Download Linking School Report to the curriculum English – KS3

Linking School Report to the curriculum
English – KS3 and KS4
Key Stage 3
Pupils should be taught
to:
READING
School Report
Resources
Learning new
vocabulary, relating
it explicitly to known
vocabulary and
understanding it with
the help of context
and dictionaries
Students learn the vocabulary of news (for
example, impartiality, copyright etc) and
can explore new vocabulary related to
stories in the news.
Students are introduced to new media-related vocabulary in all
lesson plans.
Making inferences
and referring to
evidence in the text;
Students analyse information from a range
of texts (e.g. press releases, newspapers,
websites) and are told about the
importance of attributing sources in
reports.
Understand increasingly
challenging texts through:


Glossary of common media terms http://news.bbc.co.uk/1/hi/school_report/4791411.stm
They also get the chance to explore the
vocabulary of the topics they report on e.g
politics, science, sport
They also gain an enhanced
understanding of the importance of
accuracy and experience of evaluating the
usefulness and reliability of sources.
Lesson 1 – Finding News http://www.bbc.co.uk/schoolreport/27696357


Knowing the
purpose, audience
for and context of
writing;
Checking their
understanding to
make sure that what
they have read
makes sense
Understanding how differently news is
presented for different audiences e.g. how
a story on the Newsround website may be
different to a story published on the main
BBC News website
Lesson 1 – Activity: Meet the audience – This activity asks students
to take on the role of news editor and choose which stories are
interesting for their audience.
http://www.bbc.co.uk/schoolreport/27696357
Students must evaluate and understand
information they read, to ensure they
grasp the story and can communicate it
clearly to other people.
Read critically through:


knowing how
language, including
figurative language,
vocabulary choice,
grammar, text
structure and
organisational
features, presents
meaning.
Students gain an understanding how
meaning is created in news stories, press
releases and features e.g. emotive
language used in a press release for a
charity, how language is used in headlines
to encourage the audience to engage with
a story.
making critical
comparisons across
texts
Students can compare different coverage
of the same stories to see how they are
presented and to explore why differences
may exist e.g. the way Newsround cover a
story may differ from the way the main
BBC News website will present the same
information.
Lesson 3 – Writing news
http://www.bbc.co.uk/schoolreport/27697544
-
including top tips from Huw Edwards, a report writing
masterclass and activities.
Try your hand at subbing
http://www.bbc.co.uk/schoolreport/19817038
Ask students to compare coverage of the same story in different
sources e.g. a newspaper vs the CBBC Newsround website.
WRITING
Pupils should be taught to
write accurately, fluently,
effectively and at length for
pleasure and information
Writing a news report – in either script or
article format – involves writing accurately,
clearly and effectively.
Key points for writing
http://news.bbc.co.uk/1/shared/bsp/hi/pdfs/071011huw_writing_new
s_key_points.pdf

Summarising and
organising material,
and supporting
ideas and
arguments with any
necessary factual
detail
Students collate and order information
they have gathered, incorporating facts
and opposing arguments as appropriate.
Lesson 3 – Report Writing masterclass – get advice on writing for
radio, TV and online.
http://www.bbc.co.uk/schoolreport/27697544

Applying their
growing knowledge
of vocabulary,
grammar and text
structure to their
writing and selecting
the appropriate
form;
Journalists must be able to use language
and grammar accurately, to communicate
information clearly and effectively.
Lesson 3 - Activity: Writing for TV, Radio and Online
Try picking out key information from a source and presenting in
script form, remembering to be clear, concise and correct.
http://www.bbc.co.uk/schoolreport/27697544
Using the correct vocabulary and being
able to select the best way to present a
story is another important skill in
journalism.
Plan, draft, edit and proofread through:

Considering how
their writing reflects
the audiences and
purposes for which it
was intended;
Developing the ability to adapt writing for
different audiences, and for different styles
of news reports e.g.a complex political
story vs a light-hearted story about the
school chickens.

Amending the
vocabulary,
grammar and
structure of their
writing to improve its
coherence and
overall
effectiveness;
Students must understand who they are
writing for and can then choose the most
appropriate way to communicate their
story to that audience, thought language
choice, vocabulary and presentation.
Lesson 1 – Meet the audience – This activity asks students to take
on the role of news editor and choose which stories are appropriate
for different audiences. http://www.bbc.co.uk/schoolreport/27696357
Students involved in School Report can
edit their own work as well as the work of
others, improving their stories.
Lesson 3 – Writing for TV, Radio and Online – Try writing for TV,
Radio and Online – how might you need to adapt your language to
suit different audiences?
http://www.bbc.co.uk/schoolreport/27697544
In a newsroom, the process of editing and
proof-reading stories is called sub-editing.
Try your hand at subbing
http://www.bbc.co.uk/schoolreport/19817038
School Report involves students using
spoken English to communicate in a range
of settings, including:
Lesson plans include a range of classroom discussion activities,
designed to encourage students to discuss issues and work
collaboratively to make decisions.
Editorial meetings – students discuss
stories with each other and make
plans/editorial decisions as a group.
Lesson 2 covers how to plan, prepare and conduct interviews –
http://www.bbc.co.uk/schoolreport/27696362
SPOKEN ENGLISH
Speak confidently and
effectively, including
through:


Using Standard
English confidently
in a range of formal
and informal
contexts, including
classroom
discussion.
Participating in
formal debates and
structured
discussions,
summarising and/or
building on what has
been said;
Interviews – students may need to adapt
their use of spoken English to suit the
context of an interview e.g. are they
speaking to a fellow student, a teacher, an
MP or a local grandparent?
Team working – students may work in
news gathering teams (for example, a
reporter, producer, camera operator) who
must communicate clearly as they work
together to produce content.
Lesson 4 includes a presenting masterclass, which offers tips on
how to deliver a news bulletin. It includes advice on being clear and
how to deliver a script confidently. http://www.bbc.co.uk/schoolreport/27699415.
Lesson 5 also gives pupils the chance to work together in small
groups to make decisions, use their skills to produce a short bulletin
and present it to the rest of the group. http://www.bbc.co.uk/schoolreport/27699461


Giving short
speeches and
presentations,
expressing their own
ideas and keeping
to the point;
Participating in
formal debates and
structured
discussions,
summarising and/or
building on what has
been said
Self-evaluation/peer evaluation – students
can evaluate their own work and the work
of others, discussing ways to improve
outcomes.
Preparing a news bulletin (video or audio)
involves clearly communicating ideas and
staying focused on the purpose of your
broadcast e.g. including only the most
relevant information.
Students can discuss stories in the news
and the way in which different news
organisations have covered them.
Teachers may encourage students to do
post-broadcast debriefs – encouraging
students to self-evaluate their work.
GRAMMAR AND
VOCABULARY
Pupils should be taught to
consolidate and build on
their knowledge of grammar
and vocabulary through:


studying the
effectiveness and
impact of the
grammatical
features of the texts
they read
drawing on new
vocabulary and
grammatical
Journalists must be able to use language
and grammar accurately, to communicate
information clearly and effectively.
Using the correct vocabulary and being
able to select the best way to present a
story is another important skill in
journalism.
Students can analyse how journalists use
vocabulary and grammatical constructions
to communicate to audiences – and
discuss how they can use similar
techniques in their own writing.
constructions from
their reading and
listening, and using
these consciously in
their writing and
speech to achieve
particular effects

knowing and
understanding the
differences between
spoken and written
language, including
differences
associated with
formal and informal
registers, and
between Standard
English and other
varieties of English
Writing stories that will be read (an online
text article, a newspaper feature) vs
writing stories that will be spoken aloud (a
radio or TV script) involves making
appropriate choices of language.

using Standard
English confidently
in their own writing
and speech
School Report offers numerous
opportunities to use English in both written
and spoken forms.
Key Stage 4
Lesson 3 – Report Writing masterclass – get advice on writing for
radio, TV and online. http://www.bbc.co.uk/schoolreport/27697544
Pupils should be taught to:
READING
School Report
Resources
Students learn to analyse information from
a range of texts (e.g. press releases,
newspapers, websites) and evaluate their
usefulness – e.g is the information fair,
accurate, interesting?
.
They also gain an enhanced understanding
of the importance of accuracy and
experience of evaluating the usefulness
and reliability of sources.
The values of BBC journalists are reiterated throughout the
lesson plans, including the responsibility to be accurate and fair
in all reporting.
Understand and critically
evaluate texts through:



reading in different
ways for different
purposes,
summarising and
synthesising ideas
and information, and
evaluating their
usefulness for
particular purposes
distinguishing
between statements
that are supported by
evidence and those
that are not, and
identifying bias and
misuse of evidence
analysing a writer’s
choice of vocabulary,
form, grammatical and
structural features,
and evaluating their
effectiveness and
impact
WRITING
School Reporters learn how to evaluate
sources and detect bias e.g. who is making
that claim? Are they partial to one side view
of the story?
Students gain an understanding how
meaning is created in news stories, press
releases and features e.g. emotive
language used in a press release for a
charity, how language is used in headlines
to encourage the audience to engage with
a story.
Lesson 1 - Activity: What is News and Source Checking
Discuss which stories are newsworthy and how you would
check to ensure they are accurate.
http://www.bbc.co.uk/schoolreport/27696357
Pupils should be taught to
write accurately, fluently,
effectively and at length for
pleasure and information
through:



adapting their writing
for a wide range of
purposes and
audiences: to
describe, narrate,
explain, instruct, give
and respond to
information, and argue
Pupils develop their ability to adapt writing
for different audiences, and for different
styles of news reports e.g.a complex
political story vs a light-hearted story about
the school chickens.
selecting and
organising ideas, facts
and key points, and
citing evidence,
details and quotation
effectively and
pertinently for support
and emphasis
Students learn how to structure news
stories, organise information and cite their
evidence/sources.
selecting, and using
judiciously,
vocabulary, grammar,
form, and structural
and organisational
features, including
rhetorical devices, to
reflect audience,
purpose and context,
and using Standard
Journalists must be able to use language
and grammar accurately, to communicate
information clearly and effectively.
Key points for writing
http://news.bbc.co.uk/1/shared/bsp/hi/pdfs/071011huw_writing_
news_key_points.pdf
Lesson 3 – Report Writing masterclass – get advice on writing
for radio, TV and online.
http://www.bbc.co.uk/schoolreport/27697544
School Reporters make notes during the
research process, then use that information
to draft scripts, news reports or features
using the material.
Using the correct vocabulary and being
able to select the best way to present a
story is another important skill in
journalism.
Lesson 3 - Activity: Writing for TV, Radio and Online
Try picking out key information from a source and presenting in
script form, remembering to be clear, concise and correct.
http://www.bbc.co.uk/schoolreport/27697544
English where
appropriate





make notes, draft and
write, including using
information provided
by others (e.g. writing
a letter from key
points provided;
drawing on and using
information from a
presentation)
revise, edit and proofread through:
reflecting on whether
their draft achieves
the intended impact
restructuring their
writing, and amending
its grammar and
vocabulary to improve
coherence,
consistency, clarity
and overall
effectiveness
paying attention to the
accuracy and
effectiveness of
grammar, punctuation
and spelling.
GRAMMAR AND
VOCABULARY
Students revise, edit and proof-read their
own work, as well as the work of others.
Students involved in School Report can edit
their own work as well as the work of
others, improving their stories.
In a newsroom, the process of editing and
proof-reading stories is called sub-editing.
Try your hand at subbing
http://www.bbc.co.uk/schoolreport/19817038
Pupils should be taught to:
consolidate and build on their
knowledge of grammar and
vocabulary through:



studying their
effectiveness and
impact in the texts
they read
drawing on new
vocabulary and
grammatical
constructions from
their reading and
listening, and using
these consciously in
their writing and
speech to achieve
particular effects
analysing some of the
differences between
spoken and written
language, including
differences associated
with formal and
informal registers, and
between Standard
English and other
varieties of English
SPOKEN LANGUAGE
Journalists must be able to use language
and grammar accurately, to communicate
information clearly and effectively.
Using the correct vocabulary and being
able to select the best way to present a
story is another important skill in
journalism.
Students can analyse how journalists use
vocabulary and grammatical constructions
to communicate to audiences – and
discuss how they can use similar
techniques in their own writing.
Writing stories that will be read (an online
text article, a newspaper feature) vs writing
stories that will be spoken aloud (a radio or
TV script) involves making appropriate
choices of language.
Students are introduced to new media-related vocabulary in all
lesson plans.
Glossary of common media terms http://news.bbc.co.uk/1/hi/school_report/4791411.stm
Lesson 3 - Activity: Writing for TV, Radio and Online
Try picking out key information from a source and presenting in
script form, remembering to be clear, concise and correct.
http://www.bbc.co.uk/schoolreport/27697544
Pupils should be taught to:




speak confidently,
audibly and
effectively, including
through:
using Standard
English when the
context and audience
require it
work effectively in
groups of different
sizes and taking on
required roles,
including leading and
managing
discussions, involving
others productively,
reviewing and
summarising, and
contributing to
meeting
goals/deadlines
listening to and
building on the
contributions of
others, asking
questions to clarify
and inform, and
challenging
courteously when
necessary
School Report involves students using
spoken English to communicate in a range
of settings, including:
Lesson plans include a range of classroom discussion activities,
designed to encourage students to discuss issues and work
collaboratively to make decisions.
Editorial meetings – students discuss
stories with each other and make
plans/editorial decisions as a group.
Lesson 2 covers how to plan, prepare and conduct interviews –
http://www.bbc.co.uk/schoolreport/27696362
Interviews – students may need to adapt
their use of spoken English to suit the
context of an interview e.g. are they
speaking to a fellow student, a teacher, an
MP or a local grandparent?
Lesson 4 includes a presenting masterclass, which offers tips on
how to deliver a news bulletin. It includes advice on being clear
and how to deliver a script confidently. http://www.bbc.co.uk/schoolreport/27699415.
Team working – students may work in
news gathering teams (for example, a
reporter, producer, camera operator) who
must communicate clearly as they work
together to produce content.
Self-evaluation/peer evaluation – students
can evaluate their own work and the work
of others, discussing ways to improve
outcomes.
Students take part in editorial meetings,
form news gathering teams (for example, a
reporter, producer, camera operator) who
work together to produce content.
School Reporters have a hard deadline of
1400 on News Day, just like a real
newsroom deadline.
Lesson 5 also gives pupils the chance to work together in small
groups to make decisions, use their skills to produce a short
bulletin and present it to the rest of the group. http://www.bbc.co.uk/schoolreport/27699461
There is a real deadline in this activity.

planning for different
purposes and
audiences, including
selecting and
organising information
and ideas effectively
and persuasively for
formal spoken
presentations and
debates
Preparing a news bulletin (video or audio)
involves clearly communicating ideas and
staying focused on the purpose of your
broadcast e.g. including only the most
relevant information.
Students may participate in debates and
discussions as part of School Report. For
example, students can discuss stories in
the news and the way in which different
news organisations have covered them.
Teachers may encourage students to do
post-broadcast debriefs – encouraging
students to self-evaluate their work.