Activities & Sessions | Possible Standards |
Bodymapping – bullying behavioursI remember - pages 23-24 Sharing & comparing - page 24 Bullybodies: brainstorming bullying behaviours - pages 24-25 Identifying reasons for bullying - page 26 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
R/V 4 – Reading and Viewing- Learners read, view and respond to adolescent, contemporary and classic imaginative texts and texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They begin to identify the characteristic style and tone of a range of literary and non-literary texts. They know how to find, analyse and synthesise information from texts.
R/V 5 – Reading and Viewing- Learners read, view and respond to complex visual and written texts which derive from a number of different historical, geographical and cultural contexts. They use their knowledge of textual analysis to recognise the register of a text and the values and attitudes which it signals. They know how to apply their knowledge of discourse, sentence structure and vocabulary when evaluating a text.
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Is it OK to tell? Effects of bullyingIs it OK to tell? Effects of bullying - page 27 Sample questions - page 28 Is it OK to tell? (worksheet) - page 29 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
R/V 4 – Reading and Viewing- Learners read, view and respond to adolescent, contemporary and classic imaginative texts and texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They begin to identify the characteristic style and tone of a range of literary and non-literary texts. They know how to find, analyse and synthesise information from texts.
R/V 5 – Reading and Viewing- Learners read, view and respond to complex visual and written texts which derive from a number of different historical, geographical and cultural contexts. They use their knowledge of textual analysis to recognise the register of a text and the values and attitudes which it signals. They know how to apply their knowledge of discourse, sentence structure and vocabulary when evaluating a text.
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Discrimination gameBrainstorm discrimination - definitions & ‘labels’ - pages 30-31 Grouping - ranking labels - page 31 Pictorial version - page 32 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
R/V 4 – Reading and Viewing- Learners read, view and respond to adolescent, contemporary and classic imaginative texts and texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They begin to identify the characteristic style and tone of a range of literary and non-literary texts. They know how to find, analyse and synthesise information from texts.
R/V 5 – Reading and Viewing- Learners read, view and respond to complex visual and written texts which derive from a number of different historical, geographical and cultural contexts. They use their knowledge of textual analysis to recognise the register of a text and the values and attitudes which it signals. They know how to apply their knowledge of discourse, sentence structure and vocabulary when evaluating a text.
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Researching bullyingBullying survey - pages 33-34 Dear Dorrie letters - page 34 Reporting on survey results - page 34 Whole school survey extension task - page 35 Surveys (template) - page 36 Recorders (record sheets) - pages 37-41 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
R/V 4 – Reading and Viewing- Learners read, view and respond to adolescent, contemporary and classic imaginative texts and texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They begin to identify the characteristic style and tone of a range of literary and non-literary texts. They know how to find, analyse and synthesise information from texts.
R/V 5 – Reading and Viewing- Learners read, view and respond to complex visual and written texts which derive from a number of different historical, geographical and cultural contexts. They use their knowledge of textual analysis to recognise the register of a text and the values and attitudes which it signals. They know how to apply their knowledge of discourse, sentence structure and vocabulary when evaluating a text.
W 4 – Writing- Learners write extended and developed texts appropriate to different audiences, purposes and contexts, and begin to write literary analysis. They apply the schematic structures and language features necessary to communicate ideas and information clearly in texts of some length and complexity. They use their knowledge of grammar to write effectively and they choose strategies to plan, construct and evaluate texts to improve their writing.
W 5 – Writing- Learners write responses to literature and independently created texts that are characterised by some complexity of subject matter and organisation and by an attempt to control register as appropriate for their purposes and audiences. They use research and explicit knowledge of grammar to enhance the effectiveness and accuracy of their writing. Learners appraise their own writing for clarity, cohesion, consistency and register.
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Advice & problem solvingAdvice & problem solving - pages 42-43 Sample questions - pages 43–44 Alternative for small group - page 43 Workbook activities - page 44 - Create comic strips to solve problems
- Role-play a problem being solved
- Write letter, write a song or poem
Role cards (template) - page 45 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
R/V 4 – Reading and Viewing- Learners read, view and respond to adolescent, contemporary and classic imaginative texts and texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They begin to identify the characteristic style and tone of a range of literary and non-literary texts. They know how to find, analyse and synthesise information from texts.
R/V 5 – Reading and Viewing- Learners read, view and respond to complex visual and written texts which derive from a number of different historical, geographical and cultural contexts. They use their knowledge of textual analysis to recognise the register of a text and the values and attitudes which it signals. They know how to apply their knowledge of discourse, sentence structure and vocabulary when evaluating a text.
W 4 – Writing- Learners write extended and developed texts appropriate to different audiences, purposes and contexts, and begin to write literary analysis. They apply the schematic structures and language features necessary to communicate ideas and information clearly in texts of some length and complexity. They use their knowledge of grammar to write effectively and they choose strategies to plan, construct and evaluate texts to improve their writing.
W 5 – Writing- Learners write responses to literature and independently created texts that are characterised by some complexity of subject matter and organisation and by an attempt to control register as appropriate for their purposes and audiences. They use research and explicit knowledge of grammar to enhance the effectiveness and accuracy of their writing. Learners appraise their own writing for clarity, cohesion, consistency and register.
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Speaking upExploring the options at this school - page 46 Standing up for yourself - pages 47-48 Ingredients of an apology - pages 48-49 What can the bystander do? - page 50 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
R/V 4 – Reading and Viewing- Learners read, view and respond to adolescent, contemporary and classic imaginative texts and texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They begin to identify the characteristic style and tone of a range of literary and non-literary texts. They know how to find, analyse and synthesise information from texts.
R/V 5 – Reading and Viewing- Learners read, view and respond to complex visual and written texts which derive from a number of different historical, geographical and cultural contexts. They use their knowledge of textual analysis to recognise the register of a text and the values and attitudes which it signals. They know how to apply their knowledge of discourse, sentence structure and vocabulary when evaluating a text.
W 4 – Writing- Learners write extended and developed texts appropriate to different audiences, purposes and contexts, and begin to write literary analysis. They apply the schematic structures and language features necessary to communicate ideas and information clearly in texts of some length and complexity. They use their knowledge of grammar to write effectively and they choose strategies to plan, construct and evaluate texts to improve their writing.
W 5 – Writing- Learners write responses to literature and independently created texts that are characterised by some complexity of subject matter and organisation and by an attempt to control register as appropriate for their purposes and audiences. They use research and explicit knowledge of grammar to enhance the effectiveness and accuracy of their writing. Learners appraise their own writing for clarity, cohesion, consistency and register.
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Designing a friendly environment campaignDesigning a friendly environment campaign - page 51 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
R/V 4 – Reading and Viewing- Learners read, view and respond to adolescent, contemporary and classic imaginative texts and texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They begin to identify the characteristic style and tone of a range of literary and non-literary texts. They know how to find, analyse and synthesise information from texts.
R/V 5 – Reading and Viewing- Learners read, view and respond to complex visual and written texts which derive from a number of different historical, geographical and cultural contexts They use their knowledge of textual analysis to recognise the register of a text and the values and attitudes which it signals. They know how to apply their knowledge of discourse, sentence structure and vocabulary when evaluating a text.
W 4 – Writing- Learners write extended and developed texts appropriate to different audiences, purposes and contexts, and begin to write literary analysis. They apply the schematic structures and language features necessary to communicate ideas and information clearly in texts of some length and complexity. hey use their knowledge of grammar to write effectively and they choose strategies to plan, construct and evaluate texts to improve their writing.
W 5 – Writing- Learners write responses to literature and independently created texts that are characterised by some complexity of subject matter and organisation and by an attempt to control register as appropriate for their purposes and audiences. They use research and explicit knowledge of grammar to enhance the effectiveness and accuracy of their writing. Learners appraise their own writing for clarity, cohesion, consistency and register.
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Bullying, harassment, teasing: what does it mean?Bullying, harassment, teasing: what does it mean? - page 57 ‘Being nobody’ poem - page 58 Giving voice (worksheet) - page 59 Giving voice using poem (worksheet) - page 60 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
R/V 4 – Reading and Viewing- Learners read, view and respond to adolescent, contemporary and classic imaginative texts and texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They begin to identify the characteristic style and tone of a range of literary and non-literary texts. They know how to find, analyse and synthesise information from texts.
R/V 5 – Reading and Viewing- Learners read, view and respond to complex visual and written texts which derive from a number of different historical, geographical and cultural contexts. They use their knowledge of textual analysis to recognise the register of a text and the values and attitudes which it signals. They know how to apply their knowledge of discourse, sentence structure and vocabulary when evaluating a text.
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Bundling & cluster mappingHow to - pages 61-62 Bundling and cluster mapping (worksheet) - page 63 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
R/V 4 – Reading and Viewing- Learners read, view and respond to adolescent, contemporary and classic imaginative texts and texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They begin to identify the characteristic style and tone of a range of literary and non-literary texts. They know how to find, analyse and synthesise information from texts.
R/V 5 – Reading and Viewing- Learners read, view and respond to complex visual and written texts which derive from a number of different historical, geographical and cultural contexts. They use their knowledge of textual analysis to recognise the register of a text and the values and attitudes which it signals. They know how to apply their knowledge of discourse, sentence structure and vocabulary when evaluating a text.
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What do poets say?Small groups - page 64 Whole class - read poems, compare and discuss - page 64 Jumbled poems (template) - page 66 Original poems (handout) - page 67 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
R/V 4 – Reading and Viewing- Learners read, view and respond to adolescent, contemporary and classic imaginative texts and texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They begin to identify the characteristic style and tone of a range of literary and non-literary texts. They know how to find, analyse and synthesise information from texts.
R/V 5 – Reading and Viewing- Learners read, view and respond to complex visual and written texts which derive from a number of different historical, geographical and cultural contexts. They use their knowledge of textual analysis to recognise the register of a text and the values and attitudes which it signals. They know how to apply their knowledge of discourse, sentence structure and vocabulary when evaluating a text.
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Reading activity – let's tell a storyWhat is the message? - pages 68-69 How is it said? - page 69 Brainstorm - how to pass messages on to younger kids - page 70 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
R/V 4 – Reading and Viewing- Learners read, view and respond to adolescent, contemporary and classic imaginative texts and texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They begin to identify the characteristic style and tone of a range of literary and non-literary texts. They know how to find, analyse and synthesise information from texts.
R/V 5 – Reading and Viewing- Learners read, view and respond to complex visual and written texts which derive from a number of different historical, geographical and cultural contexts. They use their knowledge of textual analysis to recognise the register of a text and the values and attitudes which it signals. They know how to apply their knowledge of discourse, sentence structure and vocabulary when evaluating a text.
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Writing for purpose & audience – let’s make a storyDiscussing bullying - pages 71-72 Getting started - page 72 Let’s make a story (handout) - page 73 Brainstorm! (record sheet) - page 74 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
R/V 4 – Reading and Viewing- Learners read, view and respond to adolescent, contemporary and classic imaginative texts and texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They begin to identify the characteristic style and tone of a range of literary and non-literary texts. They know how to find, analyse and synthesise information from texts.
R/V 5 – Reading and Viewing- Learners read, view and respond to complex visual and written texts which derive from a number of different historical, geographical and cultural contexts. They use their knowledge of textual analysis to recognise the register of a text and the values and attitudes which it signals. They know how to apply their knowledge of discourse, sentence structure and vocabulary when evaluating a text.
W 4 – Writing- Learners write extended and developed texts appropriate to different audiences, purposes and contexts, and begin to write literary analysis. They apply the schematic structures and language features necessary to communicate ideas and information clearly in texts of some length and complexity. They use their knowledge of grammar to write effectively and they choose strategies to plan, construct and evaluate texts to improve their writing.
W 5 – Writing- Learners write responses to literature and independently created texts that are characterised by some complexity of subject matter and organisation and by an attempt to control register as appropriate for their purposes and audiences. They use research and explicit knowledge of grammar to enhance the effectiveness and accuracy of their writing. Learners appraise their own writing for clarity, cohesion, consistency and register.
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Let’s make a storyDeveloping their story - page 75 - Writing a story for younger children, illustrating and sharing Completing the story - page 75 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
R/V 4 – Reading and Viewing- Learners read, view and respond to adolescent, contemporary and classic imaginative texts and texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They begin to identify the characteristic style and tone of a range of literary and non-literary texts. They know how to find, analyse and synthesise information from texts.
R/V 5 – Reading and Viewing- Learners read, view and respond to complex visual and written texts which derive from a number of different historical, geographical and cultural contexts. They use their knowledge of textual analysis to recognise the register of a text and the values and attitudes which it signals. They know how to apply their knowledge of discourse, sentence structure and vocabulary when evaluating a text.
W 4 – Writing- Learners write extended and developed texts appropriate to different audiences, purposes and contexts, and begin to write literary analysis. They apply the schematic structures and language features necessary to communicate ideas and information clearly in texts of some length and complexity. They use their knowledge of grammar to write effectively and they choose strategies to plan, construct and evaluate texts to improve their writing.
W 5 – Writing- Learners write responses to literature and independently created texts that are characterised by some complexity of subject matter and organisation and by an attempt to control register as appropriate for their purposes and audiences. They use research and explicit knowledge of grammar to enhance the effectiveness and accuracy of their writing. Learners appraise their own writing for clarity, cohesion, consistency and register.
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What do the newspapers say?Read it, talk about it - page 76 Comprehension questions - page 77 Improvise a play about it! - page 78 Newspaper articles (handout) - page 79 Improvise a play (scenarios handout) - page 80 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
R/V 4 – Reading and Viewing- Learners read, view and respond to adolescent, contemporary and classic imaginative texts and texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They begin to identify the characteristic style and tone of a range of literary and non-literary texts. They know how to find, analyse and synthesise information from texts.
R/V 5 – Reading and Viewing- Learners read, view and respond to complex visual and written texts which derive from a number of different historical, geographical and cultural contexts. They use their knowledge of textual analysis to recognise the register of a text and the values and attitudes which it signals. They know how to apply their knowledge of discourse, sentence structure and vocabulary when evaluating a text.
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Inform, explain, instruct – tell it as it isPreparing a short talk - page 81 Inform, explain, instruct (handout) - page 82 Prompt cards (handout) - page 83 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
W 4 – Writing- Learners write extended and developed texts appropriate to different audiences, purposes and contexts, and begin to write literary analysis. They apply the schematic structures and language features necessary to communicate ideas and information clearly in texts of some length and complexity. They use their knowledge of grammar to write effectively and they choose strategies to plan, construct and evaluate texts to improve their writing.
W 5 – Writing- Learners write responses to literature and independently created texts that are characterised by some complexity of subject matter and organisation and by an attempt to control register as appropriate for their purposes and audiences. They use research and explicit knowledge of grammar to enhance the effectiveness and accuracy of their writing. Learners appraise their own writing for clarity, cohesion, consistency and register.
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StatusWarm-up games - pages 90-91 Power pairs - bullying tableaux - pages 91-92 ‘Human Guinea Pig’ scenarios - page 92 Sample questions - page 93 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
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Scenes from storiesWarm-up games - pages 94-95 Storytelling - remember and visualise - pages 95-96 Collecting material - sharing stories - page 96 Making a scene from a story - page 96 Coaching for liberation - page 97 Workbook - letters of advice/journal writing - page 98 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
R/V 4 – Reading and Viewing- Learners read, view and respond to adolescent, contemporary and classic imaginative texts and texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They begin to identify the characteristic style and tone of a range of literary and non-literary texts. They know how to find, analyse and synthesise information from texts.
R/V 5 – Reading and Viewing- Learners read, view and respond to complex visual and written texts which derive from a number of different historical, geographical and cultural contexts. They use their knowledge of textual analysis to recognise the register of a text and the values and attitudes which it signals. They know how to apply their knowledge of discourse, sentence structure and vocabulary when evaluating a text.
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BelongingWarm-up games - page 99 Greetings game - mingle and greet - page 100 Conflict of wants - acting exercise pages 100-101 Enter new kid - small group improvisation - pages 101-102 Mask it, move it - page 102 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
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The Inside storyWarm-up games - page 103 Inside the bully - sub-text exercise - page 104 Inside/outside - creating tableaux and a text collage - page 105 Creating a text collage - page 105 Sample questions - page 106 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
W 4 – Writing- Learners write extended and developed texts appropriate to different audiences, purposes and contexts, and begin to write literary analysis. They apply the schematic structures and language features necessary to communicate ideas and information clearly in texts of some length and complexity. They use their knowledge of grammar to write effectively and they choose strategies to plan, construct and evaluate texts to improve their writing.
W 5 – Writing- Learners write responses to literature and independently created texts that are characterised by some complexity of subject matter and organisation and by an attempt to control register as appropriate for their purposes and audiences. They use research and explicit knowledge of grammar to enhance the effectiveness and accuracy of their writing. Learners appraise their own writing for clarity, cohesion, consistency and register.
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Standing up for yourselfWarm-up games - pages 107-108 Paired protests - role-play assertiveness - pages 108-109 Hidden thoughts - a technique for exploring sub-text - page 109 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
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Nightmare – fantasy – realityWarm-up games - pages 110-111 Nightmare-fantasy-reality - page 111 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
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Group project – design a dramaGroup project - design a drama - pages 112–113 Use naturalistic and anti-naturalistic techniques to devise a short drama on the theme of bullying (several lessons) Ideas for student feedback - page 113 | L/S 4 – Listening and Speaking- Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.
L/S 5 – Listening and Speaking- Learners listen and respond to complex oral texts which derive from a number of different historical, geographical and cultural contexts. They give speeches characterised by some complexity of subject matter and organisation and with some control of register. They use their knowledge of discourse analysis to recognise the register of a text and the values and attitudes which it signals. Learners appraise their own presentations for clarity, cohesion, consistency and register.
W 4 – Writing- Learners write extended and developed texts appropriate to different audiences, purposes and contexts, and begin to write literary analysis. They apply the schematic structures and language features necessary to communicate ideas and information clearly in texts of some length and complexity. They use their knowledge of grammar to write effectively and they choose strategies to plan, construct and evaluate texts to improve their writing.
W 5 – Writing- Learners write responses to literature and independently created texts that are characterised by some complexity of subject matter and organisation and by an attempt to control register as appropriate for their purposes and audiences. They use research and explicit knowledge of grammar to enhance the effectiveness and accuracy of their writing. Learners appraise their own writing for clarity, cohesion, consistency and register.
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