Subject: English Year Group: Year 10
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
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.
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]
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)