clearly and in appropriate language in formal and informal exchanges and discussions.
Level 1 functional skill standard: read and understand a range of texts
Identify the main points and ideas and how they are organised in different texts.
Understand texts in detail.
Read and understand texts and take appropriate action. In a range of texts including reports, instructional, explanatory and persuasive texts, on paper and on screen.
Level 1 functional skill standard: write documents to communicate information, ideas and opinions using formats and styles suitable for their purpose and audience.
Write clearly and coherently including an appropriate level of detail.
Present information in a logical sequence.
Use language, format and structure suitable for purpose and audience.
Use correct grammar including subject verb agreement and correct and consistent use of tense.
Proofread and revise writing for accuracy of grammar, punctuation and spelling, and to ensure that meaning is clear.
In a range of documents on paper and on screen.
PERSONAL DEVELOPMENT AND EVERY CHILD MATTERS
Enjoy and achieve
...express themselves... by presenting their ideas and opinions to persuade readers and listeners.
...helps them achieve, in the subject, across the curriculum and in the world beyond, by developing their ability to communicate clearly and effectively.
Stay safe
...gives pupils the confidence to ask questions, rather than taking things at face value. It provides them with the skills to examine the validity of what they are told or read and challenge it on grounds of logic, evidence or argument.
Achieve economic wellbeing
It encourages them [pupils] to be adaptable and find creative solutions to problems, put their views and ideas across for maximum effect, and work effectively in groups. All these are skills and attributes valued by employers.
Make a positive contribution
...provides many opportunities for pupils to get involved and contribute positively by working collaboratively.
Another key aspect of making a positive contribution is being involved in the community, and...pupils have the opportunity to speak, listen and write for purposes and contexts beyond the classroom.
CROSS CURRICULUM DIMENSIONS: TECHNOLOGY AND THE MEDIA
The media plays a significant role in shaping and defining our culture and our view of the world. New technologies continue to transform the way we work and learn.
Informed and responsible citizenship requires that young people become critical consumers of media, able to reflect on the relationship between reality and the world portrayed by the media. They should be aware of the ability of the media to inform, entertain and influence public opinion, and its important role in society. Young people need opportunities to become discerning and critically literate in relation to the media and the internet, learning to question the authenticity, accuracy and reliability of the information they encounter.
Similarly, to participate fully in a technology-driven society, young people must develop the practical skills to use technology confidently and productively. They need to develop the competencies to use technology safely and effectively to find things out, try things out, develop and present their ideas, and communicate and collaborate with others across the world.
Developments in technology continue to change the relationship between consumers and producers. Technology gives unprecedented access to events, experiences, opinions and sources of knowledge from around the world. It allows young people to communicate and collaborate with others locally and internationally, and extends the range of opportunities they have to develop as successful learners and global citizens.
Developing a curriculum that supports the technology and media dimension In order to help learners appreciate the role of technology and the media in their lives and make informed decisions about how to use it, they should have opportunities across the curriculum to:
- Access and use a rich range of technologies, including broadcast media, film, printed communications, games, web, podcasts and animation
- Consider media as both consumers and authors of content
- Develop the skills to adapt to the changing nature of both technologies and media
- Ask and answer questions such as: 'Can I believe what I read?', 'How can I use technology safely?' and 'How can the media be used to benefit society?'
- Use technology to create products for real situations, and increase their awareness of its role in the creative industries and media
- Access a culturally and historically diverse range of technologies and media products
- Access the information that contextualises the way in which technologies are used and media products are made
- Use technology to personalise learning, so they can work at different times, in different places and with a wider audience.
1999 CURRICULUM FOR ENGLISH
The key sections of the English programme of study for Key Stage 3, extracted from the existing National Curriculum 1999, which relate to BBC News School Report, are listed below.
1 a-g To speak fluently and appropriately in different contexts, adapting their talk for a range of purposes and audiences, including the more formal.
To listen, understand and respond critically to others, pupils should be taught to:
2f Ask questions and give relevant and helpful comments.
8a Describing, narrating, explaining, arguing, persuading, entertaining.
8b Extended contributions to talk in different contexts and groups.
8c Presentations to different audiences.
The range should include:
11a Improvisation and working in role.
11b Devising, scripting and performing in plays.
11c Discussing and reviewing their own and others' performances.
En2 Reading
To develop their reading of print and ICT-based information texts, pupils should be taught to:
4c Sift the relevant from the irrelevant, and distinguish between fact and opinion, bias and objectivity.
En3 Writing
Pupils should be taught to draw on their reading and knowledge of linguistic and literary forms when composing their writing. Pupils should be taught to:
1d Use a range of techniques and different ways of organising and structuring material to convey ideas, themes and characters.
1f Use formal and impersonal language and concise expression.
To improve and sustain their writing, pupils should be taught to:
2a Plan, draft, redraft and proofread their work on paper and on screen.
Framework for teaching English Year 8 Teaching Objectives
Sentence level
Research and study skills
2 Undertake independent research using a range of reading strategies, applying their knowledge of how texts and ICT databases are organised and acknowledging sources.
Text level - Writing
Pupils should be taught to:
Plan, draft and present
2 Re-read work to anticipate the effect on the reader and revise style and structure, as well as accuracy, with this in mind.
Write to inform, explain, describe
11 Explain complex ideas and information clearly, e.g. defining principles, explaining a scientific process.
Speaking and Listening
Pupils should be taught to:
Speaking
1 Reflect on the development of their abilities as speakers in a range of different contexts and identify areas for improvement.
Group discussion and interaction
10 Use talk to question, hypothesise, speculate, evaluate, solve problems and develop thinking about complex issues and ideas.
16 Collaborate in, and evaluate, the presentation of dramatic performances, scripted and unscripted, which explore character, relationships and issues.
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