Year 10- Group1
OCR- Choosing a holiday 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 Choosing a holiday 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 choosing a holiday at 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 researched are relating to booking a holiday.
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
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)
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.
Starting to read for a range of purposes. Identifying main ideas drawn from more than one paragraph and beginning to summarise these.
Able to read books that are structured in different ways and can read for a range of purposes. Identifying how language, structure and presentation contribute to meaning.
Starting to discuss and evaluate how authors use language, including figurative language, considering the impact on the reader. Extract information from text independently with minimal support.
Able to arrange words correctly to form a simple sentence.
Sequencing sentences to form short narratives.
Can write narratives about personal experiences and those of others (real and fictional), real events, poetry and for different purposes
In non-narrative material, starting to use simple organisational devices [for example, headings and sub-headings]
Discussing and recording ideas. Organising paragraphs around a theme