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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.