1. Faculty of English A Learner of English

2. A good English learner:  Creative  Empathetic  An accurate writer  Analytical  Explores and questions  Explains their ideas in detail  Offers their own opinion with evidence  Can read with confidence from a range of genres.  Creative  Empathetic  An accurate writer  Analytical  Explores and questions  Explains their ideas in detail  Offers their own opinion with evidence  Can read with confidence from a range of genres.

3. Take a step on their learning path and experience the journey with them.

4. What will be expected of your child in English in year 7? Your child will complete three reading assessments and three writing assessments in their A4 Orange English book. These will be levelled against the National Curriculum and stored on our school Tracking system to monitor their progress.

5. Speaking and listening  As well as developing skills of reading and writing, pupils will also be encouraged to develop Speaking and Listening skills.  We firmly believe that oracy precedes literacy and pupils learn to express themselves and collaborative learning is firmly embedded into schemes of work.  Pupils develop confidence speaking in a range of situations for a variety of purposes and audiences.  As well as developing skills of reading and writing, pupils will also be encouraged to develop Speaking and Listening skills.  We firmly believe that oracy precedes literacy and pupils learn to express themselves and collaborative learning is firmly embedded into schemes of work.  Pupils develop confidence speaking in a range of situations for a variety of purposes and audiences.

6. They will prepare for the assessment in a number of preparatory lessons and complete a Triple Impact marking sheet before attempting any writing task

8. WWW- What went well to highlight the strengths of their work EBI- Even Better If To highlight areas to improve Marking Feedback

9. Green Pen Time The pupils write in green pen at the end of some lessons to show their understanding and to reflect on their learning. This will help you pick up their areas of weakness They may use the following sentence starters- Today I learnt… Next lesson, I need help with.. I would like to go over.

10. Purple for peer assessment  As well as marking their own work, pupils will also regularly assess each other's work. alongside a success criteria, pupils are guided to celebrate what each other have learnt and to set specific targets for improvement.  This also encourages pupils to take part in the assessment process, using assessment as a critical learning tool.  As well as marking their own work, pupils will also regularly assess each other's work. alongside a success criteria, pupils are guided to celebrate what each other have learnt and to set specific targets for improvement.  This also encourages pupils to take part in the assessment process, using assessment as a critical learning tool.

11. Reading: pupils will read a wide range of texts, both fiction and non fiction. 1. Comprehension studying two animal charity advertisements Key features we are looking for- Answering in full sentences. Detailed responses, using quotations as evidence to justify opinions and explaining vocabulary choices. Understanding how adverts use persuasive language. The reading of all good books is like conversation with the finest men of past centuries. Descartes Year 7Assessed tasks

12. Reading Assessments: 2. An empathy task as a soldier based on a War poem. Showing an understanding of poetry. developing understanding of context. Using ideas and quotations from the poem. Putting themselves in the position of a soldier to write empathetically. 3. Short reading tasks in response to the novel ‘A Boy in the Striped Pyjamas Showing an understanding of the plot and characters. Explore how the writer has created the atmosphere and tension. Use quotations from the novel as evidence as explain them.

13. Words we use – what do they mean? Analyse and Summarise Search for gold. Sieve the text to find the golden nuggets, the main points. Keep these safe and store them in the treasure chest of your mind.

15. Analyse and Infer Search the text. Be a diver and explore the ideas beneath the surface of the words. Find the treasure on the sea bed.

16. WRITING ASSESSMENTS .. 1.Writing a Mystery story 2. Writing a review 3. Activities based around the novel ‘The Boy in the Striped Pyjamas’

17. Writing in the 1980s Teacher : “Write a story class…off you go!”

18. AT Brynteg: A structured approach  Exposure to the genre with film clips, extracts and images  Ideas flow chart, character grids  Good examples to annotate and explore  Teacher models an example  Class model – success criteria created  Self/peer assessment  Draft  Complete assessment  Exposure to the genre with film clips, extracts and images  Ideas flow chart, character grids  Good examples to annotate and explore  Teacher models an example  Class model – success criteria created  Self/peer assessment  Draft  Complete assessment

21. ESSENTIALS PARAGRAPHS CAPITAL LETTERS A RANGE OF PUNCTUATION EXCITING VOCABULARY SENTENCES THAT MAKE SENSE CLEAR EXPRESSION

22. How can you help?  The WALT of the lesson will help you understand the aims and intentions of the task.  Use the homework planner to help with subject specific words- We use emotive words, adjectives, quotations etc.  Use a reading log at home to encourage and improve reading. Re- read parts of their class novel.  Help to verbalise their ideas by talking about the genre of writing or task before writing.  The WALT of the lesson will help you understand the aims and intentions of the task.  Use the homework planner to help with subject specific words- We use emotive words, adjectives, quotations etc.  Use a reading log at home to encourage and improve reading. Re- read parts of their class novel.  Help to verbalise their ideas by talking about the genre of writing or task before writing.

23.  Help them plan their ideas. Use pictures, flow charts etc to help them organise their ideas.  Re-direct them to the success criteria of the task.  Practise spellings of the week with them  Encourage drafting and get them to proof read aloud to show the process.  Help them plan their ideas. Use pictures, flow charts etc to help them organise their ideas.  Re-direct them to the success criteria of the task.  Practise spellings of the week with them  Encourage drafting and get them to proof read aloud to show the process.

24. Take a step on their learning path and experience the journey with them.

25. ‘Let the leader be a bridge’ A fo ben, bid bont