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Philip Southcote School
Learning for Life

English

 

 

 

Subject:   English                                                       Year Group: Year 10

 

 

TOPICS

Year 10- Group1

OCR- ‘arranging a party’ at Entry 2 and 3- Incorporating listening, speaking, Reading and writing.

Listening and speaking tasks involving one – one discussions/requests and group discussions based on Arranging a party scenario.

 Reading texts presented in different formats to identify relevant information.

Formal and informal writing tasks- writing for different purpose and audiences. Writing tasks involving creative skills, formal letter format and e-mail format.

 

Year 10 - Group 2

OCR Functional skills based on the scenario of Arranging a party at Entry 3 and level 1.

Practicing of skills needed for listening, speaking, reading and writing.

Listening and speaking tasks involving one – one discussions/requests and group discussions. Formal presentation of a research  relating to Arranging a party activities.

 Reading texts presented in different formats to identify relevant information. Comparing texts and identifying layout features and persuasive language techniques.

Formal and informal writing tasks- writing for different purpose and audiences. Focus on report writing, formal letter format requesting information/ complaining/ enquiring, magazine articles, and e-mails.

 

 

SOUTHCOTE STEPS ASSESSMENT

Reading

SS8- Can blend together some cvc words- B.W

SS9- Starting to link stories and non-fiction to their own experiences- S.H,

SS10-Can read accurately by blending sounds in unfamiliar words containing GPCs that have been taught so far

SS10- Read other words of two syllables that contain taught GPCs. Read words with contractions [for example, I'm, I'll, we'll], and understand that the apostrophe represents the omitted letter(s)

SS10- Is able to make some inferences on the basis of what is being said and done.

SS11 - Able to discuss the sequence of events in books, listen to, discuss and express views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently.

SS11- Read accurately words of 3 or more syllables that contain graphemes taught so far.

SS11- Can read most words quickly and accurately without overt sounding and blending, when they have been frequently encountered.

SS11- Making inferences on the basis of what is being said and done, answering and asking questions.

SS12- Starting to read for a range of purposes. Identifying main ideas drawn from more than one paragraph and beginning to summarise these.

 

Writing

SS8 - Can spell a range of cvc (consonant, vowel, consonant) words. B.W

SS8-Can identify different writing forms. For example: list, letter, news article or story. What they look like.

SS9- Able to arrange words correctly to form a simple sentence.

SS9- Able to use a full stop in their sentence

SS10- Can apply simple spelling rules already taught

SS10- Sequencing sentences to form short narratives.

SS11-  learning new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each spelling, including a few common homophones.

SS11- Can write narratives about personal experiences and those of others (real and fictional), real events, poetry and for different purposes

SS12- Able to spell 50% of the words listed in English Appendix 1 -Word list years 3 and 4

SS12- In non-narrative material, starting to use simple organisational devices [for example, headings and sub-headings]

 

C,V.G.P

SS9- . Begins to use plurals correctly i.e. sheep, mice

SS9- Begins to use past tense correctly adding 'ed' onto verbs

SS10-S uffix -ing, -ed, added to verbs where no change is needed in the spelling of root words (e.g. helping, helped)

SS10- Sequencing sentences to form short narratives. Capital letters for names and for the personal pronoun I.

SS11- Consistent use of present tense and past tense throughout writing. Subordination (using when, if, that, because)

SS11- Subordination (using when, if, that, because)

 

 

 

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