End+of+Year+10


 * By the end of Year 10**

When students enter year 9, they are required to read and write a wide range of texts16 in order to meet a variety of specific learning purposes across the curriculum. Increasingly, the language and forms of these texts are subject-specific Most curriculum tasks at this level require students to use both their reading and their writing, to a greater or lesser extent. Students read a single text or multiple texts on a topic in order to locate, analyse, evaluate, and synthesise information and ideas. They write to develop and shape their thinking as well as to record information, reveal their understanding, and communicate their ideas. Often, the main purpose of their reading and writing is to support an oral- or visual-language task, for example, to prepare for an oral presentation on a specific topic or to record their response to a visual text or a practical task NB: For support in establishing what to teach (content) and the strategies to help students learn (pedagogy) it may be useful to consult []  descriptors of attitudes, skills and knowledge that students demonstrate and draw on when reading at this level || **E-Learning**  Integration Idea  (exact link to digital resource) |||| **How learning may be structured?** Teaching Tool? Students in groups? Individually? As part of literacy rotations? ||  readability, accuracy, relevance, and status of the information and/or ideas they find.) || Students will create a reading log  in their blog or wiki, evaluating each text.
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">**Literacy Progressions**
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">*find, select and use a range of texts for specific learning purposes in different area of the curriculum, making decisions as they read, about the usefulness of the text for the purpose (e.g. by using criteria to evaluate the

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; text-align: left;">Evaluate a range of texts online. <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; text-align: left;">eg. for Health evaluate food advertisements. || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Teacher to provide guiding questions related to purpose and relevance.

<span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; text-align: left;">Teacher provide a template with information gathering questions, which would identify similarities and differences between the advertisements. || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> [] <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> **Microquests** <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> [] ||
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">*having a large vocabulary that is connected to their own knowledge of the world and that includes academic, subject-specific, and technical terms || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Create individual Powerpoint as part of e-portfolio, where students add new vocabulary from each curriculum area, throughout the year. || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Teachers will use [] to create interactive vocabulary acquisition games specific to their curriculum areas . ||
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">*recognise different grammatical constructions and use this knowledge to comprehend dense and complex text. || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Digistore: L1276 Finish the story: boat disaster
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students complete a narrative to suit the social context, audience and purpose (adventure story).
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students improve a text by constructing noun groups, selecting action verbs and inserting text connectives.
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students revise a narrative to improve language choice and usage.
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students select a title and image to complement a narrative. ||  ||
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">*read flexibly to find and/or understand information that is not readily accessible and/or that is organised in unfamiliar ways || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Teacher created web quests or microquests using rich questions to guide the reading || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">**Webquests**
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">*read flexibly to find and/or understand information that is not readily accessible and/or that is organised in unfamiliar ways || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Teacher created web quests or microquests using rich questions to guide the reading || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">**Webquests**
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">*Use strategies such as note taking, skimming or scanning, mapping idea, coding information, and rephrasing in order to locate, evaluate, analyse, and summarise information and ideas within texts and across a range of texts. || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Use a mind mapping programme such as 'freemind' http://freemind.sourceforge.net/wiki/index.php/Download or 'bubblus'

<span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> Digistore: Ultimate Readers Toolkit L7944 * Students explore, identify and use a toolkit of strategies (including: predicting, visualising and summarising) that will make them better readers. ||
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students obtain information about, and demonstrate the use of, effective strategies to improve their reading skills. || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students will select and record, in a mindmap, relevant information that may have been accessed online, or as a summary of course content for revision.
 * <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">*have control of a repertoire of comprehension strategies that they use deliberately and flexibly, depending on their purpose for reading. ||  ||   ||

**By the end of Year 10** <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; text-align: center;">During years 9 and 10, students continue to develop their writing in order to think about, record, and communicate experiences, ideas, and information on a wide range of topics and themes. They are required to write (often using electronic media) a wide range of texts, such as essays, reports, narratives, blogs, feature articles, character profiles, responses to literature, and short answers or explanations. <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> descriptors of attitudes, skills and knowledge that <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> students demonstrate and draw on when reading at this level || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">**E-Learning** <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> Integration Idea <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> (exact link to digital resource) |||| <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">**How learning may be structured?** <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Teaching Tool? <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Students in groups? <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Individually? <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">As part of literacy rotations? ||
 * || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">**Literacy Progressions**
 * || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">select from their repertoire of planning strategies according to their purpose ||  ||   ||
 * || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">deliberately use their writing to develop their ideas . ||  ||   ||
 * || <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">use their writing to explain concepts, processes, phenomena, theories, principles, beliefs and opinions (their own and those of others) that are relevant to the curriculum task ||  ||   ||
 * || <span style="display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; text-align: left;">know a wide variety of texts types, forms, knowing the specific features and structures associated with each, and using appropriate text types and text forms flexibly in different subject areas || [|Digistore: Poetry anthology]

[|Digistore: Writing Narratives] [|__Digistore : Design a Layout Series__] [|__Digistore: Fix the Mix Up__] [|__Digistore: Garage Beat__] ||  ||