evaluate and edit by: school/academy? Relate to own school assessing the effectiveness /academy policy. of their own and others’ writing Imagine an incident where another pupil or proposing changes to group of pupils bullies a pupil. Pupils could vocabulary, grammar and role-play how they would deal with this as punctuation to enhance the Head teacher /Principal. effects and clarify meaning ensuring the consistent and Individually all pupils could write a speech to correct use of tense the governing body of the school / academy throughout a piece of stipulating the way that bullying can be writing; eradicated within their school / academy. ensuring correct subject Negotiate success criteria as a class and verb agreement when including rhetorical devices to be included. using singular and plural, This could be performed to the class acting distinguishing between the in role as governors/ or to the Head teacher. language of speech and writing and choosing the To take the formality one step further, in appropriate register. groups, pupils could prepare the speech for the Education Minister or the Prime Minister Differentiate through: to demonstrate how their school / academy Pairs/ groupings; has dealt with bullying. Choice of task; Choice of method to Pupils could compile a documentary on the complete the task. way that their Head teacher / Principal has Research guidance / notes ensured that the school / academy does not may be provided for less allow any bullying that could be used for able. television viewing or as guidance to other schools. Groups of pupils to be assigned different roles in a mantle of the expert activity to complete the task. A quick activity! This activity is designed to provide an opportunity for pupils to practice their persuasive skills. A quick game!
evaluate and edit by: assessing the effectiveness of their own and others’ writing proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning ensuring the consistent and correct use of tense throughout a piece of writing; ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register. Differentiate through: Pairs/ groupings; Choice of task; Choice of method to complete the task. Research guidance / notes may be provided for less able. school/academy? Relate to own school /academy policy. Imagine an incident where another pupil or group of pupils bullies a pupil. Pupils could role-play how they would deal with this as the Head teacher /Principal. Individually all pupils could write a speech to the governing body of the school / academy stipulating the way that bullying can be eradicated within their school / academy. Negotiate success criteria as a class including rhetorical devices to be included. This could be performed to the class acting in role as governors/ or to the Head teacher. To take the formality one step further, in groups, pupils could prepare the speech for the Education Minister or the Prime Minister to demonstrate how their school / academy has dealt with bullying. Pupils could compile a documentary on the way that their Head teacher / Principal has ensured that the school / academy does not allow any bullying that could be used for television viewing or as guidance to other schools. Groups of pupils to be assigned different roles in a mantle of the expert activity to complete the task. A quick activity! This activity is designed to provide an opportunity for pupils to practice their persuasive skills. A quick game!
skills_from_brazil_lesson_plan_primary.docx