Transcript Year 9 information evening

*
The year at a glance
Assessment criteria
Student work
Extended Learning
Expectations
Preparation for GCSE
Text
Autumn
Term
Key skills and objectives
Lord of the

Flies and Islands
or other novel
study


Spring
Term
Diary of Anne
Frank (play
version)
Kindertransport
for top sets



Summer
Term
Unit 1
preparation and
Conflict poetry
anthology in
preparation for
GCSE.


Evaluation of
symbols as a key
device.
Language analysis
and purpose of
writer.
Wider exploration of
theme and allegory.
Empathy with
character and
setting.
Historical
significance as a key
device in writing.
Significance of genre
and form in
audience reaction.
Understanding the
themes required for
study in controlled
assessment in Year
10.
Reading for meaning
in a range of texts.
Reading targets
Writing targets
Sample task
AF2:
To understand, describe,
select or retrieve
information, events or ideas
from texts and use quotation
and reference to text
AF3:
To deduce, infer or interpret
information,
events or ideas from texts
AF4:
To identify and comment on
the structure and
organisation of texts,
including grammatical and
presentational features at
text level
AF7:
To relate texts to
their social, cultural and
historical traditions
AF5:
To explain and comment on
writers’ use of language,
including grammatical and
literary features at word and
sentence level
AF6: To identify and
comment on writers’
purposes and viewpoints, and
the overall effect of the text
on the reader
AF3:

To organise and present
whole
texts effectively

AF4:
To construct paragraphs
and cohesion within and
between paragraphs
AF7: To select
appropriate and
effective vocabulary
AF1:
To write imaginative,
interesting and
thoughtful texts
AF2:
To produce texts which
are appropriate to task,
reader and purpose
AF5: To vary sentences
for clarity, purpose and
effect

Pupils will be graded against
GCSE criteria in this term
Pupils will be graded
against GCSE criteria in
this term



Essay analysis of
themes/symbols/ch
aracter/other
Focussed
exploration of key
devices.
Dramatic monologue
from the
perspective of one
character.
Evaluation of
context and setting
on action and
character.
Preparatory task
and study of Post
1914 dramatic text.
Evaluation of
dramatic convention
and genre.
Reading Assessment Focus 3:
To infer, deduce and interpret information, events or ideas from a text.
Level 5
Success Criteria
Level 6
Success Criteria
Level 7
Success Criteria
Level 8
Success Criteria
Look for clues and ideas in a text that give you a hint of
what might happen or what a character may be like.
Find information which tells you something about the
events and characters in a text.
Select and use quotations to support your thinking and
show where your ideas came from (parts of speech and
sentence structure).
The use of the verb “sprinted” instead of just ‘ran’
tells us that the character is running fast. This may
lead us to think that something has happened to make
them run away fast.
Look for clues in a text which give a range of ideas
about events and characters.
Find information which could tell you different things
about the events and character depending on your own
ideas and comment on the information.
Select and explain quotations which show detailed
understanding of where your ideas came from (parts of
speech; tense, sentence structure, devices).
The use of a part tense verb, “fleeing” adds extra
information as the reader could think that the people
were running away because they were in danger or
had to go in a hurry. The choice of verb adds a sense
of urgency to the action as they are not just running
away.
Look for clues in a text which you can interpret in
different ways and add further meaning to the text.
Find information which you interpret in a range of ways
and make connections between ideas.
Select and explain quotations in detail commenting on
the purpose of the writer and how the language
selected supports your ideas (parts of speech, tense,
sentence structure, devices, sentence starters and
punctuation).
Look for clues which the writer has given you to show
their purpose and intention clearly without writing it
directly.
Find information which shows a range of interpretation
and can be directly linked to the clues and purpose if
the writing.
Select and explain quotations and comment on the
structure of ideas as well as the specific language to
support your ideas (parts of speech, sentence structures
and starters, devices, punctuation, order of ideas,
development of writing).
Golding uses pronouns for different purposes in
Chapter 1. When Piggy says “we found the conch”, he
is trying to strengthen his connection to Ralph by using
a collective pronoun even though it was him that
found it. He also passes responsibility to Ralph for
using the conch to call the boys as he says “you call
them”. This direct use of pronoun shows again that
Piggy wants Ralph to like him.
Golding’s use of pronouns and imperatives in Chapter
1 establishes Ralph and Piggy’s characters and
relationship effectively. Piggy claims the “we” found
the conch when it was him who found it and knew how
to use it straight away. This shows that although Piggy
is the intelligent and logical one, he is not confident
enough to admit this. Ralph has already been
established as a natural leader when he directs Piggy
to “get [my] clothes” and so Piggy wants to please him
and get in his good books. This is important as the
novel develops and we see the significance the
characters begin to have for the reader.
*
*How does Golding establish the characters in Chapter
1?
* The characters in Lord of the Flies are all clearly established in
Chapter 1. Piggy is a clever but weak character, Ralph is strong
and a natural leader and Jack comes in to the story as someone
dangerous and powerful. William Golding uses lots of different
things to show us what the boys are like and this is important
as we are given lots of clues that we can use to see what might
happen.
* When
Jack arrives, the words used describe his as
someone not to be messed with and someone who has
power over the boys in the choir. From the quotation
“golden badge” describing the badge on his cap this is
clear. “Golden” tells the reader that he has power as the
adjective gives us clues about money and status which
links to the character and how he acts.
* William Golding also tells us that Jack is in control of the
choir and could be the leader of the boys on the island.
From the quotation “controlled the boys” it is obvious
Jack is the leader. The verb used tells us he is more than
the head choir boy and gives a clue about the way he
might turn out in the book.
*
* Level 6a:
* Clear use of inferred meaning and accurate deductions drawn from
evidence.
* Clearly explained ideas which refer to question and evidence.
* Detail in comments refer to specific parts of speech and language
from text.
* To get a Level 7 the student would need to:
* Offer a range of interpretations (“golden” could hint at Jacks
background as well which may further support his attitude; more
detail in introduction about possible traits in the characters and the
relationships between them.)
* Use more advanced vocabulary (‘hints at’ could become ‘alludes
to’; ‘someone not to be messed with’ could become ‘someone who
is potentially volatile or violent’; ‘lots of different things’ could
become ‘a range of linguistic features’ or ‘a variety of language
such as adjectives, verbs and adverbs’.)
*
* Set
every week and includes a reading and a written
piece.
* Will
be linked to next element of learning or will
consolidate prior learning.
* Will
largely be preparation for meeting Assessment
Focus Targets.
* Needs to be completed without excuses.
* VLE: all groups set up on Virtual Learning Environment.
* Parental log-in available to monitor work set and
completion.
* Resource spaces for key materials (such as an electronic
copies of text; articles; extracts etc.)
*
* To
arrive at lessons fully equipped: pen, pencil, rubber
ruler, exercise book, reading book.
* To arrive at lessons on time and ready to learn.
* To try their hardest all the time.
* To engage in lessons and contribute to class work.
* To re-draft and improve work independently.
* To practice areas of the subject they know they need to
focus on independently.
* To read every day.
*
* Years 10 and 11 are assessed through Controlled Assessment
and Exam over the two years.
* Units include 20th century drama (An Inspector Calls);
Shakespeare (Romeo and Juliet); Literature study (Animal
Farm and Of Mice and Men); poetry (Conflict anthology and
unseen poetry analysis); non-fiction texts; spoken language
in context.
* Summer term Year 9 is devoted to GCSE preparation; get and
read the books early; read a decent newspaper every week
at least; practice doing extended writing ExL under
controlled conditions.
* Information available on school website or email Mr Wells for
further info.