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Writing for the new GCSE by Sally Barfoot (AST / SLE / Lead Practitioner MFL)

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Präsentation zum Thema: "Writing for the new GCSE by Sally Barfoot (AST / SLE / Lead Practitioner MFL)"—  Präsentation transkript:

1 Writing for the new GCSE by Sally Barfoot (AST / SLE / Lead Practitioner MFL)

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3 Quick fire – agree / disagree / comment worthy you have 20 seconds to comment…. “Writing is the most important skill.”

4 Quick fire – agree / disagree / comment worthy…. “Writing is the most difficult skill to master.”

5 Quick fire – agree / disagree / comment worthy…. “Writing needs to be developed as a separate skill – not simply a drilling, summarising or assessing tool.”

6 Quick fire – agree / disagree / comment worthy…. “Writing needs to be practised regularly.”

7 Quick fire – agree / disagree / comment worthy…. “Pupils need to move towards independent writing (beyond writing frames and books).”

8 Quick fire – agree / disagree / comment worthy…. “Writing should be a creative and stimulating experience for teachers and students.”

9 How do your pupils feel about writing?

10 Pupils confident with literacy love it, others often hate it A frequently clear boy / girl divide in attitude Some rush to get it done like a ‘necessary evil’ Some suffer from a general lack of ideas (even in English) and this intimidates them Some hate committing things to paper in case they are wrong

11 I rush my work and make mistakes I write very slowly and struggle to write enough I am dyslexic I just lack confidence with my writing I struggle to come up with ideas My literacy is not good in English I am not very good at organising my work I am OK in class but when the teacher is not there I get stuck I rarely use my class work or dictionaries when I write Who are you?

12 I love writingI always worry that my work will not be accurate enough I often think of things in English and try to translate it There are always more mistakes in my work than I thought I have too many ideas and I find it hard to keep it simple I worry my ideas are too simplistic I can say things quite easily but can’t write it down I can write things down but can’t say them I check EVERYTHING and this slows me down Who are you?

13 How do you get your pupils interested in writing? I am rubbish at writing I hate writing!

14 How do you get your pupils interested in writing? Use talk as a medium to get the ideas flowing. Focus on accuracy and get them excited about constructing phrases and sentences which are correct. Keep it short and tightly focussed to start with then build on what they can do well. Give them a focus about which they have something to say or is quirky or triggers an emotion.

15 How are things changing?

16 write without support be able to adapt and think strategically retain vocabulary productively over a longer term understand + manipulate tense and sentence structure be able to apply knowledge and skills across a range of topic areas write creatively whilst remaining accurate and logical GCSE pupils are going to have to…..

17 1.To test accuracy 2.To practise language taught 3.To put things down books that can be learnt / revised 4.To test understanding Why write? Student survey – why do you think we do writing in class?

18 1.To test accuracy 2.To practise language taught 3.To put things down in books that we can learn 4.To play around and experiment with language more 5.To create ‘stuff’ (e.g. people / funny stories / scenarios) 6.To enjoy the language 7.To gain confidence 8.To practise accents and apostrophes(!) 9.To impress the teacher / peers and show off what we can do 10.To read + listen to each other’s work Why write? Student survey – what would you like to do with writing in class?

19 How do we prepare them?

20 Progression is key Key stage 2Key stage 3Key stage 4 write phrases from memory, and adapt these to create new sentences, to express ideas clearly describe people, places, things and actions in writing apply basic grammar to build sentences write prose using an increasingly wide range of grammar + vocabulary, write creatively to express their own ideas +opinions use + manipulate a variety of key grammatical structures and patterns, including voices and moods develop + use a wide- ranging + deepening vocabulary that goes beyond immediate needs + interests give and justify opinions and take part in discussion about wider issues complete more than one writing task in a final writing exam at the end of year 11, based on a more ‘stretching’, essay-based system demonstrate knowledge and application of grammar apply languages in personal, academic and employment-related contexts

21 1. How much + what types of writing activity do your KS3 pupils do? 2. How much + what types of writing activity do your KS4 pupils do? 3. How much + what types of writing activity do your KS5 pupils do? Progression is key How much continuity and progression is there from and to each Key Stage + is there space for more creativity?

22 Assessing Note-taking Drilling Responding to L+R Practising responses Writing at KS3  Creating inventive text  Playing with structure  Manipulating grammar  Creating L+R  Writing with genuine purpose  Creating poetry / stories

23 Where are the opportunities to do more creative writing? This is me! (Creative collage) Colours (Portrait chinois) My year (Janvier je…..) – present tense verbs Descriptions (Mr Men) Brothers + sisters (Sibling for sale!) My family (Superheros – les indistructibles) My house (My ideal home – Rightmove) 100 words I know Year 7

24 Extending writing can be reinforced through listening and reading………

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29 orange.fr/fichiers%20Word/Portrait% 20chinois.htm

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31 Where are the opportunities to do more creative writing? Diary of a famous person Holiday club timetable Hobbies collage Dieppe - a fantasy / factual tourist guide Profile of a favourite singer / actor The Queen – fashion icon Designer for a week Last meal menu Postcard from Dieppe Year 8

32 Where are the opportunities to do more creative writing? Why I chose my options Film review Life without my mobile phone / x-box My life as your trainers! Environment collage Hello magazine article on Year 11 prom Survival kit Year 9

33 The Shelterbox Challenge There has been an earthquake in Haiti and many people have lost their homes. Design a Shelterbox for a family choosing 15 items the 15 items that you think will be crucial to help that family get back on their feet after this natural disaster. Justify your choices. How will every single item make a difference? Remember to write in French! You can choose how to present your Shelterbox (poster, PPT, video)

34 What CAN I write? What do I WANT to write but can’t – can I adapt / rephrase it? What do I NEED to write in order to score the highest marks possible? Key messages:

35 WHAT CAN I WRITE? INCREASINGLY IMPORTANT

36 Foundation + Higher Writing exam 2018: 3. ‘Free writing’ on a given topic e.g. Say what you watch on TV Describe a recent visit to the cinema Say what type of music you like Say what you do to keep fit Say what you will do next weekend 2 sentences per bullet point / 2 opinions overall / variety / 90 words Tackling content

37 Higher Writing exam 2018: 4. ‘Extended writing’ on a given topic e.g. Write a leaflet to advertise and promote your school. You must include the following: The subjects you enjoy What you would like to improve A school trip you went on + your opinion of it Why you think your school would be a good choice for others 3 sentences per bullet point / 2 opinions + reasons overall / variety / 150 words Tackling content

38 Content Suggestions: 1. Pupils often think accuracy is more important. Emphasise the low marks for accuracy and high marks for content e.g. KS5 mark scheme – 20 points for content but 5 for accuracy. Tackling content

39 Constrict them – bizarrely it frees them up!

40 20 words……..

41 50 words……..

42 100 words……..

43 200 words……..

44 20 words Restricted Writing DerSchneemannIstweiß Underträgteinen rotenSchal.Erhat eineKarottefüreine Nase.Eristsüß

45 50 words Restricted Writing DerSchneemannhierheißtBob, underistsehrfreundlich undnett.Erhateinen BrudernamensBill.Siewohnen inCorfuabermanchmalist eszuheißdort.Ich findeBobgenaildenner istlustig.ErmagFußball abererfindetesschwierig dennerhatkeineFüße!

46 Nice homeworks + ties in to the drive for spontaneous speaking

47 Add words they HAVE TO include DerSchneemannhierheißtBob, underistsehrfreundlich undnett.Erhateinen BrudernamensBill.Siewohnen inCorfuabermanchmalist eszuheißdort.Ich findeBobgenaildenner istlustig.ErmagFußball abererfindetesschwierig dennerhatkeineFüße! und aber ich sehr dann er

48 Use these words….. Ichmagliebehassenicht sehrdenSommerdenndie Sonne undabermein Brudererschwimmen gehenessentrinkenspielenfahren machentollwunderbarfantastischprima schrecklichheißgutinteressantdoof Spaßlustigmeine Familiewirdenn immermanchmalwennes regnetzum Park in die Stadtins Cafémit meinen Freunden alleinezu Hause besser alsnicht so gut wieglücklichtraurigSchwimmbad

49 What CAN I write? What do I WANT to write but can’t – how do I adapt / rephrase it? What do I NEED to write in order to score the highest marks possible? Writing at KS4 – pupils need to ask themselves……

50 What I WANT to write? WANTING to write what you CAN write requires a new way of thinking for most pupils

51 What CAN I write? What do I WANT to write but can’t – how do I adapt / rephrase it? What do I NEED to write in order to score the highest marks possible? Writing at KS4 – pupils need to ask themselves…… This is about training pupils to use the language they have rather than trying to say things they instinctively think of in English and then desperately try to translate.

52 Christmas – give me 10 basic ideas 1. Its great 2. I love the presents 3. I love the food 4. Grandad is always annoying 5. I eat too much 6. I watch too much TV 7. I go to church 8. Mum cooks 9. On Boxing Day we go for a walk 10. My best present last year was my X-box KS3: Think in primary school English…...

53 Mobile phones – give me 10 basic ideas Give it a go…..

54 Datum: Mittwoch den 15. Juli Titel: Meine Schuluniform Use phrases and words they know on a daily basis but in a contrived way…… Datum: Heute ist Mittwoch den 15. Juli, und ich bin froh, denn die Sonne scheint und ich fühle mich wohl. Titel: Meine Schuluniform ist blöd, und ich würde viel lieber eine Jeanshose und ein T-shirt tragen.

55 Objectives: wir werden Schuluniforme diskutieren – magst du deine Uniform oder nicht? wir werden viele verschiedene Adjecktive benutzen wir werden männliche (m)/ weibliche (f) / sächliche (n) Wörter diskutieren Use phrases and words they know on a daily basis but in a contrived way…… Objectives: on va discuter l’uniforme scolaire on va utiliser des adjectives variés on va discuter la différences entre masculin, feminin et pluriel

56 Give them chance to experiment and get creative so they can see how they can manipulate the language they have……… Was können die Kätzchen sehen? Wie heißen die Kätzchen? Was denkt die Katze ganz links? Was haben die Kätzchen vorher gemacht? Was werden die Kätzchen nachher machen? Wie findest du die Kätzchen?

57 Give them chance to experiment and get creative……… Es war Sommer und die 6 Kätzchen, Bruno, Bilbo, Bernd, Barbara, Bettina und Boris waren im Garten. Sie wollten spielen und Spaß haben. Sie haben ein Flugzeug gebaut und das Flugzeug war fantastisch. Boris wollte Pilot sein und er ist überall im Garten herumgeflogen. Es war ein fantastischer Tag und die 6 Kätzchen haben viel Spaß gehabt. Sie werden es nie vergessen. Ich denke, dass Boris sehr mutig war.

58 How to support the writing to help pupils realise what language they CAN use…..

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60 Writing frames are a good place to start building writing skills….

61 School: J’____ m____ c ____, c ____ c’____ t ____ i ____ Use initial letters to lead the way….. J’adore mon collège, car c’est toujours intéressant M____ j____ p____ e____ l____ v_____ p____ j’____ l____ b_____. Mon jour préféré est le vendredi parce que j’ai la biologie

62 Missing vowels….

63 School: Quand ____ suis ____ collège, ____ porte ____ uniforme ____. En ____ je ____ mon ____ scolaire ____ je ____ porter ____ jean ____ un ____, mais ____ sais ____ l’uniforme ____ pratique. ____ déteste ____ blazer _____ mon ____ car ____ ne _____ pas _____. Alternative word writing task…..

64 Annotate! schwierig zu leben ohne Handy eine Sucht eine Mode ein Statussymbol zu viele Leute verbringen zu viel Zeit auf dem Handy unsozial - ironisch nützlich man kann simsen man kann Informationen leicht + schnell finden man kann Freunde anrufen soziale Medien blöd nervig sinnlos gesellschafts- feindlich

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66 What CAN I write? What do I WANT to write but can’t – how do I adapt / rephrase it? What do I NEED to write in order to score the highest marks possible? Writing at KS4 – pupils need to ask themselves……

67 What exactly will the pupils have to do well to get the marks they need…..?

68 EITHER Your teacher has asked you to prepare a description of your home town or area to send to your partner school in Switzerland. Describe the area where you live. Say whether you like living there. Describe what you have done recently in your local area. Say what there is for tourists to do in your area. Say where you will live in the future. Remember: in order to score the highest marks, you must write at least two sentences for each bullet point. You must give at least two opinions in your piece of writing overall. You must use a variety of vocabulary and structures. You must write approximately 90 words in German. [16 marks]

69 OR You are writing about your school and your future plans for your German friend who reads your blog. Say what your favourite subject is. Describe what you do during the lunch break. Describe one of your teachers and say whether you like him/her. Say what you did in a lesson last week. Explain what you will do after your GCSE exams in September. Remember: in order to score the highest marks, you must write at least two sentences for each bullet point. You must give at least two opinions in your piece of writing overall. You must use a variety of vocabulary and structures. You must write approximately 90 words in German. [16 marks]

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73 This is a possible response (indicative content): Ich wohne in einer Stadt in der Nähe von Leeds in Nordengland. In meiner Stadt gibt es ein altes Rathaus und einen großen Park. Ich wohne sehr gern in meiner Stadt, weil meine Freunde auch hier wohnen. Letztes Wochenende bin ich im Wald wandern gegangen und ich habe meine Großmutter besucht. Meine Gegend hat viel für Touristen – es gibt ein historisches Schloss und die Landschaft in der Gegend ist wunderschön. In der Zukunft werde ich in London wohnen, denn ich möchte eine gute Stelle haben. (85 words) [16 marks]

74 EITHER Question 2.1 You are taking part in a German internet forum about food and healthy living. You must include the following information. What you like to eat and whether you have a healthy diet. A description of a recent occasion when you ate out. How in your opinion we can lead a healthy life. What you think the biggest health problem facing young people today is. Remember: in order to score the highest marks, you must write at least three sentences for each bullet point. You must give at least two opinions, with reasons, in your piece of writing overall. You must use a variety of vocabulary and structures. You must write approximately 150 words in German. [32 marks]

75 OR Question 2.2 Your teacher has asked you to write about traditional media (eg television or cinema) and new media (eg the internet). You must include the following information. A description of a recent visit to the cinema. A description of a television programme that you like. How you use the internet in your daily life. Whether you prefer traditional media or new media. Remember: in order to score the highest marks, you must write at least three sentences for each bullet point. You must give at least two opinions, with reasons, in your piece of writing overall. You must use a variety of vocabulary and structures. You must write approximately 150 words in German. [32 marks]

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81 Translate the following passage into German: I get on very well with my brother. We went last year to Spain together and we swam in the sea and ate in many restaurants. Next September I will go to another school. In the future I would like to be a doctor, although I do not like biology. [12 marks]

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83 No errors allowed; accents, however, should not be penalised unless they change the meaning of the word. Missing punctuation, eg hyphens, apostrophes, capital letters should not be penalised

84 Key grammatical areas which will need development : Adjectives Adverbs Verbs and tenses Connectives Idiom Word order (especially in German)

85 Verbs will be vital!

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87 Ich werde ins Kino gehen Ich werde nicht ins Kino gehen Ich muss ins Kino gehen Ich möchte nicht ins Kino gehen Ich möchte ins Kino gehen

88 I will go to the cinema I will not go to the cinema I have to go to the cinema I would not like to go to the cinema I would like to go to the cinema

89 Ich würde gern ins Kino gehen Ich würde nicht gern ins Kino gehen Ich würde lieber ins Kino gehen Ich würde am liebsten ins Kino gehen Ich darf (nicht ) ins Kino gehen

90 I would like to go to the cinema I would not like to go to the cinema I would rather go to the cinema I would like to go to the cinema most I am (not) allowed to go to the cinema

91 Questions……? Willst du… Möchtest du… Kannst du… Wirst du… Magst du… Darfst du… Wolltest du… Willst du… Würdest du gern….

92 Questions……? Do you want to… Would you like to… Can you…. Will you… Do you like… Are you allowed to…. Did you want to…. Do you want to…. Would you like to…..

93 einkaufen Geld Zeit Geschenke Spaß mit Freunden eine Zeitverschwendung Geschäfte mit meiner Mutter teuer am Samstag in meiner Freizeit

94 Key grammatical areas which will need development : Accuracy will come from: Understanding Practice and repetition Confidence Racing Translations Peer Dictations Word for word reading Learning text by heart Translation Maze

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96 Key grammatical areas which will need development : Generic phrases and learning mats will be very useful! A good starting point might be to review these: AdjectivesAdverbsConnectivesTime phrases WhenWhereWith whomHow PresentPastFutureConditional Idiom

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98 Fill the grid with the numbers 1 to 37. Your objective is to find your way out of the maze by shading a path of correct answers. The winner is the first to get out. But beware… correct answers will be numbered randomly. Good luck! The Wonderous Translation Maze

99 Question 1 Translate ONE of the following sentences: Last week I went to the cinema Next week I will go to the cinema Past - 13 Future - 8

100 Question 2 Translate ONE of the following sentences: Yesterday I went swimming Tomorrow I will go cycling Past – 1 Future – 20

101 Question 3 Translate ONE of the following sentences: On Friday I played tennis On Tuesday I will play badminton Past – 6 Future – 11

102 Marking matters: Always copy the best response in the class and share it (or at least the good bits). Always Examine common errors in detail with the class. Using a literacy code can support pupils in finding and correcting errors. Peer and self assessment is vital Regular and reliable testing is imperative for predictions and intervention.

103 Literacy Code

104 Marking matters Plan the first writings at KS4 in detail with the pupils and often the plan needs to be done in ENGLISH – especially with weaker pupils. In the beginning give every writing a SINGLE grammatical focus and grade that rather than everything – this can help build confidence and prevent pupils feeling overwhelmed.


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