Content in this section

A document highlighting the importance of using discussion texts. These texts help pupils to select and organise information with the specific intention of providing a reasoned overview of an issue. This document provides guidance on the generic text structure of a discussion as well as criteria through which progression can be achieved. It also provides teachers with a table of progression objectives that pupils need to meet in order to succeed. This document was produced in 2006.  

Ref:

0083-2000

Importance of pupils learning to use information texts effectively highlighted, both on page and on screen, as it involves selecting and organising information using research skills to create information texts. Furthermore it provides teachers with a table of progression objectives that shows what pupils need to be able to do at the end of each year. This document was produced in 2006.

Ref:

0083-2000

Importance of pupils using recounts (also known as accounts) successfully, as they are the most common kind of text we encounter and have the intention of retelling events while entertaining and/or informing. Document provides guidance on the structure of recounts as well as language features used and criteria through which progression is achieved. Furthermore it provides teachers with a table of progression objectives that pupils need to meet to be able to succeed. This document was produced in 2006.

Ref:

0083-2000

18 booster lessons which are designed for pupils who need targeted support to secure National Curriculum level 4 in the Key stage 2 English tests. This material is designed to compliment teachers' work and lesson planning. The booster lessons include teaching strategies for the teacher and provide tips on persuading pupils of the positive influence of writing. The lessons are divided into three parts covering persuasive writing, narrative writing and report writing. This document can be found on a CD-ROM (Ref 0052-2003) and was produced in 2003.

Ref:

0083-2000

Importance of pupils learning to use and understand non-chronological report highlighted, as it involves selecting and organising information logically with the specific intention to create precise and detailed information 'pictures'. It provides guidance on the generic text structure of a non-chronological report as well as language features used and criteria through which progression is achieved. Furthermore it provides teachers with a table of progression objectives that pupils need to meet to be able to succeed. This document was produced in 2006.

Ref:

0083-2000

Explains the importance of pupils learning to use narrative, as it involves selecting and organising information with the specific intention of making a reader or listener respond in a certain way. The document provides guidance on generic text structure as well as language features used and criteria through which progression is achieved. Furthermore it provides teachers with a table of progression objectives that pupils need to meet to be able to succeed. This document was produced in 2006.

Ref:

0083-2000

This material offers support and guidance for teachers and practitioners but must be viewed in the context of the recommendations of the Rose Report (March 2006) and the renewed literacy framework (Ref. 0107-2000).

Ref:

0107/2000

A series of flyers, including 'Talking in class', 'Engaging all pupils', 'Looking for patterns', 'Writing in the literacy hour', 'Writing to inform' and 'Telling tales'. This must be viewed in the context of the recommendations of the Rose Report (March 2006) and the renewed literacy framework. The searchlight model of reading has been superseded by the new conceptual framework – the simple view of reading . All references to the 'searchlights' model therefore should be interpreted in the light of the simple view of reading referenced in the Rose Report.

Ref:

0083-2000