sats roadshow 2004 headlands school tuesday 20 april, 2004

SATs Roadshow SATs Roadshow 20042004

Headlands SchoolHeadlands School

Tuesday 20 April, 2004Tuesday 20 April, 2004

Roadshow Learning CycleRoadshow Learning Cycle

Create a supportive learning environment

Support the learning-modelling

-guided group

Demonstration Phase

Activation Phase Present

new information

Connect the Learning

Consolidation Phase-Review

Create a supportive learning Create a supportive learning environmentenvironment

Level 5Level 5

Why bother about Level 5?Why bother about Level 5?

What have you already achieved?What have you already achieved?

Create a supportive learning environment: Create a supportive learning environment: The The importance of Level 5importance of Level 5

End of KS3 GCSEChances of 5 A*-C

English Maths Science

4 4 4 4%

5 4 4 15%

4 5 5 10%

5 5 5 54%

6 5 5 79%

6 6 6 97%

Create a supportive learning Create a supportive learning environmentenvironment

Programme for the dayProgramme for the day

The Reading TestThe Reading Test

In a reading test, you don’t need to worry about:In a reading test, you don’t need to worry about:UNDERSTANDING EVERY WORD YOU READUNDERSTANDING EVERY WORD YOU READSPELLINGSPELLINGWRITING IN SENTENCESWRITING IN SENTENCESNEAT HANDWRITINGNEAT HANDWRITINGYou You dodo need to think about: need to think about:ANSWERING THE QUESTIONANSWERING THE QUESTIONGETTING AS MANY MARKS AS POSSIBLEGETTING AS MANY MARKS AS POSSIBLEGETTING TO THE END OF THE PAPERGETTING TO THE END OF THE PAPER

Connect the learning - agree learning Connect the learning - agree learning outcomesoutcomes

The Reading ChallengeThe Reading Challenge

To write a Level 5 response To write a Level 5 response to a test to a test questionquestion

To explain how you did itTo explain how you did it

Activation phase: present new informationActivation phase: present new information

Activity:Activity:

Read the first page of the “Moby Dick” Read the first page of the “Moby Dick” extract on the Reading Paper in extract on the Reading Paper in 30 30 secondsseconds

Tell your adult what you found outTell your adult what you found out


So….. you can read things quickly and get So….. you can read things quickly and get the gist of what’s happening…..the gist of what’s happening…..

But…..But…..

In the English test, you will also need to In the English test, you will also need to read texts more closely and carefullyread texts more closely and carefully


Activity:Activity:

Read the first and last paragraphs of the Read the first and last paragraphs of the “Moby Dick” extract“Moby Dick” extract

Tell your adult what is exciting and what is Tell your adult what is exciting and what is horrible about ithorrible about it

Activation phaseActivation phase: : present new informationpresent new information

Look at the Reading question paperLook at the Reading question paper

Find Question 10 (worth 5 marks)Find Question 10 (worth 5 marks)


Q10.Q10.

In the first and last paragraphs of the text, how is the In the first and last paragraphs of the text, how is the reader presented with the excitement and horror of this reader presented with the excitement and horror of this dramatic event?dramatic event?

You should comment onYou should comment on

- how the chase and the capture are - how the chase and the capture are described; described;

- the way the men behave;- the way the men behave;

- the way the text ends- the way the text ends

5 marks5 marks


Model Level 5 answer:Model Level 5 answer:

Chase and captureChase and capture

ExcitementExcitement

““startled into wakefulness” – the men have been startled into wakefulness” – the men have been sleeping, but come completely alive when they sleeping, but come completely alive when they realise that the whale is nearrealise that the whale is near

HorrorHorror

““his tormented body” – the whale is being driven his tormented body” – the whale is being driven mad by the hunters, who will not give upmad by the hunters, who will not give up


Men’s behaviourMen’s behaviour

ExcitementExcitement““shouted the accustomed cry” – they all know shouted the accustomed cry” – they all know what to do and they’re all looking forward to the what to do and they’re all looking forward to the murdermurder

HorrorHorror““like vices my hands grasped the shrouds” – the word like vices my hands grasped the shrouds” – the word ‘shroud’ suggests death; it’s what dead bodies are ‘shroud’ suggests death; it’s what dead bodies are wrapped in.wrapped in.


EndingEnding

ExcitementExcitement

““they all glowed to each other” – it’s as if they’re they all glowed to each other” – it’s as if they’re all flushed with excitementall flushed with excitement

HorrorHorror

““like red men” – the setting sun makes them look like red men” – the setting sun makes them look bloody, like the whalebloody, like the whale

Support the learning - guidedSupport the learning - guided

Group activity:Group activity:

What do you have to do to get a Level 5?What do you have to do to get a Level 5?

- use the model Level 5 answer to help - use the model Level 5 answer to help youyou

- record your group’s ideas on the flip - record your group’s ideas on the flip chart paper chart paper

- be prepared to share and explain your - be prepared to share and explain your answers answers


Read the article entitled “Berlin”Read the article entitled “Berlin”

Read Question 12 on the Reading PaperRead Question 12 on the Reading Paper


Activity:Activity:

Write a Level 5 answer to Question 12Write a Level 5 answer to Question 12

Work as a groupWork as a group

Record your answer on the flip chart paperRecord your answer on the flip chart paper

Be prepared to share and explain your ideasBe prepared to share and explain your ideas


What are the rules for working in a group?What are the rules for working in a group?

What should the pupils do?What should the pupils do?

What should the adults do?What should the adults do?

Demonstration phase and reviewDemonstration phase and review

Activity:Activity:

Present and explain your ideas to another Present and explain your ideas to another groupgroup

Remember our agreed rules for working in Remember our agreed rules for working in a groupa group

Connect the learning: agree learning Connect the learning: agree learning outcomesoutcomes

The Shakespeare ChallengeThe Shakespeare Challenge

To write a Level 5 explanation of a quoteTo write a Level 5 explanation of a quote


The Shakespeare PaperThe Shakespeare Paper

READING SHAKESPEAREREADING SHAKESPEAREWhat’s your quote?What’s your quote?CharacterCharacter What does your quote tell you about What does your quote tell you about the character who says it?the character who says it?ThemeTheme How does your quote link to the themes How does your quote link to the themes of the play?of the play? LanguageLanguage What can you say about the words What can you say about the words and phrases in your quote?and phrases in your quote?PerformancePerformance How could your quote be How could your quote be performed on stage?performed on stage?


““Macbeth”Macbeth”

What happens at the beginning of the What happens at the beginning of the play, up to the point where the witches play, up to the point where the witches speak to Macbeth and Banquo?speak to Macbeth and Banquo?


Remember…..Remember…..

You have to write about quotes You have to write about quotes

You have to write about quotes from You have to write about quotes from both scenesboth scenes

Don’t worry about sentences, spelling and Don’t worry about sentences, spelling and handwritinghandwriting

Only half of each scene will be printed on the test Only half of each scene will be printed on the test paperpaper

Support the learning: modellingSupport the learning: modelling

Watch carefully as we model the task for Watch carefully as we model the task for youyou

Support the learning: guidedSupport the learning: guided

Choose a quote from Act 3, Scene 1Choose a quote from Act 3, Scene 1

Work out your answers in your group – Work out your answers in your group – remember our rules for working togetherremember our rules for working together

Use the flip chart paper to record your ideasUse the flip chart paper to record your ideas

Be prepared to share your ideas with Be prepared to share your ideas with another groupanother group


Activity:Activity:


Remember our rules for working in a Remember our rules for working in a groupgroup

ShakespeareShakespeare

How will I revise?How will I revise?

Y9 RoadshowY9 Roadshow

Welcome to the afternoon session of the Welcome to the afternoon session of the Y9 RoadshowY9 Roadshow

Connect the Learning: agree learning Connect the Learning: agree learning outcomesoutcomes

The Writing ChallengeThe Writing Challenge

To write Level 5 sentences and To write Level 5 sentences and paragraphsparagraphs


How to get level 5 in WritingHow to get level 5 in Writing

Be Be interestinginteresting

Stick to the Stick to the purpose, audiencepurpose, audience and and formform given in the questiongiven in the question

OrganiseOrganise your writing into your writing into paragraphsparagraphs

Use a variety of Use a variety of sentencessentences

PunctuatePunctuate them well them well

Use adventurous Use adventurous vocabularyvocabulary


What you have to do:What you have to do:

IPAFOPSPVIPAFOPSPV

Write in sentencesWrite in sentences

Think/speak each sentence before you Think/speak each sentence before you write it downwrite it down


ActivityActivity: Form, audience and purpose : Form, audience and purpose card sort card sort


Writing tasks:Writing tasks:

1.1. Write a speech to persuade parents that children Write a speech to persuade parents that children should exercise and have a healthy diet.should exercise and have a healthy diet.

2.2. Write the text of a leaflet to inform younger readers Write the text of a leaflet to inform younger readers (ages 4 – 8) about what whales eat. After you have (ages 4 – 8) about what whales eat. After you have completed the text, write a few sentences to explain completed the text, write a few sentences to explain how you have met the needs of form, audience and how you have met the needs of form, audience and purpose.purpose.

3.3. Write the opening to a story that describes a scary Write the opening to a story that describes a scary scene.scene.

4.4. Write a discursive argument for teenage readers about Write a discursive argument for teenage readers about the pros and cons of having a job.the pros and cons of having a job.

5.5. Write a letter to a close friend explaining how you have Write a letter to a close friend explaining how you have to let them down by not going on holiday with them, as to let them down by not going on holiday with them, as invited. invited.

Support the learning: guidedSupport the learning: guided

Activity:Activity:

Choose one of the writing tasksChoose one of the writing tasks

Identify Identify FAP FAP and record on your flip chart paperand record on your flip chart paper

Use the flip chart paper to Use the flip chart paper to planplan your writing as a your writing as a groupgroup

Take 5 minutesTake 5 minutes


Before you begin to write your Level 5 Before you begin to write your Level 5 answer, remember…..answer, remember…..

You must think about different ways of You must think about different ways of starting your sentencesstarting your sentences

Use the poster to help youUse the poster to help you


Activity:Activity:

Write a Level 5 answer to your chosen questionWrite a Level 5 answer to your chosen question

Remember our rules for working in a groupRemember our rules for working in a group

Record your answer on flip chart paperRecord your answer on flip chart paper

Be prepared to share your ideas with another Be prepared to share your ideas with another groupgroup


Activity:Activity:


Remember our rules for working in a Remember our rules for working in a groupgroup

Celebration of achievementCelebration of achievement

Now watch yourselves in action during the Now watch yourselves in action during the day and think about all that you have day and think about all that you have achieved …..achieved …..

Well done!Well done!

sats roadshow 2004 headlands school tuesday 20 april, 2004

Documents

paper slide

marks slide

whale slide

day slide

present new information

learning modelling

learning outcomes

reading paper