Educating Rita Coursework Task: Things to Look For

When preparing your director’s notes, try to avoid merely ‘going through’ the scene: these ‘chronological’ readings tend to merely produce summaries of events, with some additional comment, and do not score all that well!

Try to focus on a variety of areas, selecting an example or two for each area, and analysing this evidence in detail.

1. Dramatic impact of the scene
Remember—this is a PLAY, not a NOVEL. It’s meant to be performed and seen, not read. What do you see as the necessary dramatic function(s) of the scene(s)? What sort of impact does Russell need to have on the audience—and how is he going to achieve it?

2. Language
In a play, “Language” usually means “dialogue” (though, in one or two instances, it could also refer to interestingly-worded stage directions).

For each character, find two or three keys words/phrases/lines to analyse. Look for examples that :
• ‘stand out’ by provoking/shocking the audience
• Create an impact by revealing something about the character
• Create humour
• Create misunderstandings or conflict
• Contain literary or cultural references
• Touch on a key theme or idea of the play
• Contain an interesting use of language

For each example, remember to explore how the example ‘works’ in reference to the audience—the feelings/thoughts provoked by the example, and how audiences interpret the example (obviously, you can provide more than one interpretation if a line opens itself up to a number of ideas!).

3. Actions/Movement/Gesture

As this is a play, Russell will indicate, at certain times, specific actions he wants characters to make: these actions often lend themselves to interpretations along the lines of language (see above). Examine stage directions carefully. How will the audience interpret these actions and respond to them? Do these actions have a symbolic function?

4. Sets/Props/Objects

Educating Rita is a play with only one set—a set that carries its own meanings, and often symbolises ideas or themes. Does the set—or an object specified within it—create any meaning or impact for the audience at any point during your chosen scene(s)?

5. Themes/Social comment

To be fair, you will probably touch on this aspect of the play if you’re analysing language, actions/gestures, and sets/objects successfully. Still, it is worth noting if Russell has any “soapbox moments” (by the way, that isn’t a proper literary term, so I don’t need to be seeing/hearing it in your work!). What are the social arguments Russell is making in the play—about class or education, for example—and how are they communicated in you chosen scene(s)?

Cover these areas, with a focus on explaining Russell’s dramatic techniques and their effects, and you should do well.

One final note: let’s all agree that the word ‘feel’ (as in “Russell creates an intense feel to the scene”) will not appear in our work, yes? “Impact”, “effect” or “sensation”, to name but a few, are all more successful phrases.

Good luck!
Mr H

GCSE Lit Drama Coursework

Educating Rita Coursework Task


Imagine you are directing a production of Willy Russell’s play, Educating Rita.

Prepare the text of a talk you will give to the actors playing the roles of Frank and Rita, explaining your rationale for your choices.

In this talk, you will need to explain to the actors the underlying motivations and reasons for their performance, and what you wish the audience to perceive during the course of the play.

You can prepare notes on the following scenes:

Act 1, Scene 1
Act 2, Scenes 4 and 5

In your notes, comment on the following:

· The dramatic function(s) of your chosen scene(s)
What does this scene need to ‘do’ in the overall context of the play and your performance?

· The state/development of the characters in your chosen scene(s)
What does the audience ‘know’ about Frank and Rita? What remains to be known? How have the characters developed over the course of your passage?

· Russell’s use of language to reveal characters or create dramatic tension
Select some ‘key lines’ for each character, and analyse Russell’s’ language (and its effects)

· The underlying themes/ideas of the play that are revealed
How is Russell’s “social comment” being made?

· The dramatic effect on the audience
How is the audience meant to react/feel during this scene? Why?

Remember, you are not giving specific directions (“Frank should be jumping up and down, shaking his head about wildly”) to your actors—rather, you are explaining your perceptions and insights into the play.

GCSE English Language Weblinks

Dear Year 11:

Here are some more on-line resources for your revision:

General GCSE English Language Resources

http://www.leicestergrammar.org.uk/subjectSites/English/SKILLS%20DIRECTORY%20PAGE.html

http://www.stfrancis.cc/roundabout/opencms/departments/english/pupils/ks4/gcseenglishandliterature.html

http://www.barras.ws/gcse/index.htm

http://www.school-portal.co.uk/GroupHomepage.asp?GroupID=80141

http://www.universalteacher.org.uk/gcse/revise.htm

http://mysite.wanadoo-members.co.uk/mrluhrs/coursedetails.html

Writing Tasks—English Language Examinations

Writing to argue, persuade, advise (Paper 1)

http://www.banbury.oxon.sch.uk/faculties/english/resources/2008_revision_guides/writing_to_argue_persuade_advise.pdf

http://www.leicestergrammar.org.uk/subjectSites/English/WRITING%20TO%20ARGUE,%20PPERSUADE,%20ADVISE.html

http://www.teachit.co.uk/attachments/4439.pdf

http://www.teachit.co.uk/attachments/4158.pdf

http://www.teachit.co.uk/attachments/3732.pdf

http://www.teachit.co.uk/attachments/1439.pdf

http://www.teachit.co.uk/attachments/argue.pdf

Writing to inform, explain, describe (Paper 2)

http://www.banbury.oxon.sch.uk/faculties/english/resources/2008_revision_guides/writing_to_explain_describe_inform.pdf

http://www.teachit.co.uk/attachments/3465.pdf (this site also has some ‘advise’ advice)

http://www.teachit.co.uk/attachments/unit1.pdf

GCSE Examinations Revision Sites

Dear Year 11 students:

I'll just list some resources to help you revise:

http://www.bbc.co.uk/schools/gcsebitesize/english/

The BBC is good for online activities, and gently guided explanations of various tips. Note: because the BBC has to cater for all the examination baords, not all of the resources are directly applicable to AQA (the examination you're taking!).

http://www.englishbiz.co.uk/

An excellent, comprehensive site-- look for its 'links' page for even more resources.

http://www.universalteacher.org.uk/

A wordy site, but full of excellent tips for all aspects of GCSE English and Literature (and A-Level!). Navigate to the appropriate section via the menu.

http://www.ashcombe.surrey.sch.uk/curriculum/english/revisionY11.htm

Lots'n'lots of resources-- lots for poetry (Language Paper 2 and Literature). Some of the advice is a) a little simple, and b) geared specifically for the school, but still useful.

http://www.simonarmitage.com/

Does what it says on the tin. Simon's home page.

http://www.eriding.net/amoore/anthology/simonarmitage.htm

http://www.eriding.net/amoore/anthology/carolannduffy.htm

Two pages, done by the 'Universal teacher' guy, related to your lit poets. A bit wordy, but useful!


Hope this gets you started! Good luck!

ESU Public Speaking

Hello everyone!

It's in at last-- the details of our first round.

Date: Wednesday, February 18th
Time: 5:30-9:15 PM
Location: Landau Forte College, Fox Street, Derby

Topic List

Eccentricity is a quality to be valued
Britain should aim to grow its own food
Money is the root of all evil
Political parties should be funded only by the state
Elitism is inevitable and desirable
Road tolls should be introduced on all UK motorways

Speaking candidates-- please choose a topic from the list you'd be most interested in speaking about.

Can everyone begin to confirm whether or not this date/time is possible for them?

Everyone-- please can we have a quick meeting at 1:50 PM in the library this Wednesday 3rd December.

See you there!

Year 8 Macbeth performance

Dear All:

Here's a link to an online version of the play, with your key scene:

http://shakespeare.mit.edu/macbeth/macbeth.1.7.html

Remember-- you're doing from line 58 ("If we fail?") to the end.

Mr H

Year 11- Cover lesson 13/11/08

Hi Y'all!

I'm currently with Year 8 at a performance of Macbeth; sorry to miss you!

I'd like you to scour the internet for resources on Simon Armitage and Carol-Ann Duffy. While both of these poets will get plenty of mentions in an internet search, I'd like you to select the very best- the most helpful websites, etc.-- that could help you revise for your Literature Examination.

Reminder: The poems you need to revise-

Armitage: Mother, Any distance..., Homecoming, Kid, Hitcher ('My Father' is optional)
Duffy: Havisham, Anne Hathaway, Education for Leisure, Before You Were Mine

When you find a resource, copy the address to a Word document; try to print off your lists at the end of the lesson, and bring these to your lesson tomorrow.

If you tire of searching, concentrate on the following task:

Look at 'Hitcher' and 'Havisham'. Compare the methods and language Armitage and Duffy use to create an impression of mentally unstable characters.

Remember-- your Of Mice And Men essay is due in tomorrow!

Ta!
Mr H

PUBLIC SPEAKING UPDATE

Chrystall Prize

Preparations are now underway-- our first round is being held at Central Newcastle High School, on Thursday, November 20th.

The competition is scheduled to commence at 4.15 pm, and all proceedings should be completed by 6pm at the latest.

Light refreshments will be available for you from 3.45 pm onwards in the School Library where the competition will be held; after all girls have delivered their speeches, there will be a break for sandwiches and pastries whilst the adjudicators deliberate.

I'm planning that travel will arranged through the school-- you will be travelling by rail, accompanied by a member of staff, and the cost of a rail ticket will be met by NGHS (yes-- that's right! A FREE trip to Newcastle!). While you will be leaving in the afternoon, you'll be getting back a bit late-- and you'll need to be picked up from Nottingham station.

The topic that has been selected from our shortlist is number 23 – "The cult of celebrity is the death of culture".

Newcastle is already badgering for the name of our candidate, so I'd like all volunteers to prepare about a minute's worth of speaking on this topic, and be ready to go at LUNCHTIME (1:50 PM) on MONDAY, NOVEMBER 3rd. I'll be making a choice quickly!

ESU PUBLIC SPEAKING

As yet, still no word from our organisers-- do look through the packs I gave you, and I'll be looking to arrange a team structure the first week back.

Please ensure you're checking this blog throughout the half-term; there may be some more developments next week!

Mr H

Year 11 - Coursework Titles

Dear All:

Here's a list of coursework titles for those of you redrafting/replacing coursework over half-term.

Much Ado About Nothing

1.

• “O God that I were a man!”(IV, I, l. 301).
  
  Examine the role of gender in Much Ado About Nothing, with especial reference to the characters of Beatrice and Benedick.
  
  Comment on:
  · How Shakespeare portrays these characters
  · How these character’s behaviour conforms to or challenges gender roles—both in Shakespeare’s time and ours
  · The dramatic impact of these character’s speech and actions
  

2.
“In Hero and Beatrice, Shakespeare presents two radically different ideas of femininity.”

Compare the portrayal of Hero and Beatrice, with especial reference to I, I; III, iv; and IV, i.

How does Shakespeare create his female characters, and engage audience sympathies with them?


3.
What is the dramatic contribution of Don John in Shakespeare’s ‘Much Ado About Nothing’? How might this character be presented to an audience?

4.
Examine the roles of Benedick and Claudio as ‘lover’.

· How do these characters compare in speech and actions?
· How does Shakespeare use the conventions of his time in shaping these characters?
· How do these characters add to the dramatic impact of the play?

• 5.
  Re-examine the events in and surrounding Act IV, Scene I of Much Ado About Nothing.
  
  How does Shakespeare make this scene the dramatic ‘high point’ of the play?
  
  In your answer, you should consider:
  
  How Shakespeare presents characters;
  His use of language and dramatic structure;
  The impact of social conventions or ideas—both contemporary and current—on audience reactions.
  

Dr Jekyll and Mr Hyde

1. How does Stevenson engage his readership and establish intrigue/suspense in the novel? Pay especial attention to Stevenson’s use of language, the structure of the story, and his use of character and incident.

2. Select three passages from the novel, and comment on how Stevenson’s use of setting helps the reader to

· Understand the themes or ideas of the novel
· Experience suspense/tension or other effects
· Learn more about nineteenth-century life and society
· Appreciate his skill as a writer


3. Imagine you are Ms Davis, the Head of English at the Girls’ High School. You have just received the following letter from perturbed parents.

Write a response to the Shuckleburgers’ letter, defending the use of Dr Jekyll and Mr Hyde in your GCSE English studies.

In your response, you should consider:

· How Dr Jekyll and Mr Hyde reflects Victorian society or culture, and why it is valuable to learn about such ideas;
· How Dr Jekyll and Mr Hyde is an example of a literary style/genre, and what students could learn from this;
· The quality of Stevenson’s writing—what techniques does he employ, and what could students learn from him?

Remember that the Shuckleburgers are very sceptical, and will need ample proof from the text itself (i.e., quotations!), for you to succeed in quieting their opposition.

Remember to put your response in the form of a letter—a formal, ‘business’ style would work best.

Dear Ms Davis:

As concerned and child-centred parents, we take great interest in our daughter’s schoolwork, and we regularly snoop through, er, examine the contents of her lessons and homework.

We are rather perturbed by the inclusion of the text of Dr Jekyll and Mr Hyde as part of Penelope’s English coursework. We both took turns reading the text, and felt that it was inappropriate for study in this day and age.

Put simply, Dr Jekyll and Mr Hyde strikes us as an irrelevant, outdated Victorian text, with little or nothing of value to offer the student of today. We cannot conceive how our precious Penelope could enjoy this text, or learn anything from a piece of badly-written pulp fiction from 120 years ago.

We do hope that you will swiftly move to replace this text with something a little more contemporary or appropriate: say, Riders by Jilly Cooper, or Dan Brown’s The Da Vinci Code. And sack her dreadful teacher while you’re at it.

Yours sincerely,

Milton and Millicent Shuckleburger

Public Speaking

Hey y'all!

Thanks to those of you who came last Friday for our breaktime meeting... and the rest of you-- do better next time!

1. Chrystall Prize

This is Thursday, November 20th. I will need to know (year 11's only!) if you're available for that date.

Having invited comments on possible topics, I've narrowed it down to:

• The cult of celebrity is the death of culture
• Barack Obama is America’s future
• A woman’s place is where she chooses

I know there were other favourites, but those seemed to get at least 2-3 people agreeing on them!

2. ESU Public Speaking (10's and 11's)

I will be putting some information on the various ESU speaking roles in my pigeon hole in the next couple of days for your perusal.

As of now, I still haven't a date and location confirmed for this yet-- I will be contacting our organiser this week to get a rough idea (certainly, debating first rounds tended to be in late November/early December).

I'd like another meeting-- can I suggest Thursday break?

Ta!

Mr H

Year 8 Book Review Sites

Dear All:

Here are some on-line resources for book reviews. Read a few at random, or search for a book you've read!

The Daily Telegraph Book Reviews:
http://www.telegraph.co.uk/arts/main.jhtml?menuId=570&menuItemId=10050&view=PICHEADLINESUMMARY&grid=F7&targetRule=14

The Times Book Reviews:
http://entertainment.timesonline.co.uk/tol/arts_and_entertainment/books/book_reviews/

The Independent Book Reviews:
http://www.independent.co.uk/arts-entertainment/books/reviews/

The Guardian Book Reviews:
http://www.guardian.co.uk/books/books+tone/reviews

A site for book lovers:
http://www.lovereading.co.uk/

…and for children’s books:
http://www.cool-reads.co.uk/

Hope these help get you started!

Mr H

8H/ 8L Book Discussion

Reading Guide—Roll of Thunder, Hear My Cry

Why do you think TJ acts the way he does?
How does the death of TJ affect you?
Should Miss Crocker have been scared? Why or why not?
The blurb reads “…nobody, no matter what colour, is better than anybody else.” How do you respond to this idea?
Does TJ deserve his fate?
“I was intrigued by the start of the book—I ‘got into’ it right away”. What do you think?
What is the ‘message’ of this book?
How do you respond to Little Man? Why?
I would like to ‘rewrite’ this book from a white person’s point of view. Would you?
How far have race relations improved since the time of the novel?
‘I found the book tedious’. Did you?
Is the ending of the book satisfying? Why or why not?
What is your reaction to the title? Do you think it was a good choice?
Is the book more interesting when ‘action’/violence are used? Why?
What use is Christopher John in the story?
Should we be ‘quiet’ about the past, like Mama? Why or why not?
Are Cassie and Little Man guilty for Mama losing her job? Why or why not?
Should Cassie have tried to teach Lillian Jean a lesson?
How would you respond to Cassie’s stresses? Why?
Is Uncle Hammer an exaggerated character? Why or why not?
How do you respond to Mildred Taylor’s style?
How did you react to the passages in the book about “The Land”?
Should Cassie trust her Mama? Why or why not? How does their relationship affect the novel?
Is TJ a friend or an enemy?
Do you feel sympathy for Stacey?
Is this novel an effective discussion of racism? Why or why not?
Why did Mildred Taylor write this book?
Is there stereotyping in the novel?
Do you think this book could have been written better? Why?
“Taylor’s style made me want to carry on reading”. Do you agree?
After reading this book, would you want to read any more of Taylor’s work? Why or why not?
What was your favourite episode in the book?
How would you respond to segregation? Why?
“This book is boring”. Justified?
Who would you recommend this book to—and why?
Is this book an accurate reflection of racism? Why or why not?
What is the genre of this book? Why?
What was your favourite subplot? Why?
Did this book affect you emotionally? Why?
Is it easy to review this book?
Is this a ‘sad’ or uplifting book?
“This author is brilliant”. Do you agree?
Is this a ‘girl’ book or a ‘boy’ book?

Year 11 Of Mice and Men Homework

A Ranch Welcome Pack

With your partner, create a booklet designed for use by a new arrival at the ranch. The purpose of this booklet is to introduce the novice to the characters he (for it shall inevitably be a he!) will encounter.

Your booklet should include paragraphs on the following:

• the Boss
• Curley
• Curley's Wife
• Slim
• Carlson
• Candy
• George
• Lennie
• Crooks
• Whit

Your introductions to these characters should indicate their personalities, behavioural patterns, and give the prospective rancher some advice on how to 'deal with' the character. Creativity is welcome, but all assertions should be based on your understanding of the text.

Bonus points for attractive presentation!

Due: Friday, September 26th

Mr H

Year 8 Writing homework

Your task is to create a short episode that could 'fit in' to a copy of Roll of Thunder, Hear My Cry.

In it, Cassie will enter the local General Store, buy a new pencil, and leave.

Your task will be to engage the reader's sympathies with Cassie, and focus their antipathies on the shopkeeper; the shopkeeper will not hurt, offend or obstruct Cassie in any way.

Think about:

• how you can convey subtle attitudes;
• how you describe character's appeances, actions, or gestures;
• your use of adjectives.

Try to ensure that your spelling, punctuation and grammar are as accurate as possible!

Length: c. 2 sides

Due date: Friday, 19 September

Year 8 "Essence of Me" Homework task

Dear All:

Having edited your word list down, you now have to do one of two things:

• by hand: get a piece of plain A4, and write out your words-- in any order, orientation, direction, etc. Try to make it colourful. Write your name (first and last) on the back of the sheet.
• by computer: go to http://wordle.net/ and type in your list. You can play around with different colours/fonts, etc. and create a 'word cloud' to print out (in colour, if possible). Again, name (first and last) on the back of the sheet, please.

That's it! Try to have it ready for Monday morning.

Mr H

U6 English Language- Child Language Acquistion

Hey Kids!
Many thanks for the T-Shirt and chocs; by way of thanks, let me direct you to the following site I came across:

http://www.stokesleyschool.org/sub/english/assets/pdf/ENB6%20Language%20Acquisition.pdf

It's a little revision guide, with some additonal theorists for you to consider. Good luck on your exams!

Mr H

L6 English Lit-- Hardy Poem resources

Dear L6:

Here are some Hardy-related web resources to aid you in your revision. if you come across any more, please let me know, and I can add them to the blog!

http://www.universalteacher.org.uk/poetry/hardy.htm

http://www.poetry-archive.com/h/hardy_thomas.html

http://www.newi.ac.uk/englishresources/alevel/poetry.html

http://www.victorianweb.org/authors/hardy/

http://www.todayinliterature.com/biography/thomas.hardy.asp

http://www.andover.edu/english/hardymisc/miscellany.html

http://www.fredonia.edu/hardysoc/Linksfour/INDEX.htm

http://pages.ripco.net/~mws/hardy.html

http://members.aol.com/infoman1979/

GCSE Revision site

Hey kids!

Here's a good site, with lots of resources-- just not much on cluster 2 poems!

http://www.court-moor.hants.sch.uk/english/gcserevis.html

Hope this helps!

Mr H

Year 11-- Cluster 2 Revision sites

Here be the sites you discovered in our lesson a couple of weeks ago.

IMPORTANT: I haven't personally vetted these sites, so their relative usefulness may vary.

Here goes:

Search for My Tongue

Bitesize
http://www.bbc.co.uk/schools/gcsebitesize/english/poemscult/searchrev1.shtml

http://www.johndclare.net/English/Bhatt_Intro.htm


Unrelated Incidents

http://www.bbc.co.uk/schools/gcsebitesize/english/poemscult/unrelatedrev1.shtml

http://www.bbc.co.uk/schools/gcsebitesize/schemes/english/unrelated.shtml

http://www.eastbury.bardaglea.org.uk/folder/english/poetry/unrelated%20incidents.ppt

http://www.coursework.info/GCSE/English_Language/Poems_from_Different_Cultures/Tom_Leonard__from_Unrelated_Incidents/

http://www.coursework.info/GCSE/English_Language/Poems_from_Different_Cultures/Tom_Leonard__from_Unrelated_Incidents/Unrelated_Incidents_L107727.html

Half-Caste

http://www.bbc.co.uk/schools/gcsebitesize/english/poemscult/halfcasterev1.shtml

http://englishgallery.wetpaint.com/page/CGSE+Key+Stage+4

http://www.johndclare.net/English/Agard_Intro.htm

http://www.learninglive.co.uk/teachers/ema/african_caribbean/half_caste.pdf

Love After Love

http://www.universalteacher.org.uk/anthology/differentcultures.htm#loveafterlove

http://www.tusitala.org.uk/blog/blog.php?bid=361

http://www.eliteskills.com/analysis_poetry/Love_After_Love_by_Derek_Walcott_analysis.php

http://www.teachit.co.uk/attachments/5330.pdf

http://www.coursework.info/GCSE/English_Literature/Poetry/Pre-1914/By_Genre/Love_Poetry/This_Room_and_Love_after_Love_-_Comparat_L65391.html

This Room

http://www.helium.com/items/246303-first-stanza-dharkers-creates

http://www.bgfl.org/bgfl/custom/files_uploaded/uploaded_resources/10668/ThisRoomPres2(MT).ppt

http://www.eastbury.bardaglea.org.uk/folder/english/poetry/this%20room.ppt

http://www.universalteacher.org.uk/anthology/differentcultures.htm#thisroom

http://216.239.59.104/search?q=cache:OfUh96vR8WcJ:www.banbury.oxon.sch.uk/faculties/english/resources/poems_from_different_cultures_guide.pdf+this+room+imtiaz+dharker+universal&hl=en&ct=clnk&cd=10&gl=uk

Not My Business

http://en.wikipedia.org/wiki/Not_My_Business
Wikipedia knows everything. And it knows lots about this poem.

http://www.universalteacher.org.uk/anthology/differentcultures.htm
This is nice because it will tell you about lots of other poems as well.

http://www.bbc.co.uk/schools/gcsebitesize/english/poemscult/ferlinghettirev7.shtml
This is quite obviously for stupid people but it is still useful.

http://www.whscms.org.uk/getfile.php?src=754/Niyi+Nosundari%2C+Not+My+Business.pdf
This is extremely exciting because you have to look at it on adobe acrobat.

http://www.whscms.org.uk/getfile.php?src=754/Niyi+Nosundari%2C+Not+My+Business.pdf
A video, it’s boring

http://en.wikipedia.org/wiki/Not_My_Business
- yay~ wikipedia

http://www.bgfl.org/bgfl/index.cfm?s=1&m=166&p=120,view_resource&id=10667
this one is a bit simple, but could be good for revision to get you started.

Presents From My Aunts in Pakistan

http://www.stpetershigh.org.uk/DEPARTMENTS/ENGLISH_DEPT/SLAYHE/2Year11GCSE/Cultures.html


http://learningat.ke7.org.uk/english/ks4/year11/pfmaip.htm


http://canuckenglish.blogspot.com/


http://www.bbc.co.uk/schools/gcsebitesize/english/


http://www.google.co.uk/search?hl=en&q=presents+from+my+aunt+in+pakistan&meta=



http://mrwells.wordpress.com/2007/05/22/presents-from-my-aunts-in-pakistan/

Hurricane Hits England

http://www.bbc.co.uk/schools/gcsebitesize/english/poemscult/hurricanerev3.shtml

http://learningat.ke7.org.uk/english/ks4/year11/hhe.htm

http://66.102.9.104/search?q=cache:p2VVyJ6_angJ:www.heinemann.co.uk/shared/Resources/NonSecure/00000000/GraceNichols.pdf+grace+nichols+hurricane+hits+england&hl=en&ct=clnk&cd=4

http://www.bbc.co.uk/schools/gcsebitesize/english/poemscult/hurricanetest.shtml

http://www.bgfl.org/bgfl/custom/files_uploaded/uploaded_resources/10721/HurricaneHitsEnglandbyGraceNichols.ppt

http://www.eastbury.bardaglea.org.uk/folder/english/poetry/hurricane%20hits%20england.ppt

U6 English Language-- Reading and Writing

Dear All:

Here be links to the National Curriculm website, outlining what children are expected to be learning in infant and juniour school. These will prove useful as benchmarks for analysing examples of reading and writing practice, as well as an example of theory/research. Enjoy (if that's the right word)!

Key Stage 1 Reading
http://www.nc.uk.net/webdav/harmonise?Page/@id=6001&Session/@id=D_F8vQvwadvKn8gWyU512m&POS[@stateId_eq_main]/@id=5875&POS[@stateId_eq_note]/@id=5875

Key Stage 1 Writing
http://www.nc.uk.net/webdav/harmonise?Page/@id=6001&Session/@id=D_F8vQvwadvKn8gWyU512m&POS[@stateId_eq_main]/@id=5924&POS[@stateId_eq_note]/@id=5924

Key Stage 2 Reading
http://www.nc.uk.net/webdav/harmonise?Page/@id=6001&Session/@id=D_F8vQvwadvKn8gWyU512m&POS[@stateId_eq_main]/@id=6048&POS[@stateId_eq_note]/@id=6048

Key Stage 2 Writing
http://www.nc.uk.net/webdav/harmonise?Page/@id=6001&Session/@id=D_F8vQvwadvKn8gWyU512m&POS[@stateId_eq_main]/@id=6111&POS[@stateId_eq_note]/@id=6111