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